CEP Lesson Plan Template

Teacher/s: __Lauren Hazony___________________________________

Level: __I2____ Date/Time: _Monday June 16th :!"#12____
Goal: talking about job interviews
Objectives (SW!T":
Students Will e !$le To%
1& 'ractice usin( 'resent 'er)ect $y com'letin( a cloze e*ercise
2& identi)y the di))erences $et+een sim'le 'ast and 'resent 'er)ect $y matchin( a set
o) sentences +ith its meanin( in order to hi(hli(ht the di))erences in meanin(&
!& Ma,e in)erences in readin(
-& .rally share their o'inions and in)erences $ased on a readin(
/& 0ractice correctin( a 'eer1s +ritin( and (ive a''ro'riate )eed$ac,
Theme: __2nit 3# The 0er)ect Match
!im#Skill#$icroskill !ctivit%#Proce&ure#Stage 'nteraction Time
Review or Preview (if
applicable)
What was the highlight of your
weekend? Discuss in groups of 2.
Share about your partner.
Linking & Transitioning to rest of
lesson: !er the weekend" you had a
lot of ho#ework. Today we will #ostly
do reading and writing acti!ities with
the ho#ework" but first we are going to
do a $uick re!iew of the present perfect
tense.
S%S 1"
min
Activity 1:
&resent &erfect Tense
'eaning (e!iew
).) &re%Stage:
*ook. &. +,%-2% .lo/e e0ercise
Work alone and then co#pare answers
with a partner
).2. During Stage:
*ook &. +1% -2. Work alone and then
co#pare answers with a partner
3o o!er answers as a class on docca#
).4 &ost%Stage:
Together with your partner go back to
pg +,%-2 and check to see if you still
S%S
S%S
S%S
/ min
/ min
/ min
Transition to -2:3reat work
really thinking about the
#eaning and use of the
present perfect tense. 5ow
lets take a look at the
reading you did for
ho#ework.
agree with your original answers
6a!e students read out%loud to go o!er
answers
7or early finishers:
p. +1 % -8
Tangible utco#e & T. feedback9peer
feedback:
& +,%-2" & +1 -2
Activity 2:
'aking :nferences in
(eading
Transition to -4: 5ow we
2.) &re%Stage:
p. ;4%-2.
<sk a group of three to define 4%2
words fro# the article using conte0t
=what appears around the word>. Write
short definitions on a sheet of paper"
without using a dictionary. *e
prepared to share your definition with
the class.
Share definitions with class ? show on
docca#
:n your group" go o!er any other
!ocabulary words that were difficult or
that you are confused about. Write
the# in a list =option to co#e back
together as a class for re!iew if
necessary>
2.2. During Stage:
5ow that we ha!e this !ocabulary. :
want you to talk about the te0t with a
partner: Ski# the article $uickly ?
$uickly re!iew =4 #in>. .lose your
book.
(etell 5ellie *ly@s story to a partner.
Discuss if there is any $uestions about
the article
2.4 &ost%Stage:
Ma,in( in)erences 4 e*'lain to
students that in)erences are o'inions or
5#5
5#T
5#5
5#5
T#5
T#5
1"
min
3 min
/#3
min
are going to get #ake so#e
additional inferences and
share your opinions about
the reading using the inner
circle%outer circle e0ercise.
ideas that are not clearly +ritten in the
te*t $ut that +e can )i(ure out )rom our
readin(&
6or, alone& 0& 3!#7!
8evie+ ans+ers at your ta$le
9o over as a class
(ive out colored ta(s )or
inside/outside
Tangible utco#e & T. feedback9peer
feedback:
'& 3!# 72: 7!
5#5
Activity 3:
4.) &re%Stage:
<sk for a !olunteer to e0plain how to
set up the inner circleAouter circle.
B the students #ake a circle facing
outwards. ther B #ake a circle
around the )
st
" facing inwards. Speak
to a partner. When the bu//er goes off
they rotate clock%wise.
