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One Week Planning

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  • 1. Monday January 11 to Friday January 15 Day 8 Date : Monday January 11 7 :45 to 7 :55 Supervision 3-4 St-Christophe Treasure Hunt 7:58 to 8:58 See Appendix A for planning. (60 min) 1 St-Christophe 8:58 to 9:58 Writing Numbers, Shapes and Colors (60 min) See Appendix B for planning. Recess 10:01 to 10:16 100 10:24 to 11:24 (60 min) Writing Numbers, Shapes and Colors See Appendix B for planning. Lunch time 11 :24 to 12 :45 / 11 :27 to 12 :48 110 12 :51 to 1 :51 Free class (60 min) Recess 500 2 :09 to 3 :09 Free class (60 min) Supervision Bus Meeting Homework Attendance
  • 2. Day 9 Date : Tuesday January 12 2-3 8 :03 to 9 :03 (60 min) Writing Numbers, Shapes and Colors See Appendix B for planning. 220 9 :03 to 10 :03 (60 min) Writing Numbers, Shapes and Colors See Appendix B for planning. Recess 10:03 to 10:18 / 10:06 to 10:21 400 10:21 to 11:21 Treasure Hunt (60 min) See Appendix A for planning. Lunch time 11 :24 to 12 :45 / 11 :27 to 12 :48 5-6 12 :48 to 1 :48 Free class (60 min) Recess 500 2 :09 to 3 :09 Free class (60 min) Supervision Bus Meeting Homework Attendance
  • 3. Day 10 Date : Wednesday January 13 420 St-David 7 :58 to 8 :58 Treasure Hunt (60 min) See Appendix A for planning. 410 St-David 8 :58 to 9 :58 Treasure Hunt (60 min) See Appendix A for planning. Recess Supervision (big playground) 610 St-David 10:19 to 11:19 Simple Future (60 min) See Appendix C for planning. Lunch time St-C : 11 :22 to 12 :37 1 St-Christophe 12 :40 to 1 :40 Continue Step 2 Writing Numbers, Shapes and Colors (60 min) See Appendix B for planning. Recess 2 St-Christophe
  • 4. 2 :01 to 3 :01 Writing Numbers, Shapes and Colors (60 min) See Appendix B for planning. Supervision (bus) Meeting Homework Attendance Day 1 Date : Thursday January 14 7:47 to 7:57 Supervision 120 8:03 to 9:03 Free class (60 min) 220 9:03 to 10 :03 (60 min) Continue Step 2 Writing Numbers, Shapes and Colors See Appendix B for planning. Recess 10:03 to 10:18 / 10:06 to 10:21 2-3 10:24 to 11:24 Continue Step 2 Writing Numbers, Shapes and Colors (60 min) See Appendix B for planning. Lunch time 11 :24 to 12 :45 / 11 :27 to 12 :48 300 12:51 to 1:51 Free class (60 min) Recess 1 :51 to 2 :06 / 1 :54 to 2 :09 3-4
  • 5. 2 :12 to 3 :12 Free class (60 min) Supervision (changing room) Meeting Homework Attendance Day 2 Date : Friday January 15 5-6 8 to 9 Free class (60 min) 500 9 to 10 Free class (60 min) Recess 10:03 to 10:18 / 10:06 to 10:21 100 10:24 to 11:24 (60 min) Continue Step 2 Writing Numbers, Shapes and Colors See Appendix B for planning. Lunch time 11 :24 to 12 :45 / 11 :27 to 12 :48 310 St-David 12 :41 to 1 :41 Treasure Hunt (60 min) See Appendix A for planning.
