Jason Pace Unit: Formal Reports

Duration: 50 min Grade 9

Lesson: 5 A Report on Indonesian Weddings (mostly Direct instruction)

Date: (I never got to teach this one my cooperating teacher did a review day in preparation
for a test. I did not get to teach that either.)

Lesson Overview
Guiding Questions Objectives (know/understand/do/value)
The student will . . .

- What are the basic differences between
a formal report and a newspaper article?
- What is a formal report made up by?
- How would you begin making a formal
report?
- Understand the fundamental differences
between a formal report and a newspaper
article.
- Know a little more about indonesian
weddings and their customs.
- Be familiar with the different terms and parts
of a formal report.
- Be able to go about starting a formal report.

Time Instructional Procedures and Strategies

Beginning the Lesson
5 min - Begin by simply asking the kids what they know about indonesian weddings.
Kinda guide the conversation until there is a fairly complete and accurate
description provided.
2 min - After this jump in to explain what we will be doing for the day:
- Reading a formal report.
- Learning the parts and terms of a formal report.
- Analyzing the differences between a formal report and a newspaper.
- Beginning to practice how to start a formal report properly.

Developing the Lesson

5 min - Open the book to pg. 53 and read through the formal report called Amish
Wedding. Call on students to read (help them with any pronunciation they
struggle with).
10 min - Discuss the terms in the book and what they mean (Since I dont have the book
yet I am not 100% sure what the terms are so I cannot specify that just yet)
- Have the students read through the article once again but tell them to find and
write down the differences between this article and a newspaper article.
15 min - Discuss this with the class.
- Returning to the topic first broached about Indonesian Weddings, as a class try to
form an outline of what a formal report on this topic would look like.

10 min (Not sure about this

but I may discuss the book 1984 by George Orwell with them
since they are currently reading it as a class. I might actually prefer doing this at the
beginning of class though)
Jason Pace Unit: Formal Reports

Duration: 50 min Grade 9

Closing the Lesson

3 min - Quickly analyze the outline created at the end of class and explain how it will be
the basis of the next class.
- The next class the students will actually practice writing a formal report,
or at least parts of one, using the outline created today.
Total: 50 - Class dismissed!

Formative Assessment Differentiation

- Participation is one way I will try to - There isnt a ton of differentiation in this
assess, but that will be difficult. lesson except for how the students work
- I will wander the classroom while they alone in some parts and are required to
take notes to try to see if they are discuss in others.
working.
- I will try to call on every person at least
once.

Resources

- Cox, Marion, and Peter Lucantoni. IGCSE First Language English. Cambridge: Cambridge UP,
2002. Print.

Reflection
- As mentioned above, I was not able to actually teach this lesson due to timing issues. However,
if I were to use other lessons taught as a reference point, I think that this lesson probably would
have gone pretty well. The only thing I would probably change is between the reading of the
article and the class discussion, I would probably add a group discussion. Often it is hard to get
individuals to talk but if they have discussed the topic with friends and written some things
down then they feel much more comfortable in sharing.
 Jason Pace Unit: Formal Reports

Duration: 50 min Grade 9

Lesson: Ant life report

Date: Monday, January 30, 2017

Lesson Overview
Guiding Questions Objectives (know/understand/do/value)
The students will . . .
- Discuss the questions from the quiz about
1984 as a class.
- What are the characteristics of a - Extract sentences from the spoken formal
sentence in a formal report? report on ants.
- What is the purpose of a subheading in - Analyze sentences to see how they fit
a formal report? properly into a formal report.
- Review subheadings, and practice assigning
subheading to a formal report.

Time Instructional Procedures and Strategies

15 min Beginning the Lesson

- Begin by giving the students a quiz on their reading assignment of 1984.
- After the quiz, have a class discussion about the answers as well as general
discussion about the book.

Developing the Lesson

5 min - Introduce the topic for the day, explaining that
- Before starting video clip, instruct the students to write any two sentences that
stand out to them as they watch it.
5 min - Have the students watch a short documentary/ formal report
(https://www.youtube.com/watch?v=EiNfzZCoqTQ - One life ants).
10min - As a class, pick 4 sentences (just have random people read theirs aloud), write
them on the board, and analyze them for characteristics of formal reports (they
are in present tense, they are objective, etc).
10 min - Review the concept of subheadings and why they are used (to organize the
report).
- As a class, try to assign 2 subheadings to the Ant formal report.

5 min Closing the Lesson

- End by giving a quick recap of the characteristics of a formal report, reminding
Total: 50 the students to read 1984, and wishing them a happy monday!
Jason Pace Unit: Formal Reports

Duration: 50 min Grade 9

Formative Assessment Differentiation

- Quiz on 1984
- Class discussion provides a good way to
assess how the students are doing
(though in order to do so properly, some
students must be called on, dont just
assume everyone knows cause the
people raising their hands know the
answer.)
- The visual and oral aid that a youtube
documentary provides instead of just a
written text will be very helpful for some
students.
- Class discussion as well as direct instruction
is also good.

