CEP Lesson Plan

Week 3, Session 9
Teacher: Kaitlin Griswold
Level: A5B
Date: February 27, 2014, 10-12 pm
Goal: Introduce theme of Unit 6 as well as learning to listen for and use supporting arguments
Objectives (SWBAT):
Students Will Be Able To
1. Complete the Unit 5 test in 40 minutes or less.
2. Understand the idiomatic meaning behind Hooked on Horror.
3. Begin creating supporting arguments to justify their opinions.
4. Be able to recognize supporting arguments and the opinions they support (from other peoples
presentations and the interview listening activity).
5. Reject, offer, and respond to suggestions in a respectful, polite, and appropriate manner (timepermitting).
Theme: Hooked on Horror
Aim/Skill/Microskill
Warm-Up:
Review for Unit Test

Activity/Procedure/Stage

Interac Time
tion

Review any questions regarding previous unit will be

taking the first unit test during the first hour of the class

T-Ss
Ss-T

Linking & Transitioning to rest of lesson:

If there are no more questions, lets get started on the test.
Activity 1:
Take Unit 5 Test

Pre-Stage:
1.1.1 T goes over the test instructions with the students.
T-Ss
Make sure to clear up any misunderstandings with the
instructions. Remind the Ss that the test should take 40
minutes, and that those who finish early should be
respectful of their classmates who are still taking the test.
During Stage:
2.1.1 Ss take the test. T monitors by keeping an eye out
for Ss who may have questions.

S
S-T

Post-Stage:
3.1.1 Give the Ss a 5-minute break to use the restroom or S
get some water. T reminds Ss that the graded tests will be
returned on Monday.

10-15
min
(if
necess
ary)

5 min

40 min

5 min

Transition to #2: Now that we

have had some time to relax after
our first test, lets get right into our Tangible Outcome/T. feedback/peer feedback: The unit
next unit, Hooked on Horror.
test, S-T interaction (questions)
Activity 2:
Introduction to the theme, Hooked
on Horror

Pre-Stage:
2.1.1 Discuss with students the meaning of the phrase
WC
hooked on. Elicit answers from the students that lead
them from the literal meaning to the idiomatic meaning it

10-15
min

has in the sense of Hooked on Horror. Have the

students discuss in pairs things they are hooked on. For
example, I will tell them that I am hooked on watching
Independent movies and drinking iced coffee. The
students will then share their partners answer with the
rest of the class.
During Stage:
2.2.1 Give students the handout with the photos of some
of the most iconic movie monsters. Each student will
also be given a monster identity. The identity card will
have key words the students will use to describe to their
group the monster from the list that they are portraying.
The class will be split into 2 groups. The first group to
correctly guess all or most of their teammates identities
in the allotted time win!

WC

Post-Stage:
2.3.1 Discuss the activity with the students. Ask them to S-S
choose one monster from the list that they find to be the
scariest. Why? Have them try to convince their partner(s)
that their choice is the scariest. Make sure the students
use examples to support their claim that whichever
monster they choose is truly the scariest.

Transition to #3: Now that we

have introduced the theme and
have looked at some of the most
iconic movie monsters, lets try to
understand the minds of the
creators of these kinds of monsters
horror storywriters.
Activity 3:
An Interview with a Horror Writer

Bring the class back to group discussion. Ask why they

WC
think that people are hooked on horror? Why are scary
movies so popular? Try to elicit answers about adrenaline
and other such feelings.

10 min

5-7
min

5-7
min

Tangible Outcome/T. feedback/peer feedback: Handout

about monsters, monster identity cards, Ss responses
about monsters, S-S interaction, T. notes on overheard
errors
Pre-Stage:
3.1.1 Introduce the activity by having the Ss write down
3 questions they would personally ask a horror writer. T
gives an example question. Ss share these with their
partner. T monitors the Ss while they tell their partners
their questions.

