Program in Intensive English, Spring 2013 W3D1 Level/Course Name: L4/RW Lesson Written by: C.Y.

Meimban
Teachers to-do: Make copies of Vocab Quiz, pages 141-142 of FOW

Week: 4 Dates: 2/4 2/8

Day: 1

Objectives Formal Informal Assessment Assessment

Weeks Weeks 1-7 8-15

1 Read academic texts independently and fluently using various

reading strategies such as: o 1A Identifying explicit main ideas o o o o 1B Understanding and stating implied main ideas 1C Finding details 1D Making inferences

X X X

X X X X

1E Distinguishing between fact and X X opinion o 1F Identifying text organization and X discourse 3 Demonstrate knowledge of targeted academic vocabulary from key class readings (General Service List; Academic Word List) o 3A Demonstrate receptive knowledge X X o 3B Demonstrate productive X X knowledge 4 Write the essential parts of a five-paragraph essay: o 4A Write a coherent introduction with X X a hook, background information, and thesis statement o 4B Write three coherent body X X paragraphs each with a topic sentence, major supporting details, and minor supporting details o 4C Write a coherent concluding X X paragraph with a summary of major points, restatement of thesis, and statement of importance 5 Write on topic / fulfill the requirements of a prompt X X 6 Write a summary paragraph o 6A Include the main idea and most X X important details o 6B Use critical reporting verbs X X

Program in Intensive English, Spring 2013 W3D1

7 Critically integrate information from a source into their own writing o 7A Summarizing X X o 7B Paraphrasing X X o 7C Quoting X 8 Use effective signal words and transitional devices X X (paragraph and essay level) 9 Use correct grammar in writing X X 10 Read fluently using various reading strategies such as: o 10A Making meaningful predictions X X about readings and check on predictions o 10B Scanning for information from X X various types of texts o 10C Comparing, evaluating, and X X synthesizing ideas from several texts 11 Conduct basic research and synthesize information X X gathered from their research 12 Write for different purposes and audiences X X 13 Follow the steps of the writing process: o 13A Prewriting X X o 13B Drafting X X o 13C Revising (applying feedback into X X their own writing) o 13D Editing (identifying and correcting X X errors in their own writing) 14 15 Understand the forms of academic dishonesty X X including plagiarism 16 Provide meaningful peer feedback X X 17 Reflect critically on ones own writing X X

This lesson includes (check those that apply): Preparation Scaffolding Adaptation of Content x Modeling Links to Background x Guided practice x Links to Past Learning Independent practice xStrategies incorporated x Comprehensible input Integration of Processes x Reading x Writing x Speaking x Listening Application x Hands-on x Meaningful x Linked to objectives x Promotes engagement

Grouping Options x Whole class x Small groups x Partners x Independent Comprehension Checks x Individual x Group x Written x Oral

Program in Intensive English, Spring 2013 W3D1 Pre-lesson Inventory

Things to bring to class: copies of Vocab Quiz, pages 141-142 of FOW Equipment: TV, PC Things to tell students: Write objectives/agenda/HW on board: 1) Vocabulary Quiz (7A) 2) Pre-reading for 7B 3) Essay Intro and Body HW to collect: HW to assign: Warm Up (5 minutes) 1) Ask the Ss how their weekend was. 2) Ask Ss to share how they studied for the vocab quiz. Transition (from warm up to activity 1): Last week, we had a couple of vocabulary activities (synonyms, fill in the blanks, words in context). Well have a quiz to see how well you understand the 10 vocabulary words from the book. Activity 1 (30 minutes): Vocabulary Quiz Purpose: (3) Demonstrate knowledge of targeted academic vocabulary from key class readings Procedure(s): 1) Distribute copies of the quiz. 2) Go over directions. Answer questions, if any. 3) Set online stopwatch to 13 minutes. 4) Circulate room while Ss are answering the quiz. 5) Collect the quiz (Graded Classwork). 6) Discuss correct answers using the padcam. Transition (from break to activity 2): Continue reviewing your vocabulary words. Next, we will do a prereading activity for another reading passage.

Activity 2 (15 minutes): Pre-reading for 7B Purpose: (10A, 10B) Make meaningful predictions; scan Procedure: 1) Tell Ss to turn to page 99 of Reading Explorer. Explain the importance of pre-reading / activating background knowledge: if you warm up your mind for what you are going to read, you will understand it better. If you think of things you already know about the topic, you will understand it better. 2) Put Ss in pairs and have pairs do A and B. 3) Pairs share their answers with the rest of the class. 4) Tell Ss to read pages 100-101 at home. In our next class, we will listen to an audio clip of the passage. It would help a lot if they have already read the passage when they listen to it. Break (10 minutes)

Program in Intensive English, Spring 2013 W3D1

Transition (from activity 2 to activity 3): Weve done some vocabulary and reading practice. In the next hour, well focus on developing the introduction and body of our essay.

Activity 3 (55 minutes): Essay introduction and body Purpose: (4A, 4B, 13) Write the essential parts of a five-paragraph essay; follow the writing process Procedure: 1) Review the parts of the introduction. Write the parts on the board: hook (we discussed 6 types) background info (about causes, if you are writing about effects, and vice versa) thesis statement (we gave 3 options each)
2) Use the padcam to project some sample introductions (with Ss permission) and have Ss identify and analyze the parts. 3) Tell Ss to turn to page 135 of Focus on Writing. 4) Discuss topic sentences and how each topic sentence connects back to the thesis statement. Explain examples given at the bottom of page 135. 5) Have Ss do Focused Practice on page 136 (about using ordinal transition words). Before letting Ss work autonomously, model how to answer item #1. 6) Distribute photocopies of page 141-142. Instruct Ss to fill it out with their thesis statement, topic sentences, and supporting details. 7) Set online stopwatch. Circulate to give feedback and guidance. 8) Collect outlines (to be graded under Formal Writing Tasks).

Summary/Cool down/Homework (5 minutes): Purpose: To summarize points learned, to give Ss reminders Procedure: 1) For homework, read pages 100-101 of RE at home. 2) Call on some Ss to recap what they learned in todays class. 3) Give a preview of whats happening in the next class: in-class reading + Reading Guide, summary, writing the body paragraphs.