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Example Lesson Plan 2

Teacher/s: Kimberly Edmunds, Kaitlin Griswold, Sabina Simon


Level: Advanced 5 ESL
Date/Time: Monday 10:00am-12:00pm
Goal: Discuss the Horror Genre
Objectives (SWBAT):
Students Will Be Able To
1. Use expressions of cause and effect to discuss what they read about in a comic
2. Recognize tone and level of formality in The Walking Dead vs. Warm Bodies vs. World
War Z
3. Identify how causatives affect tone and formality in a text (World War Z)
4. Describe a situation from a text using causatives (have, let, make, get)
Theme: Hooked on Horror
Extensions: recognizing tone in texts, being able to provide evidence for interpretations
and arguments
Aim/Skill/Microskill Activity/Procedure/Stage

Interaction

Time

Review or Preview (if Linking & Transitioning to rest of lesson: Begin (for
applicable)
the conversation by talking about horror: what example: SSis horror? How would they classify different
T)
types of horror things? (Twilight,
Frankenstein, etc.)
Activity 1: Reading
for cause and effect
relationships

1.1 Pre-Stage: Discuss the zombie genre with


Students40-50
class. Define: what is a zombie, different
Whole Class mins
zombie origin stories/existences in other
cultures, etc. Ask them why they think zombies
are so popular now (5 mins) Guidance for
teachers: let students really take the lead here
and teach you about their cultures; zombies
may not be as popular in other places as they
are here, and if a student feels uncomfortable,
make sure you detect that during this portion!

Transition to #2: In
English, we like to
use specific words
that show a cause and 1.2. During Stage: Hand out Walking Dead
Ss-Ss
effect relationship, so excerpt. Have students read through, and then
that it is very clear.
talk about the text in terms of what happens.
Categorize the major events in the text, and
then discuss how these effects related to each
other: how did one thing make a character react
another way? Guidance for Teachers: relate this

to the previous chapters using sources to


make arguments by forcing students to provide
evidence for their claims: why do they think
this? Where in the book is this shown? (15
mins)
1.3 Post-Stage: Once consensus is reached
Ss-Ss, Ssabout the order of events and how these events WC
related to each other, turn to page 69 in In
Charge 2 and have students examine the
causatives that are there. See which ones they
already know, then pick 2 (preferably one they
seem comfortable with and one they havent
seen before) and have them practice utilizing
them in sentences that describe some of the
situations that they have already categorized. If
you need to, do some explicit teaching here.
(20-30 mins) Guidance for teachers: dont be
afraid to let this part take a little longer; this is
the grammar that they will be tested on, so if 2
even seems overwhelming, have them practice
using only one, and if necessary, you can do
some drilling/have them fill out exercises in the
workbook before making them use sentences.
Error correction is also key here, so dont be
afraid to do that either!
Tangible Outcome & T. feedback/peer
feedback: A worksheet with events in the story
being categorized, sentences written with
causatives, potentially part of the workbook
completed
Activity 2: Using
causatives to identify
cause and effect
relationships

Transition to #3:
Now, to put this all

2.1 Pre-Stage: After students have practiced


Ss-Ss, Ss
utilizing 2 of the causatives, introduce two
more. Have them practice with the Talk About
It activity on page 69 if they need it (note: only
do this if students absolutely seem comfortable
with the first two causatives). Go over the
concept of cause and effect again to ensure that
they really understand what that means, and if
necessary have them do exercises 1 and 2 in the
workbook on page 70. (10-15 mins)
2.2. During Stage: Hand out copies of World

30-40
mins

together, we are going


to evaluate one of the
texts that we went
over in class today.

War Z excerpt. Have students read the excerpt Ss, Ss-Ss


and take note of the presence of causatives, and
have them also map out the cause/effect
relationships in what happens in the book. (10
mins)
Once students have done that, have them
compare the tone between the two stories, in
terms of the cause/effect relationships, as well
as how the presence of causatives may change
the tone (note: if students feel really confident
and seem bored, introduce Expressing Purpose
on page 72 and have them incorporate those
examples in their responses). Go over different
tones on the board and formality, and compare
different genres to each other so students can
have tangible examples of what tone and
formality are (maybe from warm up activity).
(5-10 mins)

Ss-Ss, SsWC, Ss-T

2.3 Post-Stage: Show students the Warm


Bodies clip. Have them then categorize this in WC
terms of tone: is this more romantic? Again,
have students use purpose and evidence in their
responses. (5 mins)
Tangible Outcome & T. feedback/peer
feedback: As students continue to practice and
categorize, they will get feedback from their
peers as well as from the teacher in the form of
corrective feedback.
Activity 3: Speaking
and Writing using
causatives

Transition to #4 or
Wrap-up:

3.1 Pre-Stage: Using everything that students


have discussed in class so far, have them work
with a partner to write a review of one of the
three texts that they read/watched in class that
day (The Walking Dead show is also
acceptable, if they have seen it).
In partners, students must pick one of the texts
and first practice using the causatives to talk
about what affected the tone of the story
(pictures, words, etc.). Have them just have a
discussion about the text and have them answer
these questions: Would they recommend this
book/movie to people? Why would or wouldnt

they? Make sure to provide explicit evidence


from the text. (Here you can also encourage
purpose as well as evidence providing, and use
of sources).
3.2. During Stage: After discussing the
questions and coming up with a roadmap of
how they are going to write their review,
students will write a paragraph or so in groups
that either recommends or does not recommend
this book. They are required to use the
causatives that were discussed in class, and
discuss the tone and level of formality in the
text. (a cool connection to make here is whether
or not causatives are formal or informal: this
can be a great discussion, and there isnt really
a right answer, but this is something that
students can really puzzle out and discuss for
themselves!)
3.3 Post-Stage: Students share their work with
the class, and give a review for their different
texts. (Teachers, you probably wont have time
to finish this activity, depending on how much
supplementing you had to get done. If you
dont have time, dont rush it! Just pick up
where you left off with the next class, and have
them take their time: This is cognitively
challenging, due to the incorporation of
grammar, reading, and writing ability, not to
mention a deeper analysis. Let them puzzle this
out, and be sure to answer any questions that
they have. The point of this is for them to see
how causatives are used, and how tone is used.)
Tangible Outcome & T. feedback/peer
feedback: Students and teacher can give
feedback after students present for the class
Wrap-up

Lesson Evaluation Procedures: Students can


write on an exit ticket something that they are
still confused about causatives

Materials:
- Copy of The Walking Dead first issue
- Excerpt from World War Z
- Clip of Warm Bodies
- In Charge 2 textbook and workbook
- Markers or chalk for white/blackboard
- Paper for students to write on
Anticipated Problems & Suggested Solutions: It may be easier to begin with the second
activity, if students are not advanced enough/have absolutely no exposure to causatives.
Instead of doing the post-stage of the first activity, after students read The Walking Dead
the teacher can have them identify words in the book that display cause/effect
relationships.
Contingency Plans (what you will do if you finish early, etc.): It is highly doubtful that
this will end early, but if it does, then students can present their reviews and the class can
critique them and the teacher can provide more feedback about what they went into. If
students feel really comfortable, the teacher can go more into the different causatives,
and/or formally address Expressions of cause and effect on page 70-72, and describe the
differences inherent there.

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