Class Level​: English Level 1 (ACTFL)  

Class Time​: 50 minutes 

Background Knowledge​: Basic knowledge in the simple present tense, and just recently learned 5W1H 
Authentic Text​: ​The Arrival​ by Shun Tan (Part of the text here h​ ttps://drive.google.com/file/d/1-yKig2lWHpZ7obTYd93jiIU_HRbwxxFo/view?usp=sharing​) 
Grammar Objective​: Create questions using 5W1H form.  
PPT: h​ttps://docs.google.com/presentation/d/12IYg-oxWp804Tti8b-vpsd8Ey1LZaBZ8NVDVFE0bMVE/edit?usp=sharing 
 

Phase  Time  Task  Rationale / Theory  Easy Directions 

for  
Teacher 
Situating the Lesson  10  Begin the class by greeting the students. Asking how they are  Situated Practice   
  doing. As they come in, hand everyone an index card.   (Connect with text)  
Give an  
   
  Then, tell the students that today we will   index card 
1. Read my (Nari’s) favorite picture book.   to everyone 
2. Discuss the ideas in the book.   
3. Add our own voices in the book.    
 
Move on to the question:  
 
   
You arrived in the United States two days ago. You are starting a  Entrance 
new life here. What are some things that you are confused about?  Question 
Make a list.  
 
 
Ask students to make a list individually ​on the notecard​.   Make a list! 
   
After, have students get into groups of three and share the list to   
each other.    
 
Ask students to ​choose 3​that the group thinks is the most 
 
confusing out of all the ones mentioned. (Which ones are the  Share the list. 
most confusing?)    
   
Afterward, have students share some of the concerns, and show 
  
what the teacher has come up with and compare.  
 
 
Pre-Reading  5    Review of old material   
   
Introduce the book to the students.   Prepare to explore the text 
 
Review the difference between ​have a​nd ​has f​or this part.  
 
Randomly call on a student to choose which one is the 
appropriate word. Then, re-read the whole sentence for meaning. 
(This activity is meant to be a review for the previous lesson and I 
am assuming that it is easy for all of the students.) 
 
 
 
 
 

Reading  5    Authentic text  Give students 

 
the text​.  
 
Then, give the readings to the students to read silently. Students   
will get 1 out of 3 types:   
   
Text A: pages 46-49   
Text B: pages 58-61 
Text C: pages 88-91 
Model 
  Labeling of 
  pictures.  
 
When finished, have students do this task on the PPT:  
 
Label 2-3 pictures with a problem (confusion).  
 
Model​the activity. The teacher labels a square in their own part 
of the text with the problem going on in that square.  
 
 
 
 
 Post-Reading  10  Have students get into groups of three, where each group has    Return to 
Oral  Text A, B, and C.    
Groups 
Communication     
with Information       
Gap        
Tell the learners     
    Explain your 
“Actually, each person has a different part of the book. So  CLT  
now your job is to explain your part of the story to the 
part of the 
other two group members. Don’t show them your pictures.  story.  
Only use your words to explain the story.”    
   
In their groups have students discuss the two questions:  
 
 
1. In your part of the book, what confused the main character?  Answer these 
Explain.   questions.  
 
2. In your part of the book, what surprised the main character? 
Explain. 
 
 
Hover around the class to see what students are talking about.  
 

Focus on Form  5  Ask students if they remember the 5W1H.  

 
Scaffolding to make 
Actual practice 
 
If yes, just quickly go over the list. If not, explain that they are six  comprehensible 
words to ask questions in English, and provide a L1 translation of 
them.  
 
 
 
Then, use the powerpoint to go over the 5W1H. For each one, 
ask the students what word is good for the space.  
 
What other types of questions have we gone over?  
 
 Practice  15  Tell the students that now we are going to add words to the book.  
 
Practicing questions in 
the context of the text.  
Give  
Give each student 2-4 sticky notes (depends on how much time  Stickynotes 
we have). 
   
Ask students to imagine if this book has words, what is the 
character saying? What question is the character asking?  
 
  Add to 
For each sticky note, find square you want to add a question.  sticknote 
Write the question using 5W1H and put it next to the square.  
  slides 
Model this using the PPT.  
 
After students finish filling out all of the post-its, collect them.  
 

After-Class    [​In the case of a need for homework.]  

 
Same context, different 
longer writing assignment 
 
HW is to write a short story on another scene of the book that has 
not been discussed yet in the class.  
 
EXTENSION 1 
 
The teacher can put all of the questions together back in the 
original text to show the class how much they have “added a 
voice” to the book by putting so many questions. This is to show 
the learners that they can create meaningful output.  
 
EXTENSION 2 
 
These questions can be examined in another class to talk about 
how to answer them in the context of our own world.