I must’ve deleted digital copies and tossed out hard copy of the LP before this one. Crap.
Lesson Plan T/T Adults: February 25
SONIA, DIANA, SAMANTA, ALEJANDRO, ADRIANA, YAEL, GABY, JUAN MANUEL
Supplies: Chat A & B, Death Valley Queen video, Mad Libs, La Llorona transcript, computer, Breugel drawing and small cards, graphic organizer.
Agenda: Explain why we’re doing each activity! Sequence of conversation exercises from structured to freer. Also listen to/watch two short stories as inspiration for our group project. Throughout, we’re also working on grammar & conversation skills too: self-expression, past tense, idioms, pronunciation.
- Mad Libs
- Death Valley Queen
- Chat
- Old kids
- Proverb Lineup
- La Llorona
- Build our story!
| Time | Activity | Teacher [I] | Students [Thou] | Objective(s) [It] |
| 9:00 | Mad Libs | Use words related to your topic | Warmup | |
| 9:10 | Set up audio/video | Explain agenda | Questions? | Understand expectations |
| 9:15 | Death Valley Queen — 1:15 | Hand out script, set context. What’s Death Valley. Play. | What story elements were there. What tied them all together? | Model what our show will be like. |
| 9:25 | Chat — 10 to write, 5 to perform. | Four pairs in four corners.
Context: excerpt from a real chat I had with my daughter. |
Each has same text. Work together to make up missing parts.
Perform (from memory, not reading) |
What do they notice about expectations in conversation? |
| 9:40 | Old Kids | Context. In pairs create conversation from context about how they’re feeling.
On board: I think, I feel, I like, I wish, it seems, I agree… [all can be negative, e.g. I don’t agree] |
Take notes. Come act it. Others: look at big picture and guess who they might be talking about. | Express feelings and opinions |
| 10:00 | Proverb Lineup: Love makes time pass; time makes love pass [French] | I want your own experience to be part of the story. So let’s get work on expressing opinions.
Refer to starters on board. Make a continuum. Write proverb. |
Read proverb. Place themselves on continuum and say why they’re there, with an example | To practice the forms of English for expressing beliefs or thoughts. |
| 10:20 | Organizing | Put on music. Let them get out their materials for their story or take turns putting it on my computer. | ||
| 10:40 | La Llorona | Hand them scripts. Schema building: what do you know about legend? | Understand what you can but don’t stress. See if you can notice the different sections of the story, like paragraphs, when we change focus from one thing to the next. | Analysis & comprehension |
| 11:00 | B R E A K | |||
| 11:20 | Put story together | Brainstorm about how to organize. Have the bring out last week’s handout. That’s an inventory of what they have. New handout is a timeline.
Talk about how we connect one picture to the next. What will their narration do. Use one of their stories to model how narration CONNECTS and pictures TELL. Remember: this is YOUR story. I want the script to be about you as well as your subject: your interest in or experience with it. |
Individually, look at materials and start to write their narration.
Possibly correct some if any have them ready. |
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| 11:55 | HOMEWORK: | Next week I’ll video tape you, correct and record your narration, and collect all your ordered elements and timeline/storyboard.
We’ll need every second of the class time. |
Finish and practice your script. Break your script Make sure it corresponds to you timeline. Bring everything on Flash drive next week, including yr narration. Number your media like this: namenumber.xzy. E.g. ginna1.jpg.
ALSO: bring in your favorite Mexican song for me. |
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Back pocket: Basta