CEP Lesson Plan

Teachers:
Level: B3

Melissa Smith and Aldo Resndiz

Date/Time:
Wednesday November 12, 2014 10:00 - 12:00 PM

Goal: Identifying topic sentences in reading and writing topic sentences

Objectives (SWBAT):
Students Will Be Able To
1. Read a paragraph and identify the topic sentences
2. Guess the contents of different paragraphs just by reading the topic sentences
3. Learn new vocabulary to talk about budgets by reading about managing about money
and budgets.
4. Use modals may and might to make a family budget.
Theme: Unit 4: HousingLesson 5: Family budget
Extensions: _Writing___________________________________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for
example:
SS-T)

1.1 Pre-Stage. Today in our

T-S
greeting, ask: What you have
learned about so far in our Unit?
When the students hesitated
What do you want to work more
before starting their greetings on? What do you find difficult or
today, I realized that the
confusing? What are your favorite
questions were more difficult types of activities that we have done
than we had intended for them in our class so far?
to be. I didnt think about how
S-S
difficult the phrase so far is. 1.2. During Stage: Students talk
Additionally, in trying to
with their partner.
simplify the questions, I
accidentally incorporated the
1.3 Post-Stage: We have some time S-TSS
phrasal verb work on which before the test next Wednesday.
clearly is difficult. I think
What do you want to work more
having a few words they didnt on? What do you find confusing?
know was ok, but if I were to What activities do you enjoy?
teach this again, I would want
Tangible Outcome & T.
to go over the questions and
feedback/peer feedback: Metaask them if they needed help
Activity 1: Greeting

10
min

with anything.
cognition
Transition to #2: In some of
your exit tickets, I have noticed
that many of you want to work
more on reading.
Activity 2: Reading Activity,
making predictions.
Language focus: Main idea
and Topic sentences.
This reading activity went very
smoothly! Up to this point, the
students hadnt been reading a
lot of paragraphs or stories
with multiple paragraphs, so I
was curious as to how they
would react to the challenge.
But based on the quizlet I
gave, I think they picked up on
both main ideas of a story and
topic sentences of paragraphs.

2.1 Pre-Stage: On the board write:

Kyungs Mud House. This is the
title of the reading we are going to
work on. What do you think this
story is about? Talk about your
guess with your partner.
What do you think this story is
about? (Write guesses on the
board)
Take a vote on the possibilities.
2.2. During Stage: Now, take a few
minutes to read the story.

T-SS

S-TSS

S-S

When you are finished, talk about

these questions with your partner:
Was your prediction correct? What S-TSS
is the story about?
What is this story about?

T-SS

This is what we call a Main Idea.

A story has a main idea, but so
does each paragraph. Lets look at
Section D. Writing is different
around the world, but in English
writing, each paragraph has a
sentence to prepare the reader for
S-T
the paragraph. The sentence is
called a topic sentence. Its usually
the first sentence. Write down the
topic sentences for each
paragraph.
2.3 Post-Stage: What were the topic
sentences?

Transition to #3: This story

was pretty simple, but every

Tangible Outcome & T.

feedback/peer feedback: Topic
sentences

20
Min

paragraph in English has a

topic sentence.
Activity 3: Read about
Managing Money
Focus: Reading to learn
vocabulary based on context
and to understand the gist

3.1 Pre-Stage: Ask Ss how much

money they spend on gas and water
for their homes. Ask how much
they spend on food. The word
<spend> may be a new word. Try
to see how many Ss catch on
This activity went well also!
without explaining its meaning.
Even though the students spent State the objective: Today we will
a lot of time focusing on
make family budgets.
reading today, they seemed to Ask Ss to look at the picture at the
enjoy the process. I think not
top of the page and ask what they
stopping to look up words they think Kyung and his wife are doing.
T-Ss, Ss-T
didnt know was challenging
Give clues and help them guess.
in this activity, as they wanted Write the word <budget> on the
to know what every word they board and ask what they think it
were reading meant, but after means.
we explained the idea of gist, Explain to Ss that sometimes
they seemed to settle in without reading information is like focused
using any translation
listening and that they dont have to
programs.
understand every word to be able to
the gist. Tell Ss that they will read
Ex. A on their own and that they
should not stop to look up words.
Tell them that they will not
understand every word, but they
should try to understand the overall
meaning of the text.
Before Ss read, explain what the
reading is about. The purpose of the
article is to help them learn to use
their money wisely. You may have
to explain the word <wisely>.
Write the two headings on the
S-S, T-Ss,
board: <Manage your money
Ss-T
well>, and <Plan your budget>.
Make sure Ss understand the topics
before reading.
3.2. During Stage: Ss read about
managing money and budgets and
underline the new words. Ss read
on their own. Tell Ss how much
time they will have before they
begin to read so that they know to

25
min.