Resources
- (https://www.youtube.com/watch?v=EiNfzZCoqTQ - One life ants).
- PPT
- Quiz

Reflection
- I struggled quite a lot in the discussion after the quiz about 1984. My cooperating teacher later
pointed out that the reason that I struggled was because I did not have specific questions.
Vague questions get vague answers is exactly what he said. That is something I could
definitely work on. Writing down questions before hand (more detailed even than the guiding
questions) will help to practice making specific questions.
Jason Pace Unit: Formal Reports

Duration: 50 min Grade 9

Lesson: Intro to Beast of Bodmin Moor Report

Date: Wednesday, February 1, 2017

Lesson Overview
Guiding Questions Objectives (know/understand/do/value)
The students will . . .
- Read and understand the passage: Beast of
- What should the subheadings for this Bodmin Moor.
formal report be? - Write an outline (based on subheadings) and
- What evidences supports your bullet points of information as evidence
subheadings? supporting the outline.
- Come up with their own conclusion based on
the evidence.

Time Instructional Procedures and Strategies

Beginning the Lesson
5 min - Orally review anything learned in the previous classes by calling on random
students (focusing on those who might be struggling) and asking them to just say
anything they have learned about formal reports so far (without repeating stuff).

Developing the Lesson

- Introduce the class objectives, explain what will happen in this class period:
- Read beast of bodmin moor, create subheadings, make an outline.
5 min - Read the passage Beast of Bodmin Moor (posted online so the kids can access
it) out loud. Ask some of the students to read certain paragraphs as well, for the
sake of practice.
- After having read it, establish that the passage is most definitely not formal or
objective. The goal of writing a report is taking the evidence found in the
passage, making an objective report, reaching a logical conclusion and making a
suggestion for a course of action based off of that conclusion.
- Show them the prompt (on the slide presentation) for this particular report.
13 min - Pair the students up for a group activity. Have them reread the passage and
decide what two subheadings as well as what title they would use to write a
formal report on this topic.
5 min - Call on the groups and come up with a good title and subheadings as a class.
20 min - Instruct the students to get back into groups and have them come up with bullet
points of evidence to support their subheadings, forming an outline of sorts for
their report. Go around the class, checking up on individual groups and helping
them out. About halfway through the activity, announce to the class that if they
finished coming up with evidence, then they could write a logical conclusion and
suggestion based on their evidence. Then go around focusing more on the
students making their conclusion and try to help them make it properly.
Jason Pace Unit: Formal Reports

Duration: 50 min Grade 9

Closing the Lesson

2 min - As a closing, announce that class is over and that it will be continued exactly
where we left off the next day. Have each person write down the exact thing he
will begin working on the next day when he/she comes into class as a closing
activity (that way their memory has a bit of help remembering what needs to be
done the next day).

Formative Assessment Differentiation

- Individual assessment as the teacher - There is direct instruction as well as group
walks around the class in the second discussion, accommodating both auditory and
activity. social learners.
- Also,there is some assessment when
asking questions in the class discussion
determining the subheadings

Resources
- Slide Presentation
- Beast of Bodmin Moor article

Reflection
- Although I covered the class objectives for this class (we are writing a formal report, these are
the characteristics of a formal report, etc.) I did not cover the objectives specific to the prompt.
These objectives were written on the Slide Show but that is not enough, they must be verbalized
and I must give clear instructions for every activity. In the end I had to go to each individual and
re-explain to make sure they understood the right thing (I would have gone to each individual
group anyways, but having to re-explain was counterproductive).
- The discussion and understanding of the concept of formal reports was very good though, so
that was encouraging.
Jason Pace Unit: Formal Reports

Duration: 50 min Grade 9

Lesson:
Date: Thursday, February 2, 2017

Lesson Overview
Guiding Questions Objectives (know/understand/do/value)
The students will . . .
- What are the characteristics of a formal - Write a complete formal report using correct
report? form.
- How do you apply those characteristics? - Be able to write correctly in present tense.
- Be able to use formal language.
- Conclude with a logical conclusion and a
good solution.

