Lesson Plan T/T Adults: February 9
NAHUM, ALEXIS, ROBERTO, ARMANDO, JAIME, DANIEL, ILLALY
Supplies: Audio tape, markers, eraser, sticky stuff, Norwegian Wood song & lyrics, index cards with nouns and prepositions, photograph, homework with feedback, ice homework, Illaly’s homework, computer, lyrics to Wind
| Time | Activity | Teacher [I] | Students [Thou] | Objective(s) [It] |
| 7:00 | Greetings. | Explain class ahead: Next week unit pretest. Today lots of review. Do that by reviewing homework. | Context | |
| 7:05 | Review “didjew” | Make up 3 didjew sentences | Repeat them. Write them down, spelling them correctly | Listening skills |
| 7:10 | Review ICE homework | Context: did you start to see the pattern? When “the” and when not? | Take turns reading. Answer and explain. | Zero article review, and prepositions of place. |
| 7:20 | Review Expanding Headlines homework | Monitor | Pair up to check answers & scaffold. One at a time. Whoever thinks they have it, raise hand. (points?) | Practice zero articles and prepositions of place |
| 7:30 | Norwegian Wood homework | Play music | Chorale response during song | Review past simple |
| 7:35 | Tomorrow is another day | 2. Classic. Book then movie. Setting: US south in civil war. Almost 4 hours long. Often quoted: Frankly, my dear, I don’t give a damn.” was voted as the #1 movie quote by the American Film Institute and ranked #6 Greatest Movie of All Time. “You’re a real Scarlett O’Hara” | 1. Look at picture. What kind of movie is it. Heard of it? What was US south like in civil war? | Schema activation. Prediction |
| 7:45 | Watch 2:00 clip: first w/o sound; second, read script. Third, watch w/ script. | What kind of movie is it? setting? accents? | Schema activation and context-setting | |
| 7:55 | Yellow box about the author of the book. Purple box about the making of the movie. Number the Ss.
MUSIC |
Look at questions so you can look for answers.
Each S silently read one section. Look for “treasure” and circle it. There will be words you don’t know yet. First try to figure them out from the context. If you still have questions, underline the word(s). |
Reading strategies: finding specifics and inferring from context. | |
| 8:05 | Who found answers? Invite questions about underlined parts. | Write answers on board in complete S. Ask any questions. | Comprehension, opportunity for vocab & grammar building | |
| 8:15 | You each have piece of story. Need each other to get whole picture. | Stand up and in tell your piece in order of your numbers and | Scaffolding for comprehension | |
| 8:30 | Play the tape. Ask new comprehension questions | T evaluate comprehension | ||
| 8:45 | Past sentence card game | One person pull a card and make a past question with it. Toss the ball to a person who answers. | Produce past simple | |
Back pocket:
|
||||
| 8:50 | Remember the picture | Show them a drawing | Ask them to look at it carefully. Then answer questions from memory. | Memory; simple past |
| 8:55 | Homework assignment | Test next week. Handout | Write a poem in past tense | Synthesis of unit |
HOMEWORK: Write a Poem: Once I Traveled
Write a short poem. Write it about something from your imagination, rather than something real.
Make sure all the verbs are in the simple past tense (saw, had, flew, grew, etc.). Try to use “in,” “at” or “to” at least once.
The poem will begin with: “Once I traveled to…”
For example:
Once I traveled to
A tiny star.
At the top of a mountain,
A hundred dinosaurs
Played cards
In a hole
With a thousand ants.