CEP Lesson Plan

Teacher/s: Natalie and Megan

Level: Advanced Studies
Date/Time: 7.28.2015
Goal: Effective language use concerning communication and media
Objectives (SWBAT):
Students Will Be Able To
1. Differentiate the use of speak, tell, say, talk
2. Correctly pronounce and use goin, gonna, gotta, wanna
3. Know how to support or oppose an opinion
4. Write cohesive paragraphs
Theme: Communication
Extensions: Write with cohesion
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for example:
SS-T)

Welcome:

What did we talk about yesterday?

SS-T

Activity 1: Speak/tell/ talk/

say

1.1 Pre-Stage: Listen to the song The

Call. Students will fill in the blanks
while listening. After listening to the
song students work together to fill in
the blanks they may have missed. Ask
students, what words were in the
blank?

SS

Transition to #2:__Another
interesting point this song
shows us is with

1.2. During Stage:Ask students to think

about the differences between say and
tell. But also the difference between
speak and talk, which are also similar SS-SS
(point to the butcher paper hanging
around the room).
Have students stand up and each stand
in front of one butcher paper. Read the
instructions: Students are to write one
sentence on the butcher paper when I
say go. The sentence MUST include the
word at the top of the paper. The word
can be changed into a different tense,

Time

5 min

5 min

10 min

pronunciation.

ex. talk can be become talked. You will

have 45 seconds to write a sentence.
After you move to the butcher paper to
your right.
1.3 Post-Stage:Students sit. Check
together for the correctness of the word
used, not other grammatical errors
SS-SS
(those will be used for group
corrections).
In partners, students will create rules
for when to use each of these words, or
rather when NOT to use each of these
words.
SS-T
Share the rules with T

10 min

Tangible Outcome & T. feedback/peer

feedback: rules for when/when not to
use these four similar words

Activity 2: Pronunciationgonna, goin, wanna, gotta

2.1 Pre-Stage:Look at the lyrics again.

What interesting pronunciations do you
see in the lyrics?
SS-T
Review with students the
pronunciations of these words. Why
are they important? When are they
used?
2.2. During Stage: Each student will
receive a pack of the four words.
During the discussion, students should
try and use these words. when they use SS-SS
one they should turn it face down to
mark that they have used it.
1. Do you like texting, phone
calls, or video calls?
2. whats your favorite app to use?
3. Whats the most annoying thing
about cell phones?
4. Do you think you could go one
week without using your cell
phone?
2.3 Post-Stage: Reflective feedback
1. Do you think these words are

5 min

10 min

Transition to #3:_Speaking
of cellphones, many people
focus on only the negatives
of cellphone use. However,
they have their positive
points as well.

Activity 3: Positives and

negatives of cellphone use

Transition to #4 or Wrapup:___________________

easy to use? Or do they feel

uncomfortable?
2. Honestly, do you thin you
would use these words in
conversation?

SS-T

Tangible Outcome & T. feedback/peer

feedback: T feedback on pronunciation
of key words

3.1 Pre-Stage: Talk about the history of

cell phones, they have been around for SS-T
over 40 years. Do you remember what
the first cell phones looked like?
3.2. During Stage: Divide the class into
two parts. Part A will write the Pros of
cellphone WITHOUT using modals
SS-SS
(review modals if needed). Part B will
write the Cons of cellphones WITH
modals.
3.3 Post-Stage: Tape the the Pro and
Con up and have each groups read the
others.
Discussion:
1. Do the modals make any
difference? If so, what is
SS-T
different?
2. Why would you use the modals?
When would you not use
modals?
3. Do you think the pros outweigh
the cons? Or, are we better off
without cellphones?
Tangible Outcome & T. feedback/peer
feedback: practice of modals and
fluency practice

Activity 4:

5-10
min

4.1 Pre-Stage:

5 min

10 min

10 min

Writing-cohesion

Transition to Wrap-Up:
___________________

Ask students what is cohesion?

Is it important in writing?
Students do activity 3 on p89.
(First do it individually, and
then discuss with the group,
finally talk about the answer
with the whole class)

T-SS

2min

SS-SS

8min

4.2. During Stage:

Ask students to come to the
SS-SS
board. Brainstorm and write
down some ways of making
cohesion,.
Students do the Harry Potters SS
room writing activity. Show
students seven sentences
describing Harry Potters room.
Ask students to integrate the 7
sentences in to one cohesive
paragraph.
Show students how
SS
J.K.Rowling wrote it
cohesively. While reading,
underline the cohesion devices
4.3 Post-Stage:
Show students 8 techniques of
making sentence cohesive.
Ask students (work in groups)
to find examples of each
technique in Rowlings
paragraph they just read

5min

10min

5min

T-SS

5min

SS-SS

10min

SS

5 min

Tangible Outcome & T. feedback/peer

feedback:
The worksheet

Wrap-up

Lesson Evaluation Procedures:

Exit ticket

Materials: Butcher paper, tape, words, handouts, markers, tape, cut up words

Anticipated Problems & Suggested Solutions:

Students are incorrectly producing sentences for speak, tell, say, and talk: as a group
create sentences and rules. T participates in the discussion
Contingency Plans (what you will do if you finish early, etc.):
-Review any grammatical errors from sentences from activity 1
-We will talk something about the midterm, review the sections and what they are worth.
What kinds of questions will be used for each section.
Also: remind about the number of absences allowed for this course