WC

3.1.2 T introduces the listening activity. T passes out the T-Ss

handout the Ss will use to write down the opinions of the Ss-T
interviewer and writer from the listening activity on p.
73. T explains that the first listening will be split into 5
different parts, after each of the exchanges between the
speakers. The Ss write down the opinions of each speaker
as well as supporting arguments they hear.
During Stage:
3.2.1 Ss complete the activity. After each exchange, the
Ss will write down the opinions/supporting arguments
they hear. Then the WC will listen to the interview one
time through so that the Ss can check their answers.

T-Ss
Ss-T

5-7
min

5 min

20-25
min

Post-Stage:
3.3.1 Ss will go over what opinions and arguments they
S-S
heard with their partners. They will then discuss which of
the speakers they agree with more and why.

Transition to #4: Hopefully stress

and intonation patterns are clearer
now. We will review the material
more throughout the semester. We
are going to end the class on a
lighter note by doing an activity
similar to the one we did at the
beginning of last class.
Activity 4:
Talk About It Activity on p. 69
(time-permitting)

After a few minutes of discussion, we will bring it back

WC
to a WC discussion where we will discuss who was the
most convincing and why. Hopefully T will be able to get
the Ss to support their position by citing the supporting
arguments the different authors made for their opinions.

5-7
min

Tangible Outcome/T. feedback/peer feedback: Ss

questions to a horror writer, the handout that the students
use to track what the speakers are saying, S-S interaction,
T. notes on overheard errors
Pre-Stage:
4.1.1 Discuss with the students the art of rejecting
T-Ss
suggestions and providing suggestions how great ideas Ss-T
and story lines are created. Split the students into new
pairs. Introduce the activity use the story suggestions to
have a conversation as a producer and writer. Follow the
model conversation: first, offer a suggestion; second,
reject and offer another suggestions; third, respond and
make another suggestion. Model a conversation with a
volunteer.
4.1.2 Ss write down their best conversation so that they S-S
can share it with the class.
During Stage:
4.2.1 Ss will complete the Talk About It activity on p.
WC
57. T monitors activities to make sure Ss are participating
and to be available to answer questions.

Post-Stage:
4.3.1 Ss share the best conversations. Have Ss take
notes on the others examples and give feedback on how
Transition to Wrap-Up: Thank you creative their suggestions were. Also, allow Ss to share
for all your work and attention
some suggestions for their peers conversations.
today. It is almost the end of class,
but before we go lets discuss the Tangible Outcome/T. feedback/peer feedback: Written
HW and whats in store for
best conversations, peer feedback during the posttomorrow.
activity, S-S interaction, T. notes on overheard errors
Wrap-up

10 min

Lesson Evaluation Procedures: Encourage students scan

chapter to see what kinds of things we will be discussing
for this unit. Tell them to pay special attention to the
grammar and pronunciation activities.
Assign HW: Vocabulary reading activity on p. 68 as well
as compare and contrast activity that will be sent out to
their emails (watching 2 movie trailers, one for the

2-5
min

5 min

7-10
min

WC

10 min

T-Ss
Ss-T

5 min

original Frankenstein and one for the new Frankenstein

movie).
Materials: PPT, Unit 5 test, monster handout, monster identities, interview handout/organizer
Anticipated Problems & Suggested Solutions: The students may not have much experience with the
theme of horror, making the second activity difficult to complete in order to prevent this from negatively
affecting the outcome of our first activity, I will make sure to go over the list of monsters presented as well
as make sure that the monster identities are of those that I know they will have some knowledge about.
The students may take longer on the test than I anticipate I will allow them to finish the test, as long as it
is in a timely manner, and cut my following activities accordingly.
Students may have trouble understanding the recording or being able to identify the opinions and
supporting arguments of the speakers I will make sure to split up the first, and maybe even second,
listening so that the students are not overloaded by hearing too much at one time.
We run out of time and cannot complete all the activities keep a careful watch on the time and monitor
activities in order to get through them. If we run out of time, I will have to present the material that we
dont discuss in another class or assign HW that covers the material that we dont have time to discuss.
Contingency Plans (what you will do if you finish early, etc.): I planned Activity 4 in case we were able
to get through the second and third activities quicker than I anticipate we will be able to.