  • 6. Recess 410-420 St-David Treasure Hunt 2 :02 to 3 :02 See Appendix A for planning. (60 min) Meeting Homework Attendance APPENDIX A 1. Background Information Level and type of class: Cycle 2, year 1 and 2, regular grade 3 and 4 students School: Notre-Dame-des-Bois-Francs, St-Christophe and Saint-David Commission scolaire des Bois-Francs Subject: English second language, regular group Group level: Beginner / Intermediate 2. Targeted competencies
  • 7. Disciplinary competencies: • Competency 1: To interact orally - Use of Functional Language - Use of Strategies - Participation in Exchanges - Pronunciation • Competency 2: To reinvest understanding of written and oral texts - Use of Strategies - Understanding of key elements and overall meaning of written and oral texts - Carrying out tasks Cross-curricular competencies: To use information To solve problems To exercise critical judgment To adopt effective work methods To cooperate with others To communicate appropriately Concepts introduced: - Treasure Hunt 3. Content Functional language: Learn vocabulary Trail: Classroom Treasure Hunt Sheet is added to their duo-tangs. Agenda: 1- Lecture + Instructions 2- Treasure Hunt 3- Correction 4- Conclusion ♦ Introduction (5 minutes) - Attendances - Greetings (Good morning or good afternoon) - Ask the following questions to the students and write their answers on the board: How are you? What day of the week is it? What is the date today? What month are we
  • 8. in? What season are we in? How is the weather outside today? (Students can refer to the posters in the classroom to answer.) ♦Step 1: Lecture + Instructions (15 minutes) Hook: Ask the following questions to the students: - What is a treasure? - What is a hunt? - What is a treasure hunt? Material: Treasure hunt sheet and flashcards Procedure: a) Hand out sheet b) Tell them you will explain every number to them. c) Ask them to write notes on their sheet in order to remember what every sentence means. Read every number of the sheet with the students and present vocabulary using flashcards. (Appendix B) Make sure that they understand what the word find means. Review words that are posted on objects in the class. d) Tell them to write in English when they answer. If they do not know the word in English, ask them to go look in a French/English Dictionary. e) Read directions on the sheet. Find a friend and go on a treasure hunt. On the lines, write what you found in your classroom. Evaluation: Ask questions to see if they understood the task that they need to perform. Plan B: If they do not know how to look in a dictionary, you can show them how. ♦Step 2: Treasure Hunt (30 minutes) Hook: Tell the students they are going on a treasure hunt in the classroom. Material: Sheet, objects in classroom Procedure: a) Ask student to get in teams of two. b) Tell them they have 30 minutes to find all their answers. c) Let’s start that Treasure Hunt! Evaluation: Circulate in the class to make sure that all the students participate. Take note using a grid for every student. While circulating, answer the students’ questions. Plan B: If some students are weak, you can team them up with stronger students or help and assist them more.
  • 9. ♦Step 3: Correction (10 minutes) Hook: Let us see which team is the winner! Material: correction sheet, black board Procedure: a) Ask the students to go to their seats. b) Tell them you are going to correct together. c) Call out a name and ask the student to read his answer for number 1 and so on. Since students will not all have the same answer, you can ask for more than one answer for every question. d) Write a few possible answers on the black board. Evaluation: By calling names, ask students to give out their answers. By doing this, you can check if everyone answered properly. Plan B: If there is no time to correct, you can pick up the copies and correct them yourself. ♦Conclusion (5 minutes) a) Ask students for a summary of what they have retained from this activity. b) Give students feedback, and ask them to put their desks back in place. APPENDIX B 1. Background Information Level and type of class:: Cycle 1, year 1 and 2, regular grade 1 and 2 students School: Notre-Dame-des-Bois-Francs, St-Christophe and Saint-David Commission scolaire des Bois-Francs Subject: English second language, regular group
  • 10. Group level: Beginner 2. Targeted competencies Disciplinary competencies: • Competency 2: To reinvest understanding of written and oral texts - Use of Strategies - Understanding of key elements and overall meaning of written and oral texts - Carrying out tasks • Competency 3: To write texts - Use of Strategies Cross-curricular competencies: - To use information - To adopt effective work methods Concepts introduced - Numbers, Shapes and Colors 3. Content Functional language: Learn vocabulary Trail: Worksheets are added to their duo-tangs. Agenda: 1- Lecture + Flashcards 2- Worksheets 3- Conclusion ♦ Introduction (5 minutes) - Attendances - Greetings (Good morning or good afternoon) - Ask the following questions to the students and write their answers on the board: How are you? What day of the week is it? What is the date today? What month are we
