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Lesson 4 -- Week 2, Thursday, 9:15 a.m.-11:45 a.m.

Activities
1. Opening discussion: Whats new with the children? 10 min. 2. Overview class schedule/learning outcomes 1 min. Teaching Children About Money 3. Warm-up 5 min. Self-assessment knowledge about financial matters. 4. Activities and Task: Learning from Experience 27 min. total a. Each student individually identifies and writes down notes about one really smart thing theyve done in managing their money (following prompts on the whiteboard board, e.g., when, where, etc.) as well something they did that was not so wise. (Teacher gives example from personal life to start.) 5 min. b.Each student can use notes to share with neighbor, then folds up her/his notes, and in the cocktail party mode that students are used to moves from person to person sharing stories. 7 min. c. In groups of four, students cull from what they have heard at the cocktail party two lists of advice that could be given to their children: Things to do Things not to do. 8 min. d. Groups write lists on the white board and reports to the class and common themes are identified. 7 min. 5. Activity: Reading a. Attention drawn to word families, b. Students read aloud Basic Money Lessons Grow with your Kids (Knight Ridder) with vocabulary and comprehension checks. 10 min. c. Group discussions (same as earlier groups): 10 min. Agree/disagree? Why? Comparison to earlier advice lists. Whats missing? (Values?) Ind. Class Ind. Pair Class Class Outcomes/ Objectives Language Skills Speaking/ Listening Learning Strategies Critical Thinking Materials AS = All-Star 3 HO = Handout (in appendix)

Recycling and automatization of present progressive form; pronunciation practice of final consonants; fluency

Activation of schemata Activation of schemata (cont.) Personalizing content using vocabulary and concepts

Reading/ Writing Four skills

AS, p. 69, #1 HO #11


(Activity/Task Prompts)

Authentic language use Repetition Fluency

Advanced Planning Note-taking

Group Class Class Class HO #12 Focus on form: word families (recycling) Increase reading comprehension, vocabulary Expressing agreement, disagreement, and opinion Reading Focus on Form Speaking/ Listening Giving reasons
(Word families, adapted from AS, p. 71, #2)

Group

AS, p. 69

Break

15 min.

6. Task: Dear Abby (Writing Strategy, Part 1) a. Warm-up. 5 min. Talk about advice columns. Show example from Dear Abby. Ask if there is anything similar in L1s and if they read them. b. Spotlight: Writing Strategy Instruction (Part 1) 10 min. Introduce outlining as a writing strategy main idea, reason, and thought chart from AS, p. 74-75. Develop with class through example related to the Dear Abby task (below). Letter writing conventions introduced earlier reviewed briefly. c. Write a response 15 min. Pairs each get 5 possible mini-letters: asking their advice on dealing with children and finances. Together they read them all and decide which two they want to do and discuss what advice to give. (Students can also identify problem of their own choosing). Then each student takes one of the two, fills in the pre-outline diagram, and writes a first draft of the response. Students then exchange drafts, peer edit, and rewrite. (If one pair gets done early, they do another letter.) Responses are handed in for use the next day. 7. Writing Strategy Instruction (Part 2) 15 min. Continued instruction on outlining (charting with reasons and examples, additional details). Explain that the following day, they will be writing a paragraph about a major purchase theyve done example on whiteboard. 8. Language Journal (for description, see HO #5)
10 min.

Class

Activate schemata

Class

Coherence in writing (and speaking) is enhanced by preplanning and use of both learning and critical thinking skills. Recycling of letter-writing form and vocabulary.

Writing

Identify main idea Advance planning

Analyzing Giving Reasons Problem solve

HO #13
(Writing Strategy; Children and Money: difficult situations Ref: AS, p. 74)

Pair Ind. Pair

Four skills, with emphasis on writing

Class AS, p. 74

Attention to form in everyday speech Fluency


HOMEWORK: (1) Review for unit quiz (2) Bring in pictures, ads, realia related to desired purchase (if this wasnt done in Lesson #1 homework) and think about reasons for buying

9. Wrap-up and Learning Log; Preview of Next Class 5 min.

AS, p. 71