Time Instructional Procedures and Strategies

Beginning the Lesson

2 min - Instruct the students to get back into the pairs they were in last class.
- Orally review details about the Beast of Bodmin Moor article, just to get the
students minds working and remind them of what they did last class.
- Explain the objectives for the day:
- Write an entire formal report
5 min - Use formal language
- Use present tense
10 min - Conclude with a logical conclusion and a good solution
- Announce that although this paper will not be collected and graded, this is the
best practice they will have for the exam on Monday, which essentially will be
5 min the exact same thing with a different topic article.
- Tell them to look at what they wrote at the end of last class to know where to
10 min start back up again this class by doing that.
Developing the Lesson
- Walk around the class focusing on helping each individual group, especially
15 min emphasizing formal language and present tense. Clear up any topics that students
seem to be struggling with across the board if there are any. Towards the end of
the activity, go around encouraging students to go back over their conclusion and
make sure it was done properly.
3 min Closing the Lesson
Total: 50 - Have a student read their conclusion and analyze it as a class making sure it is
adequate. Go through a couple of possible conclusions to ensure understanding.
- Congratulate the class on their work and encourage them. Remind them that their
unit test will be essentially the same thing as what they just did, and as long as
they follow what they did in class today, they will do well.
- There will be a study sheet uploaded online for them to practice by tomorrow.
Jason Pace Unit: Formal Reports

Duration: 50 min Grade 9

Formative Assessment Differentiation

- The teacher will assess the students - Perfect differentiation since the teacher will
progress and understanding on a have the time to treat each person
personal level as he/she walks around individually throughout the class.
the class during the activity.

Resources

- Slide show with prompt from previous class

- Bodmin Moor article once again
- Work sheet to be uploaded online

Reflection
- This was a completely constructive class and I loved it. I loved being able to give attention to
each individual while everyone was working and being productive.
- Two things that I kind of need to work on in this scenario though is I need to make sure to give
everyone attention throughout the class (not an easy thing to do) but at the same time identify
those struggling and try to focus a bit more on helping them. This is the best method of
differentiation, but I do not think I accomplished it to its full potential, especially since I was
not aware coming into the class of who struggled and who would likely not need much help.
Jason Pace Unit: Formal Reports

Duration: 50 min Grade 9

Lesson: Review day: Typhoooon!

Date: Friday, February 3, 2017
(I did not actually get to teach this lesson, I simply aided my cooperating teacher with it. Also,
the game itself is fully credit of my cooperating teacher)
Lesson Overview
Guiding Questions Objectives (know/understand/do/value)
The students will . . .
- What did you learn these past two - Be able to apply everything learned in the
weeks? past two weeks in a review game.

Time Instructional Procedures and Strategies

Beginning the Lesson

- Remind the students of the assessment due on Monday.
- Introduce the review game (Typhooooon) and make sure students remember the
rules.
- Rule #the-most-important-one: Always, always, always discuss with
EVERYONE on your team before answering.
- Rule #the-next-one: One word answers are never acceptable in this game!
- Split the students up into groups of 4 or 5. (Arrange the desks so that they are
facing each other.)

Developing the Lesson

- How the game works:
- There is a 7x7 table on the whiteboard with letters on one side (one for
each box) and numbers along the top (one for each box). The teacher has
an identical table on a post-it note but this one has each box labeled as a
hard question, an easy question, a medium question, a vacation, or a
typhoon. The hard, easy, and medium questions are exactly what they
sound like. If the student calls out a number and a letter corresponding to
any of these, they must answer the question (after discussing with their
group) and they get 5, 3, or 1 points respectively. If they get a vacation,
they have a choice between an easy question for 3 points or a hard one for
10. If they get a typhoon that team loses all of their points this far in the
game. If a team (after having discussed as a group) gives an
unsatisfactory answer, the team after them gets the chance to answer, and
so on until some group (or no group) gets it right. This does not affect the
turn rotation (so if it is group 1s turn and they get it wrong and group 2
answers correctly, group 2 still gets their next turn as well - possibly
getting points once again.)
- Type of questions:
- There is a variety of questions, but none of the questions can or should be
answered in one word.
Jason Pace Unit: Formal Reports

Duration: 50 min Grade 9

- There are knowledge, analysis and application questions in all three levels
of difficulty.
- The focus of the questions is to encourage group discussions and to
produce a complete answer as a team.

Closing the Lesson

- The game goes on until class ends or until all questions are answered (which
should not happen due to the nature of the questions).
- Near the end of class announce that there will only be 2 more questions
answered.
- Whichever team gets the highest score gets a small bonus on the upcoming
assessment.
- Remind the students of the worksheet online and to study for Monday!

Formative Assessment Differentiation

- The entire class is an assessment of the
students knowledge and ability to
cooperate together.
- The questions cater both individual thinkers
(who must share their thoughts with the
team) and social learners who work best by
talking something through.
- Besides, what 9th grader doesnt love games
and competition?

Resources

- Typhoon slide show with questions on it

- Drawing on the whiteboard

Reflection
- This review game is extremely effective because of two main things:
- The fact that the students must discuss every answer as a group
- And the fact that the answers required are always more than a one word answer, often
almost full paragraphs are required.
- I did not actually teach this lesson myself as I was mostly assisting my cooperating teacher with
a game. Should I ever get the chance to use a review game though, this is the one I will use.