  • 11. in? What season are we in? How is the weather outside today? (Students can refer to the posters in the classroom to answer.) ♦Step 1: Lecture + Flashcards (15 minutes) Material: flashcards Procedure: a) The teacher starts with a short lesson on numbers, shapes, and colors. b) The teacher, using flash cards, shows the different shapes, colors and numbers that are going to be used in the activity; c) Students can try to name them when the teacher points at them. Evaluation: Ask questions to see if they remember what was viewed on the flashcards. Plan B: Use a PowerPoint instead of flashcard. ♦Step 2: Worksheets (35 minutes) Material: worksheets and flashcards Procedure: a) Put the flashcards on the board in order for the students to refer to them while doing the activity. b) Distribute a package containing 11 work sheets. c) Ask students to take out their colouring pencils. d) Guide the student throughout the first sheet and do it step by step with them. The colors and shapes are different for every work sheet; therefore, it is a good revision for the students. e) Let the students work at their paste and do the next sheets by themselves. This step will take more than one class. Evaluation: Observe while students are working and ask questions to see if they remember what was viewed on the flashcards. Plan B: There is a crossword at the end of the package for the students who finish before the others. ♦Conclusion (10 minutes) a) Ask students for a summary of what they have retained from this activity. b) Give students feedback, and ask them to put their desks back in place.
  • 12. APPENDIX C 1. Background Information Level and type of class:: Cycle 3 Year 2, regular grade 6 students School: Saint-David, Commission scolaire des Bois-Francs Subject: English second language, regular group Group level: Beginner / Intermediate / Advance 2. Targeted competencies
  • 13. Disciplinary competencies: • Competency 1: Interacts orally in English - Use of Functional Language - Use of Strategies - Participation in Exchanges - Pronunciation • Competency 2: Reinvests understanding of written and oral texts - Use of Strategies - Understanding of key elements and overall meaning of written and oral texts - Carrying out tasks • Competency 3: To write texts - Use of Strategies Cross-curricular competencies: - Adopt effective work methods - Uses information - To cooperate with others - Communicates appropriately - Achieves his potential Concepts introduced - Base form of the simple future ‘’will’’ and ‘’be going to’’. - Negative form and the contracted form of the future. 3. Content Functional language: Learn how to use the simple future tense Trail: Exercises in the work book. Agenda: 1- Lecture + Instructions 2- Exercices 3- Conclusion ♦ Introduction (5 minutes)
  • 14. - Attendances - Greetings (Good morning or good afternoon) - Ask the following questions to the students and write their answers on the board: How are you? What day of the week is it? What is the date today? What month are we in? What season are we in? How is the weather outside today? (Students can refer to the posters in the classroom to answer.) ♦ Hook (5 mins) - The teacher talks and uses only the simple future. - The following questions are asked to students: - What are you going to do tonight? - What will you do next weekend? - Then, ask the student to guess which verb tense was used during the discussion. Students approach the concept in an inductive approach. Most of them use the future verb tense without even being aware of it. The students learn the use of the structure through practice of the language in context, and later realize the rules from the practical examples. Therefore, the lesson seems to be familiar to them. The advantages of the inductive approach are that students can focus on the use of the language without being held back by grammatical terminology and rules that can inhibit fluency. The inductive approach also promotes increased student participation and practice of the target language in the classroom, in meaningful contexts. The use of the inductive approach has been noted for its success in ESL classrooms world-wide, but its disadvantage is that it is sometimes difficult for students who expect a more traditional style of teaching to induce the language rules from context. ♦ Explain the verb tense (15 mins) - Ask the following question to the students: - What is simple future? - How do you form the simple future? - Explain the following using the black board: The structure of the simple future tense is: subject + auxiliary verb WILL + main verb
