I5 Lesson Plan Day 20 (Week 7)

Teacher/s: Emily Jones

Level: __I5__
Date/Time: 4/3/14 ; 10am-12pm

Goal: Understanding reported speech in questions and use it in writing news stories

Objectives (SWBAT):
Students Will Be Able To
1. Use reported speech in questions by changing direct speech to reported speech on flashcards
and go over them as a class
2. Review reported speech and use the correct form when speaking about and writing a news
story.
3. Write a satirical news story with reported speech in groups and then peer review the work.

Theme: Humor/Reported speech

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time


Preview: Play a warm-up game/
Remember what reported speech is
and how to make it

Now that weve remembered how to
do it as a class, lets practice this in
groups!
Warm upplay in a pickle to warm up

Ask them if they remember reported
speechpractice with an onion article (last
sentence and a few others for example:
http://www.theonion.com/articles/epa-
announces-new-initiative-to-conserve-
whatevers,35683/

SS-SS


T-SS;SS-T


10min.


5min.

Activity 1: Reporting questions





Transition to #2: Lets practice writing
our own reported speech in a news
story!


1.1 Pre-Stage:
T puts students in groups (3-4 groups)
SS are given a set of cards with direct
speech on the front and a blank space on
the back
SS are instructed to write the reported
speech on the back of each card.
T asks students to pass their completed
cards to another group and check each
others answers (peer eval)

1.2. During Stage:
T asks students if some of them these
were different from the reported speech
we did in class before. T elicits the
differences between reported speech in
statements and questions (SS put them
in separate categories)

SS-SS;

(SS-T if
necessary)



SS-SS (peer
correction)



T-SS; SS-T


SS-SS




10 min.




5min.





5min.







T hands out the 2nd question
worksheet asks students to open to pg.
69 of the textbook and read together the
text about Reporting What Someone
Asked
WHAT IS A YES/NO QUESTION??
WHAT IS AN INFORMATION
QUESTION? (T elicits answers)
T and SS look at the explanationcorrect
the cards again now that you know the
information (use if or whether/question
word)
1.3 Post-Stage:
T takes SS corrected reported speech
cards and puts them on the doc cam
which ones are correct? Which ones are
wrong? (Look and evaluate together and
write the correct answers on the board)
Rewrite the conversation on pg. 69 in
pairs (If time; otherwise homework)
Questions??

Tangible Outcome & T. Feedback/peer
feedback
1) T.O.answers on back of cards and write
the correct answers on the 2
nd
worksheet
2) SS correct each others reported speech
cards; T gives final correction at the end
T-SS; SS-SS







SS-SS





SS-T; T-SS



SS-SS;SS-T
10min.







3min.





10 min.



7min.






Activity 2: Write a news story (using
reported speech!)






Transition to #3: Lets stop talking
about grammar and writing for a while
and instead listen for and practice
stress.

2.1 Pre-Stage:
T asks SS to take out the HW from the
day before (make your own satirical
headlines)
T asks SS how it waswas it difficult?
Fun? Do you like satire?? (show them
another example of satirethe Simpsons
voting
https://www.youtube.com/watch?v=IoWJ
krlptNs) What is the meaning of it?? What
is the tone? How can you tell?

2.2. During Stage:
We will do our own writing of a story!
T puts SS in groups of 2-3, hands out the
WS (Write a Satirical News Story); pick the
best headline (from your group), and
write a story together, using 2 cases of

T-SS; SS-T












SS-SS; (SS-T
if necessary)




5min.



10min.








30min.






reported speech, and 2 direct quotes. (At
least 6 sentences all together)
2.3 Post-Stage:
SS write their stories on big paper
(butcher block paper) and post them
around the room
SS go around and look at each others
papers and correct them if there are
mistakes (peer correction)

Tangible Outcome & T. Feedback/peer
feedback:
WS (Satirical News Story)
Big butcher block paper with corrections




SS-SS













20min.

Activity 3: Using stress to check
understanding/make something more
important (change meaning)







Transition to Wrap Up:

3.1 Pre-Stage:
T has SS open books to pg. 71; read the
explanation
T reads the dialog, stressing the words
T asks why she did that (elicits answers
from students)
T passes out the WS Why the stress?
3.2. During Stage:
T reads the sentences out loud first to
students and as a group they have to
come up with the meaning/what
information is stressed and why
SS practice stress
3.3 Post-Stage:
What is the purpose of studying this? If
you hear something stressed, it means its
important (but be careful; it can sound
rude!)

Tangible Outcome & T. Feedback/peer
feedback:
WSWhy the stress



SS-T;

T-SS; SS-T





T-SS;
SS-SS-T

SS-SS



T-SS


5 min.








10min.





3min.

Wrap-up


Lesson Evaluation Procedures:
Do an exit ticket: (T will use them for an
activity next week)
Write 3 questions you would like to
ask your classmates. (i.e. How many
brothers and sisters do you have? Are
you close to them?)






5min.



Materials:
WS- (4)
Butcher Paper
Markers
Tape

Anticipated Problems & Suggested Solutions:
Dont do stress if run out of time (writing and practicing reported speech is the focus of the class
and test)

Contingency Plans (what you will do if you finish early, etc.):
Have students interview each other with the questions they write

Post-Lesson Reflections:

Activity one was greatbut it took much longer than I thought it would. Also, the students seemed
weaker in the activity than I had anticipated, so instead of writing a story in a group, I sent it home as
homework for them to do it and bring it into class the next day.

Nevertheless, this was one of the first times an inductive approach to teaching grammar worked! I was
impressed that the students were able to pick it up. Next time I teach this lesson, however, I would put
in more practice that day and then do the writing output the next day after it had sunk in a bit more.

The stress practice was not very usefulI need to think of a more authentic way to introduce the
importance of stressperhaps use a video where the characters use stress to elicit new information?
Even though the activity was a little weak, I think that some of the students did get a surface
understanding of how stress can be used in daily life.