Let@s #ake our circles. =use colored
tags to deter#ine who is
inside9outside>
=if there is an une!en a#ount" ha!e one
group of three>
4.2. During Stage:
Students will discuss the following
$uestions:
Do you think the #ethods 5ellie used
to get infor#ation for her articles were
fair? Why or why not?
.ould she use the sa#e #ethods
today? Why or why not?
What are so#e proble#s with 5ellie@s
#ethods?
Do you think 5ellie faced unnecessary
difficulties because she was a wo#an?
3i!e e0a#ples?
What inferences can you draw about
5ellie@s personality? What $ualities do
you like about her? Which ones do you
5#5
5#5
! min
1/
min
Transition to -2: 3reat
con!ersation. Let@s take a )C
#inute break and then we
are going to take a look at
the written paragraph you
did for ho#ework.
find less attracti!e?
6ow popular would 5ellie *ly be if she
li!ed today?
Duestions on doc ca#" cellphone ti#er
for 2 #inE While students discuss"
teacher will #onitor and write in the 2
$uadrants:
4.4 &ost%Stage:
9o over some teacher monitorin(
'oints
;)le*i$le timin(# 1
st
time usin( this
method so not sure ho+ rich teacher
)eed$ac, +ill $e<
Tangible utco#e & T. feedback9peer
feedback: teacher )eed$ac,
T#5
/ min
Activity 4:
Writing &eer .heck
2.) &re%Stage:
When we write it is i#portant to check
our work independently as well as
recei!e peer feedback.
Let@s start by checking your own work.
=doc ca# $uestions>.
F0plain peer checking acti!ity. Let@s
do an e0a#ple together. &ost e0a#ple
on the doc ca# for the class to correct
together with the rubric !ia doc ca#.
What can #ake this short paragraph
better?
'odel how to peer correct. 5otify
students that they can use their
dictionaries and te0tbooks to help the#
#ake corrections.
2.2. During Stage:
Work indi!idually to #ake corrections
to a partner@s essay using the rubric
pro!ided. 'ake sure to write your
responses.
5#5
T#5
5#5
! min
1"#1/
min
1/
min
Transition to Wrap%Gp:
Hou@!e done a lot of hard
work today. We@re going to
wrap%up by thinking about
what we@!e learned today.
2.4 &ost%Stage:
.ounsel with partner about
corrections.
Teacher #onitor for $uestions and
notes co##on errors and issues
Gse doc ca# to address typical
proble#s =transitions" si#ple past !s
present perfect gra##ar" etc>.
.ollect writing and peer re!iew sheets
F0tension: :f #ost are finished earlier
than e0pected they can e0change
papers with another partner and
repeat the e0ercise.
Those who finish early can begin re%
writing their essays keeping peer
corrections in #ind.
Tangible utco#e & T. feedback9peer
feedback:
0eer )eed$ac,
5#5 2"
min
Wrap-up
6ousekeeping: .onsent for#s" test
check for those absent on Thursday"
rescheduled class
Lesson F!aluation &rocedures:
=*it Tic,et: 1 thin( that +as hard: 1
thin( that +as easy
/ min
Materials :
Doc cam: e*it tic,et: 'eer revie+ sheet: shel)#chec, >1s: e*am'le 'ara(ra'h: readin(
>uestions )or inside#outside circle: teacher monitorin( sheet
?ntici'ated 0ro$lems @ 5u((ested 5olutions:
#Doc cam doesn1t +or, 4 can 'ull u' on the com'uter or use the +hite $oard
#5tudents haven1t com'leted the 'ara(ra'h +ritin( )or home+or,& Have them +or, in a
(rou' o) three to edit someone else1s +or,
Aontin(ency 0lans ;+hat you +ill do i) you )inish early: etc&<:
Boo, '& 31# 5'ea,in( out usin( (eneralizations&