CEP Lesson Plan

Teacher/s: Maureen Darcy

Level: Intermediate III
Goal: For students to read the text Digital Connections and then discuss the
impact of digital ways of communicating
Objectives: For students to retain the information paragraph by paragraph after a
narrow reading of the text.
Students Will Be Able To
1. Develop their reading skills by doing a close reading (in chunks) of each paragraph
2. Discuss their beliefs on what exactly is communication?
3. Discuss the impact of digital media on social relationships
4. Answer true-false/open-ended questions based on the content of individual paragraphs
5. Decipher multiple meanings of the word time
Theme: Digital Media
Extensions: Word focus: time
Aim/Skill/Microskill

Activity/Procedure/Stage

Activity 1: Reading: Digital

Connections

1.1 Pre-Stage: On a Powerpoint slide,

pull up the title of the reading and
the picture that accompanies the
SS-T
reading called Digital
Connections. Ask the class, Why
might this picture have been chosen
to represent a reading called,
Digital Connections?
Part I) Discussion: Is this
communication? Assign two
students each a scenario:
1. An author writes a book. It is
read by 10,000 people.
SS-SS/SS2. A celebrity has 100,000
followers on Twitter.
3. You have 500 friends on
Facebook.

Transition to #2: Word

Focus: Time: Time as an
occasion and time as a
historical period (link to the
theme: the fact that we are
in a time where we
communicate digitally more
and more.)

Interaction

Time

5
mins

15
mins

Tell students to think about

their assigned scenario.
Individually, answer the question
based on your scenario and give
one reason why. Then, with your
partner, discuss and add your
partners thoughts to your notes.
As a whole class, discuss the three
scenarios.
Part II) Introduce Vocabulary using
photos/sentences for the following
words:
Printing Press
Petition
Wide-Ranging Impact
Social Protests
Hits (website)

SS-T

10
mins

Note: for the word petitition, write

on the board sign vs signature and
have students pronounce these words.
Part III) Pull out the following quotes SS-SS
from the reading: The last time
communications technology has seen a
wide-ranging impact was 500 years
with the invention of the printing
press
When people create and share
personal videos on Youtube, anyone
anywhere can watch them. Wesch says
that this leads some people feeling a
sort of deep connection with the entire
world.
Its pretty amazing that I have this
little box sitting on my desk through
which I can talk to any one of a billion
people.
Ask students to write down any
questions that might be answered when
reading the text.
Then, have students share their
questions out loud to the class before

30
mins

reading the text.

Set the purpose: We will be reading
this text in order to help you create
short presentations on topics related to
digital connections.
1.2. During Stage: Have students read
only the first paragraph. Ask students
if any of their questions were answered SS-SS/SS-T
in that paragraph? If so, have that
student pose the question to the class.
If not, ask a true-false question to the
class after students close their books.
Do this for the second and third
paragraph as well. For the fifth and
sixth, ask students to pick out a
sentence that they found difficult due to
vocab/grammar and write that
sentence on the board. Discuss what
the issue is and go over it as a class.
After reading, ask students Where any
of your questions unanswered? What
questions do you still have? Have a
SS-T
mini-discussion based on students
unanswered questions.
1.2 Post-Stage:
Part I) Presentations: Assign pairs SS-SS
of students one of the following
questions:
Could we manage in the
modern world without
digital communication?
Is it possible to be addicted
to things such as texting,
Twitter, or Facebook?
Are there any potential
dangers in the way we use
digital media?
Have students individually
write their response to
their assigned question and

30
mins

5
mins

30
mins

give one reason to back up

their point of view. Then,
as they did in the first
activity, students should
work with their partner to
create their 2-minute
presentations on their
topic. After pairs present,
provide error correction
and ask follow up
questions to other groups.
Post-Stage Part II) Review
Vocabulary: Review meaning of the
words from the slides. Assess students
retaining of the words.
Have students create sentences with
the 5 vocab words from the slides
earlier in the lesson that illustrate the
meaning of the words. Have students
write their sentences on the board and
go over grammatical errors as a class.

SS-SS
15
mins

Tangible Outcome & Assessment:

Students have prepared a presentation
on the topic related to the reading
expressing their own viewpoints
regarding digital communication.

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Activity 2: Word Focus:

Time

Pre-stage:
Part I) Ask students to find three
expressions in the text with the word
time. Which ones refer to a. an
occasion/occasions? Which ones refer
to b. a historical period?

SS-SS

5
mins

SS-SS/SS-T

15mi
ns

Part II) Matching: Students complete

an exercise in which they have to
decide what the appropriate response

would be to a question or statement

with different uses of the word time.
After students complete this
individually, they compare their
answers in pairs. We then go over it as
a class, with the teacher asking follow
up questions based on the questions
and statements in the exercise
During stage: Assign certain students
to be student A and certain students to
be student B. Each A-B pair will
receive different questions involving
the two uses of the word time.
I.e. Student A:
Do your grandparents remember the
time before color TV?
In ten years time, do you think all
books will be digital?
How many times a day do you use
social media?
Student B:
Do you usually have time to call your
parents?
Does your phone buzz all the time?
Are you usually running late when its
time to go to work?
Students interview one another and the
teacher circulates around listening for
errors.

15
mins

Divide the board into four sections,

labeled grammaticality, pronunciation,
vocabulary, and bravo moments.
Note feedback on the board by section
and go over as a class.
Post-stage: Students generate their
own sentences using the two meanings
of time. Students write down their
sentences on the board and as a class
we discuss and provide feedback/error
correction on the sentences.

15
mins

Tangible Outcome & Assessment:

Students have prepared sentences
based on different uses of the word
time and have received feedback on the
grammaticality of their sentences

Materials: Powerpoint
Anticipated Problems & Suggested Solutions: If pairs finish discussing their topic of
writing down notes, have them start doing this for another groups topic in order to be
able to contribute and comment when we move to a whole class discussion