CEP Lesson Plan Teacher/s: Allie & Bruce Level: A1a Date/Time: 6/18/13, 9:30-12:00 Goal: Use future

tense will and be going to and persuasive phrases in Movie Poster activity and introduction to summary writing. Objectives (SWBAT): Students Will Be Able To 1. Use the future tenses 2. Speak persuasively 3. Read critically 4. Write a summary of a reading Theme: The Future of Film Stage/Aim/Skill/M Activity/Procedure icroskill Activity 1: Unit 2 Test Review 1.1 Pre-Stage: Hand back Ss Unit 2 Tests. 1.2. During Stage: Address common mistakes and discuss answers. -hanged up vs. hung up - to hang is irregular -invention is correct noun (Ss used varieties of invents) 1.3 Post-Stage: Remind students: -always match verb tense of question -subject/verb agreement -one complete sentence Interaction Time

SS-T

1 min

SS-T

10 min

Transition to #2: We will collect back your tests while you prepare to go over the grammar homework from the weekend.

SS-T

5 min

2.1 Pre-Stage: Activity 2: Homework Review Go over exercise 3 p. 31 in textbook with a partner. - Grammar Discuss reasons for choosing your answer.

SS-SS

8 min

2.2. During Stage: As a class, discuss any problematic sentences. Answers will be posted on class website.

SS-T

5 min

Ts review 3 general rules for using will and be going to: 1. formality (will is more formal, be going to SS-T more informal) 2. timeline/ distance (will tends to refer to events Transition to #3: Do you remember that are further in the future, be going to refers to events that may already be started in present or our debate immediate future) yesterday? We 3. commitment/ promise (will) vs. intention/ plan learned a lot of phrases we can use (be going to) Address Ss questions - but keep to time limit. when speaking persuasively. In the SS-T 2.3 Post-Stage: next activity, we Introduce native speaker concept of wishyare going to use washy what we learned be going to is less committal/ more about persuasive accommodating than will in certain speaking and the circumstances future tense.

8 min

2 min

Activity 3: The Movie Project Activity

3.1 Pre-Stage: Brainstorm movie genres on board. Divide class into groups of 3-3-4. Each group needs to decide what genre most interests them using the buzzwords on the board to help them. Each group also picks a movie title out of a hat. 3.2. During Stage: Based on the genre and title each group has chosen, Ss write a 4-sentence storyline for what the plot of the movie will be about on butcher paper. Ss must use future tense will and be going to in their plot descriptions. For example: The three women will go on a trip to Europe. Each group also comes up with 3 reasons why

SS-T SS-SS

2 min 2 min

SS-SS

12 min

SS-SS

8 min

this movie idea is the best. 3.3 Post-Stage: SS-SS Ss groups put up their posters. Ss receive a feedback form and walk around to other posters. Ss are asked to share one or two critiques of other groups movie ideas using the persuasive phrases/ language they learned from the matching activity, and write it down on feedback form. SS 5 min (2-3 min at each other poster)

Transition to #4: We will tally the votes during the 5 min break. When you get back, well Vote! Ss choose one movie idea other than their go over your own that they think is the best and one reason homework from last why they chose it. night. **5 min break**

2 min

4.1 Pre-Stage: Activity 4: Homework Review Discuss Vocab Check on p. 37 of textbook with a partner. Answers will be posted on class website. SS-SS - Reading Also go over any other words they dont know, if they cannot figure out, use English dictionary. 4.2. During Stage: Discuss exercise 3 on p. 36 of textbook with a partner. Remind students to match the tense of question in answer and to use their own words paraphrase - discuss concept as class 4.3 Post-Stage: Discuss exercise 4 on p. 37 of textbook with a partner.

5 min

SS-SS SS-T

10 min 2 min

Transition to # 5: Were going to use exercise 4 on p. 37 to help us learn how to write a summary of a reading.

SS-SS

3 min

Activity 5: Summary Writing

5.1 Pre-Stage: Explain that we are going to learn how to write a summary of a reading. We will learn some strategies of how to do this by using the reading from last nights hw (p. 35-36. Then you will practice on your own with another reading.

Steps: -Read (you did this last night for hw) -On your own, underline the main ideas How do you know what is a main idea? -Think about the things the author thought were most important, not what you thought was most interesting. -Look for repeated words -Discuss what you thought were the main ideas with a partner -As a class, lets decide the top 5 main ideas. -Paraphrase the ideas. Re-write the sentences in your own words. -Put the sentences in order and insert transition words -Make sure to end with a concluding sentence, i.e. overall, T gives Ss handout of steps to summary writing. 5.2 During Stage: Ss practice summary writing with Green Tea article. Ss use hand out of steps to help them.

SS

5 min

SS-SS SS-T SS SS SS SS-T

5 min 8 min 5 min 3 min 3 min 2 min

SS

30 min

5.3 Post-Stage: Ss exchange their Green Tea summaries with a SS-SS partner. Ss read their partners summary and discuss. T hands out peer feedback form: Did you choose different ideas to put in the summary? If so, why? Were the ideas paraphrased? Were there transition words? Was there a concluding sentence? Anything else you would like to add?

10 min

Wrap-up

Lesson Evaluation Procedures: Exit Ticket

SS

5 min

Materials: textbook unit 2 tests powerpoint butcher paper (3) tape markers movie titles scrap paper green tea reading (10) how to write a summary handout (10) peer feedback form (10) Anticipated Problems & Suggested Solutions: Timing of summary writing peer feedback may be done at home for homework and will be discussed in class the next day Contingency Plans (what you will do if you finish early, etc.): Have students share ideas about summary writing Grammar review of future tense Post-Lesson Reflections: Need to split class into groups more effectively and quickly. Counting off is too confusing and time consuming (for movie poster activity)