CEP Lesson Plan Unit 3 Teacher/s: Holly Fernandez Level: Advanced 1 Date/Time: June 18, 2013 Goal: Practicing

specific grammar points (future tense) in integrated skills tasks Objectives (SWBAT): Students Will Be Able To 1. Read a text for global meaning 2. Understand form and usage of future tenses 3. Identify key ideas in a text 4. Synthesize key ideas to compose a summary Theme: Movies Extensions: Activity 6 will most likely extend into a homework writing and post-stage activity will online on class blog. Stage/Aim/Skill/Micros Activity/Procedure Interaction Time kill Preview: Introduction to 10min present progressive and Linking & Transitioning to rest T-Ss simple present used to of lesson: express the future Activity 1: matching sentences with blanks to correct form of word 1.1 Pre-Stage: the students will work in groups of 3 or 4. They will be given preprinted sentences and match them up according to category of T-Ss meaning. One student from each will play the role of reporter. 1.2. During Stage: students will Ss-Ss match the categories while negotiating any differences in understanding. Chart will be on screen for reference. 1.3 Post-Stage: Teacher will put up answer key on screen and any Transition to #2: Now differences will be discussed as a we are going to play ball... class 2min

10min

Ss-T

5min

Activity 2: verb drill

2.1 Pre-Stage: Class will stand in T-Ss a circle and instructions will be given. Example sentence forms will be on the screen to elicit future verbs and teachers will model first.

5mins

2.2 During Stage: The object of the game is to throw the ball to someone and name the category of a Ss-Ss meaning. The person who catches the ball must create a sentence that conforms to that meaning. If correct, Ss can sit. Teacher will note incorrect Transition to #3: Now answers on notepad for correction in were going to practice our later class activity. T-Ss ability to read for global 2.3 Post-Stage: Some incorrect meaning... answers will be reviewed for correction. Activity 3: Timed reading 3.1 Pre-Stage: Students will be T-Ss given a short text (each group with a different portion of the whole text) and instructed to read it for meaning. They will be timed. 3.2. During Stage: Students will read silently to themselves and turn over the paper when time is called. Ss Each will write one sentence that captures the main idea of the reading. Transition to #4: Now 3.3 Post-Stage: Students will we are going to identify the compare comprehension with other Ss-Ss members of their group. Tell them future tense verbs they are capable of understanding meaning without understanding every word.

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Activity 4: future tense verb identification

4.1 Pre-Stage: students will be T-Ss still working in groups of 3 or 4 with same text. Instructions will be given they must identify each future tense verb and name the meaning that applies. A chart will be on the screen for reference. 4.2. During Stage: Each group Ss-Ss will identify the verbs and their meaning then groups will rotate to judge another groups answer correct or not

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20min

Transition to #5: Now 4.3 Post-Stage: Answer key will T-Ss lets summarize the text be put on screen for checking as a class Activity 5: summary 5.1 Pre-Stage: They will be T-Ss jigsaw instructed as a group to determine the main idea and supporting details of the text. Bullet point slide will be explained for contents of components of summary. 5.2. During Stage: Students will Ss-Ss discuss in groups looking for main idea and supports 5.3 Post-Stage: As a class we will put the sections together to make a T-Ss graphic organizer. Each group will Transition to #6: Now send a rep to fill in space on butcher we can each write our own paper. Teacher will ask each group to share with class different summaries of the text. interpretations of main idea. Why do (either in class or as those differences exist? homework depending on time)

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20min

10min

Activity #6: Individual summary writing

5.1 Pre-Stage: Students will be T-Ss given a fresh text and a blank graphic organizer, instructed to duplicate the activity that we just completed on an individual basis. 5.2. During Stage: Each student will read the text individually, Ss complete a graphic organizer and write a one paragraph summary (most likely this will go into homework for lack of time) 5.3 Post-Stage: Students will be asked to compare summaries on the blog page for negotiation of variance Ss-Ss in answers and creativity in writing

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20min

5min

Wrap-up Exit tickets!!!

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Materials: 1. Power point presentation for instruction on future tense forms. 2. Words, sentences and categories for matching activity with answer key in power point. 3. Ball and prompts to elicit future tense sentences. 4. Print outs of portions of George Lucas text. 5. Chart with categories of future tense verb forms and their use for reference during George Lucas activity. 6. Answer key with identity of all future tense verbs and their categorization for George Lucas activity. 7. Slide with bullet points for criteria of a good summary (From Marias handout). 8. List of preassigned groups for jigsaw activity. 9. Butcher paper with empty graphic organizer. 10. Printout of a complete second text (Furkey review). 11. An individual empty graphic organizer printout for each student. Anticipated Problems & Suggested Solutions: Everything should be printed out in case of a technology issue. Contingency Plans (what you will do if you finish early, etc.): If I finish early I will have students work individually on writing their own summary which will be finished as homework. Post-Lesson Reflections: