2013 New York Marathon CEP Lesson Plan Teacher/s: Monica Zhang Level: Advanced 2 Goal: To understand the

main idea of the readin !ased on information i"en# $!%e&ti"es '()*+T,: (tudents )ill *e +ble To 1! Di""erentiate bet#een ob$ect vs! sub$ect o" the relative clause 2! %etell the main idea that the& read to a 'artner 3! (e able to understand and come u' #ith the main idea o" the reading 4! )ome u' #ith a conclusion 'aragra'h based on #hat the&*ve read Theme: +e# ,or- Marathon ./tensions: online article "rom +, Dail& +e#s +im-(kill-Mi&roskill Warm-up +&ti"it.-Pro&edure-(ta e /ntera&tion Time 2 min Date/Time: 11/4/2013

Turn to your neighbor and tell her/him Ss something interesting you did this weekend '#( )re*Stage: 0re"resh students* memories about #here #e le"t o"" on Thursda& 0have grou' get read& "or their grammar lesson '#2# +uring Stage: 0grou' 'resentation on their lesson on 1ob$ect vs! sub$ect o" the relative clause*
2sel"0re"lection: students #ere having trouble "ocusing in this section3 it #as a continuation o" #here #e le"t o""3 it #ould have been bene"icial to do a 4uicre"resher on #here #e le"t o"" the da& be"ore5

Activity 1: Grammar Workshop

T*Ss Ss*Ss

16 mins

Transition to #2: Today, we are going to read an article about the ! "arathon that took place yesterday# $ut we will read it in a di%%erent way#&

'#' )ost*Stage: 0 students #ho are listening are given 4 4uestions that the& have to ans#er based on the 'resentation given

Tangible ,utcome - T# %eedback/peer %eedback: 0students chec- their ans#ers and "eedbac- is given 0students as- 4uestions i" the& are still con"used 2sel"0re"lection: students could have given 'eer "eedbac- as #ell3 this section #as sudden and not ver& #ell connected5 (#( )re*Stage: 7s07s Activity 2: 0e/'lain that students #ill have to run 7s0T u' to the board3 read their sentence3 and then run bac- to their 'artner and retell the sentence 02nd 'artner runs u' to the board and do that same 0once the& have com'leted the entire Transition to #': article3 the& can get a co'& o" the com'lete article and com'are their .n this acti/ity, we used our #orlistening, speaking and 0e/'lain that this activit& is used to writing ability to come up 'ractice not onl& reading s-ill3 but also with the main idea o% our listening3 s'ea-ing and #riting article# ow, we are going to work backwards, . am 2sel"0re"lection: in retros'ect3 the article going to gi/e you an article, #as too hard and the students too- the you ha/e to come up with a bul- o" the time running and bac- and logical conclusion based on "orth tr&ing to get all the #ords #ithout what you0/e read#& much com'rehension5 (#2# +uring Stage: 0%unning Dictation Activit& (#' )ost*Stage: *'artners read their com'leted sentences and tr& to understand the main idea o" the article 0students get a co'& o" the original article and correct/add in in"ormation the& missed 0go over un"amiliar vocabular& Tangible ,utcome - T# %eedback/peer %eedback: 07tudents loo- "or the relative clause 'atterns that are "ound in the article3

20 mins

Activity 3: Writing 1onclusion )aragraphs

tal- about #hat "unction the relative clause serves 0students #rite the main idea "or the article #ith their 'artner 27el"0re"lection: some grou's #ere closer to the board then others3 this created an un"air disadvantage to the other grou's3 the motivation to "inish "irst to#ards the end slo#l& decreased! The di""icult& o" the tas- also had to do #ith this!5 '#( )re*Stage: 7s0T 0activate schemata: since our unit is on le"t0handedness3 "rom #hat &ou remember "rom last #ee-3 #hat do &ou thin- some o" the challenges are "or le"t handed 'eo'le8 0share out '#2# +uring Stage: 0model and 'resent a good e/am'le o" a conclusion 'aragra'h 0'resent a ad e/am'le o" a conclusion 'aragra'h based on the le"t0handed article #e read last #ee0#ith a 'artner3 read a article on ti's "or le"t0handers 0understand the main idea o" the 'aragra'h 27el"0observation: the modeling #as not as e""ective as 9 had antici'ated3 ne/t time3 9 #ould change the conclusion 'aragra'h into t#o di""erent sections3 one is a bad e/am'le3 the other is a good e/am'le! This #a&3 students can com'are and gain a "uller understand!5 '#' )ost*Stage: 0come u' #ith a logical conclusion 'aragra'h that #ra's the #hole article u' logicall& Tangible ,utcome - T# %eedback/peer %eedback: 0students share the conclusion 'aragra'hs the& #rote3 does it ma-e sense8 0students give "eedbac-

30 mins 2more time #as s'ent on this than neces sar&5

Wrap-up ).: Midterm .valuations

7tudents are given t#o minutes at the end o" class to com'lete the ).: Midterm .valuation ;orms

7s

10 mins

Materials: 0blan- sheet o" 'a'er 0se'arate 'ieces o" the article 0"ull article 0te/tbooAntici'ated :roblems < 7uggested 7olutions: 0the sentences #ill be too challenging "or students to retell: e/'lain that the& can go bacto the board multi'le times to read the same sentence )ontingenc& :lans =#hat &ou #ill do i" &ou "inish earl&3 etc!>: 0#or-boo- 'age 63: listening "or main ideas 7el"0re"lection 09n retros'ect3 the article that #as chosen "or the +,) marathon #as a little bit too advanced "or the students! To avoid this in the "uture3 9 #ould 're0teach some o" the vocabular&3 or modi"& the te/t a bit so that the students aren*t caught u' on tr&ing to dictate ever& single #ord! 09 #ould also change the modeling "or the conclusion 'aragra'h b& 'roviding students #ith one bad e/am'le and one good e/am'le3 that #a&3 students can ma-e the com'arison and gain a "uller understanding!