CEP Lesson Plan Teachers: Alice Kim & Amanda Loy Level: A6 Date/Time: 10/7/13 10 AM - 12 PM

Goal: To review Unit 9 of In Charge 2 for the unit test Objectives (SWBAT): Students Will Be Able To 1. Practice using the correct order of adjectives by completing jigsaw activity in pairs 2. Discuss unit theme through listening activity and answering handout questions 3. Review literary devices and noun phrases by playing a game of jeopardy Theme: Unit 9 Hot Spots Extensions: Discuss emergency situation preparedness

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Ss

Time

Review Questions on Board

Ss will write any questions they have related to Unit 9 on the board and T will go over each throughout the review session.

10:0010:05

Activity 1: Order of Adjectives Jigsaw

1.1 Pre-Stage: T will ask a S to vol- T-Ss unteer to explain the order of adjectives. T will assign pairs for Ss. Then instruct Ss to place cut-outs of adjectives and noun phrases in the correct order to complete the sentences. 1.2. During Stage: In pairs, Ss rearrange cut-outs to assemble a complete sentence, with correct adjective order. 1.3 Post-Stage: Each pair will present one sentence to the class. If incorrect, Ss to help one another in finding the correct order. S-S

10:0510:40

Ss-Ss

Transition to #2: We will now move on to a listening activity related to this units theme.

Tangible Outcome & T. feedback/peer feedback: Ss will write their completed sentences in their own notebook. T will also facilitate post-stage providing feedback when Ss correctly/incorrectly arrange the sentences.

Activity 2: Emergency Kit 2.1 Pre-Stage: T will have Ss brief- T-Ss ly recall different natural disasters discussed in past lessons. In pairs, S-S Ss will discuss important things that are needed in times of an emergency. Ss 2.2. During Stage: Ss will listen to an audio clip http://www.esllab.com/emergencykit/emergencykit rd1.htm and answer questions on the handout. S-S 2.3 Post-Stage: In pairs, Ss will Transition to #3: Lets compare answers. Then discuss listen to another audio some ways that people can become clip, but this time review- more prepared in their local are, ing the literary devices both individually and as a communiweve learned over the ty. past week. Tangible Outcome & T. feedback/peer feedback: Handout questions and answers

10:4010:50

Activity 3: Literary Rap

3.1 Pre-Stage: Ss will quickly reSs-Ss view the different literary devices taught in Uni 9 by writing them on the board. T will instruct Ss to listen T-Ss carefully to the literary device rap that will be played to review the literary devices. 3.2. During Stage: T will play Ss YouTube clip http://www.youtube.com/watch?v=j -efa3wl27g and have Ss complete a fill-in-the-blank worksheet as they listen and follow along.

10:5011:05

Transition to #4: Lets continue on with our review for the unit test by playing a game of Jeopardy.

3.3 Post-Stage: In pairs, review answers. Tangible Outcome & T. feedback/peer feedback: Completed worksheet 4.1 Pre-Stage: T will explain the rules of the game and split the class into two teams. 4.2. During Stage: Ss will play Jeopardy in order to review noun phrases and literary devices.

S-S

Activity 4: Jeopardy

T-Ss

11:0511:55

Ss-Ss

Transition to Wrap-Up: This marks the end of our review. Please prepare for the upcoming unit test and email any questions you Tangible Outcome & T. feedmay have. back/peer feedback: Jeopardy game powerpoint Wrap-up

4.3 Post-Stage: T will tally up the T-Ss scores for each team and decide on a winner. Ss may ask any lingering questions related to contents before wrap-up.

T will remind the Ss of unit test date T-Ss and encourage them to email T any questions prior to exam day. Practice exercises will be provided in

11:5512:00

class website.

Materials: Class textbook Jigsaw cut-outs Emergency Kit audio clip Literary elements rap YouTube clip Listening activity worksheets (2) Jeopardy ppt Dry-erase markers Anticipated Problems & Suggested Solutions: Technological issues - call tech services for help setting up Overuse of time - adhere strictly to time restraints Contingency Plans (what you will do if you finish early, etc.): Continue with Jeopardy game and allow Ss to ask questions for review Post-Lesson Reflections: Review: Ss seemed at a loss for what to write on the board. I instructed them to briefly review the contents of Unit 9 prior to the review lesson. However, it seemed clear that none of them did. Only 2 Ss had actual questions related to the unit that they wanted T to answer. Order of Adjectives: Ss really liked this activity. As T walked around the room, Ss couldnt help but to ask if their completed sentence(s) were correct. T restrained from revealing the correct answers, but provided guidance and feedback. Ss did a great job working together. Also, the sentences were intentionally created to be difficult and challenging so that Ss will need to think hard to arrange the sentences in the correct order. This made the activity longer. However, Ss enjoyed it as they spent ample time talking rather than teacher-talk. Listening: This unit theme is hot spots, which is rather boring and not very meaningful. I tried to find an audio clip that was connected to the theme, but meaningful in a way that related to Ss real-life. Some Ss never heard of the term emergency kit, so they learned something new. Perhaps, next time T can provide a more challenging audio clip. Ss were able to understand the content after hearing it once, but required to hear it a second time to complete the handout. Literary Devices Rap: Ss absolutely loved this rap! It was a fun and interesting way to review literary devices.

Jeopardy: Ss enjoyed playing this game and it was a great way to review. Overall, it was a successful activity; however, time management became a problem when Ss took too much time selecting question categories. About half-way through the activity, I changed the structure by adding a time limit (10 seconds) for teams to select a question, and also (1 minute) to answer the question. The activity seemed to flow much better after doing so. Overall, the review lesson went smoothly. Ss were happy to be able to practice using order of adjectives and they thoroughly enjoyed Jeopardy. However, I noticed that explaining the rules took more time than expected as Ss never heard of the game prior to this lesson. They also took too much time selected question categories as well as answering questions. I was also surprised by how invested Ss became in the activity. One S in particular began to sulk when she realized that her team would not win, and she simply gave up. For future lessons, I must remind myself to emphasize the overall goal of the Jeopardy activity. It is not simply for fun and winning, but ultimately to review the contents which will be included on the unit test. I will also have to manage time more efficiently when utilizing this activity. Otherwise, Ss will take too much time selecting questions and answering them.