10
min.

10
min.

read fast enough to finish in the

S-Ss, T-Ss,
allotted time. Ask Ss to read the
Ss-T
text again. Point out how the
parenthesis in this case who
examples. Read the article as a
class and go over words Ss may not
now. Have Ss complete Ex. B.
Match the word with the definition.
Write the correct answer. T goes
around while Ss are doing this,
listening to SS and helping with
any problems.

5
min.

3.3 Post-Stage: Check students

answers. If consistent questions
among several students, interrupt
the class and give a mini lesson or
review to help students feel
comfortable with the concept.

Transition to Activity 4: We
just read about managing
money and budgets and
learned new vocabulary. For
our next activity, we will learn
to use may and might by
completing a family budget.
Activity 4: May and Might
Language focus: Modals
No surprise, but the students
really struggled with these
modals. I was surprised that
may and might were the first
two modals the book

Tangible Outcome & T.

feedback/peer
feedback: Completed Ex. B. T
walks around during the activity
and helps Ss with questions. T
provides feedback answering
questions. If consistent questions
among several students, interrupt
the class and give a mini lesson or
review to help students feel
comfortable with the vocabulary.

4.1 Pre-Stage: Turn to p. 74. Look

at the chart in Ex. E. Teach Ss that
the two modals are almost the
same. Might means with a little less
certainty. Ask Ss questions about
T-Ss, Ss-T
the budget they completed in the
listing activity. Tell Ss to work with
a group. Imagine that you are a

25
min.

5
min.

introduced to the students. If I

were to teach this again, I
would use a modal that the
students had heard used more
often than may or might.
For example, maybe can.
None the less, I will follow up
on the use of modals in future
lessons. I want to make sure
the students get to see May
and Might used in authentic
contexts, so I might consult a
corpora to see what I can find.
But I think their learning of
these two modals might stretch
out over a progression of time.

family. Make a budget. Write the

information in Ex. G. Make sure Ss
understand that this is a new budget
based on what they think things
might cost and that they should use S-S, T-Ss,
an income they think is reasonable. Ss-T
5.2. During Stage: Have Ss
complete Ex. G. T goes around
while Ss are doing this, listening to
SS and helping with any problems.
5.3 Post-Stage: Ask groups to
report to class. If consistent
questions among several students,
interrupt the class and give a mini
lesson or review to help students
feel comfortable with the concept.

Tangible Outcome & T.

feedback/peer feedback: Completed
Transition to Wrap-Up: We
Ex. G. T walks around during the
just finished completing a
activity and helps Ss with
family budget. We will now
questions. T provides feedback
end our lesson by completing answering questions. If consistent
the leftside of our Learner Log questions among several students,
on p. 79. Please write down
interrupt the class and give a mini
your homework for tomorrow. lesson or review.
See you!
Wrap-up

Lesson Evaluation Procedures:

Learner Log p. 79 (Left side)
Homework:
Stand Out
p. 76, 77, 78

Materials:
Lesson plans
Feedback record sheets
The internet
Chalk
Power Point
Stand Out 2
Stand Out 2 CD
Grammar Challenge
Anticipated Problems & Suggested Solutions:

S-Ss, T-Ss,
Ss-T

15
min.

5
min.

There are new vocabulary and concepts introduced in this lesson that may be challenging
to explain to students, particularly the vocabulary introduced in Activity 4. Whenever
possible pictures will be included in the PowerPoint to show to students. Each activity
may take up to the maximum allocated time, exit ticket can be completed in less than 5
min.
Contingency Plans (what you will do if you finish early, etc.):
In case some students finish early, they will can begin working on homework on their
own. If running short on time for the second half of class, the last activity will be moved
to tomorrow.
Post-Lesson Reflections:
When I told the students that they would have a choice in what we work on, they were
really excited. I think encouraging student autonomy is really helpful, but sometimes
difficult at this level. They want to work on speaking, expanding their vocabulary,
listening, writing, reading, and grammar (S-->V-->O-->_______)
We talked quite a lot about topic sentences and how they can help with skimming. That
part went really well and the students seemed to get it (as they told me about main ideas
and topic sentences in my quizlet). I had a little extra time, but not enough to work on the
writing topic sentences activity I had prepared, so instead, I had them skim a short text to
see if they could identify their topic sentences. But, I wish I had had more options for
them to skim. Tomorrow, before we get to writing, I think I will have them practice
skimming other paragraphs.