  • 15. invariable base Will V1 For negative sentences in the simple future tense, we insert not between the auxiliary verb and main verb. For question sentences, we exchange the subject and auxiliary verb. Look at these example sentences with the simple future tense: subject auxiliary verb main verb + I Will open the door. + You Will finish before me. - She Will not be at school tomorrow. - We Will not leave yet. ? Will You arrive on time? ? Will They want dinner? When we use the simple future tense in speaking, we often contract the subject and auxiliary verb: I will I'll you will you'll he will he'll she will she'll it will it'll we will we'll they will they'll
  • 16. For negative sentences in the simple future tense, we contract with won't, like this: I will not I won't you will not you won't he will not he won't she will not she won't it will not it won't we will not we won't they will not they won't - What is the 2nd form of the simple future? The structure of the simple future verb tense "going to": Subject + Auxiliary Verb + Main Verb - - "to be" - going to How to build sentences using the future simple verb tense "going to"? 1. The auxiliary tense "to be” is used with the future simple verb tense "going to". 2. The base form of the main verb is always "going to". 3. For negative sentences "not" is added between the auxiliary verb "to be" and the main verb "going to". See chart. 4. For questions the auxiliary tense "to be" comes before the subject. See chart. Positive Sentence Auxiliary Verb "to Main Verb "going Continue the Subject + + + be" to" Sentence I + am + going to + We, They, You, Plural + are + going to + Nouns He, She, It Singular Nouns + is + going to + Uncountable Nouns Examples:
  • 17. I am going to be at school to today. They are going to the doctor tomorrow. My dog is going to come home this evening. Your coffee is going be cold if you don't drink it. The girls are going to be home at ten o'clock. Negative Sentences Auxiliary Main Verb Continue the Subject + + Not + + Verb "to be" "going to" Sentence I, He, She, it + am + not + going to + We, They, You + are + not + going to + Plural Nouns Singular Nouns + is + not + going to + Uncountable Nouns Examples: I am not going to be at school to today. They are not going to the doctor tomorrow. My dog is not going to come home this evening. The girls are not going to be home at ten. Questions Auxiliary Verb Main Verb Continue the + Subject + + "To be" "going to" Sentence Am + I, + going to + we, they, you, Are + plural nouns + going to + uncountable nouns he, she, it Is + + going to + singular nouns Examples: Am I going to the hospital next week? Are you going to be home next week? Are your friends going to help you clean your room later? Is there going to be hot water when I come home tonight? Is someone going to buy some milk and cheese?
  • 18. - Then, the teacher writes sentences on the board with ‘’will’’, and with ‘’be going to’’. Underline with different colors and explain the differences among the verbs. For example, with going to, you always need to include the verb to be in front of it. - What is the differences between will and going to? "Will" implies an uncertain future, a desire. "Going to" is a closer one, much likely to happen. Compare: A: What will you do when you finish high school? B: I'm not sure yet. I think I will go to college to study Engineering. A: Just like your brother? B: Well, no. He's going to college this year, but he's going to study Economics. A: Oh, I see. - Ask student to open their book to chapter 3 on page 30. We are only doing the first half of the chapter since we are limited in time. - Explain from activity 1 up until the activity 6 and do two numbers of each exercise with the whole class by projecting the instructions as well as examples with a projector. Guide the students while giving the instructions by pointing with a pen what you are reading or talking about. Tell them clearly that the answers of the first two questions are projected and get them to write it in their book. ♦ Simple future exercises (35 mins) - In groups of two, they do the exercises 1 to 6 together, as you walk around and answer questions. ♦ Closure (5 mins) - Ask the students to say sentences using the simple future in order to see if they learned the lesson properly. - Give feedback to the students and tell them to put their desks back in place. - Assign the rest of the chapter for homework. They have one week to complete it. 5. Plan B The students who will have done the work asked will be request to complete plan B. Written exercise Choose one of the following subjects: What will you do if you win 1 million dollar? What will you do in ten years? Write s text of 200 words. 7. Evaluation
  • 19. Observation (participation) Make sure the students are speaking in English. Give a test on the simple future. After one week, check if the homework is done. 8. Materials Activity book ‘’Kick Off’’ Poster

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