Unit Lesson Plan

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Unit Lesson Plan

  1. 1. Unit lesson plan<br />Teacher: Nazarena Cali <br />Grade: 8th Proficiency level: Intermediate Program model: Pull out<br />Content: English communication skills<br />PLANNING PHASE<br />Content and/or Language Objectives<br /><ul><li>Students will be able to ask relevant questions for an interview, make notes and compile.
  2. 2. Students will be able to choose vocabulary and tone appropriate to the audience, topic, and purpose.
  3. 3. Students will be able to use context, structure, and connotations to determine meaning of words and phrases.
  4. 4. Students will be able to draw on background knowledge and knowledge of text structure to understand selections, read and follow instructions to complete an assigned task, summarize a text and draw conclusions based on explicit and implied information.
  5. 5. Students will be able to select specific vocabulary and information, revise writing for word choice and sentence variety.</li></ul>Vocabulary: related to the media, article, interview, newspaper, TV show, radio show <br />Materials: newspapers, magazines, tapes of TV shows and interviews<br />Lesson outline<br />Content: English communication skills<br />National/State/Local Standards: <br />TESOL Standards. Goal 1, Standard 3. To use English to communicate in social settings: Students will use learning strategies to extend their communicative competence<br />Virginia Standards of Learning. Oral Language 8.1. The student will use interviewing techniques to gain information.<br /> Oral language 8.2. The student will develop and deliver oral presentations in groups and individually.<br /> Oral language 8.3. The student will analyze mass media messages.<br /> Reading 8.4. The student will apply knowledge of word origins, derivations, inflections, analogies, and figurative language to extend vocabulary development.<br /> Reading 8.6. The student will read, comprehend, and analyze a variety of informational sources.<br /> Writing 8.8. The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.<br />Day 1. Activating prior knowledge of the media<br />PLANNING PHASE<br />Content and/or Language Objectives<br />As a result of this lesson, students will be able:<br /><ul><li>identify different means of communication
  6. 6. analyze articles from different sources on the surface</li></ul>Materials<br />Tapes of TV shows –interviews-, newspapers articles –cultural and social events-<br />TEACHING PHASE<br />Warm-Up Activity: Students watch a video that shows different TV shows (news program, talk show, game show, etc.) in which they see interviews to celebrities (without the sound)<br />Transition: Teacher hands out newspaper articles in which students can see pictures of the same celebrities that appeared on the TV programs. Students look at the photographs and scan the articles for the main idea. <br />Activity: Students listen to a radio show in which some celebrities are being interviewed; students verify if the radio interviews the celebrities that appeared on the newspaper and TV and if in the interview the same topics are developed.<br />Differentiating instruction<br />Starting up: Students will listen for the names of the celebrities.<br />Beginning: Students will match the names of the celebrities and the information given about them in the three sources.<br />Developing: Students will decide if some sentences given are true or false according to what they saw and heard in the three sources.<br />Expanding: Students will fill in a chart with two or three pieces of information about the celebrities they can gather from the three sources.<br />Bridging: In pairs, students will develop a short conversation as if one of the celebrities was being interviewed.<br />Assessment<br />Using observational assessment, the teacher will record how students are progressing with marks and notes. <br />Closure<br />The teacher asks students who their favorite celebrity is and if she/he is one of the stars they worked with in class, and if they usually followed their favorite celebrity’s career or personal life. <br />Homework<br />Next class students will bring interviews or articles about their favorite celebrities<br />Day 2. Interviewing your favorite celebrity<br />PLANNING PHASE<br />Content and/or Language Objectives<br />As a result of this lesson, students will be able:<br /><ul><li>ask appropriate questions and answer accordingly, as if in an interview
  7. 7. compose a short oral conversation</li></ul>Materials<br />newspapers articles –cultural and social events- about their favorite celebrities<br />TEACHING PHASE<br />Warm-Up Activity: In groups, students show the articles they brought as homework. They share in the groups as much information about the person as they have. <br />Transition: In the same groups, students think of four or five questions that are usually asked to celebrities in interviews. <br />Activity: In pairs, students act out the interview to their celebrity; they use the questions the group created. <br />Differentiating instruction<br />Starting up: Students will write the questions, and will choose one to answer.<br />Beginning: Students will write all the questions, and will answer two of them.<br />Developing: Students will write all the questions and answers. <br />Expanding: Students will write the whole conversation and then, act it out.<br />Bridging: In pairs, students will act out the conversation for the rest of the group. <br />Assessment<br />The teacher will take all the sheets of paper where the questions and/or answers appear, and will take notes on the oral interaction.<br />Closure<br />The teacher chooses one of the phrases with which the interviews started and ask the students about other ways in which an interview can begin.<br />Homework<br />Students will search for different ways to begin an interview in newspapers , magazines, TV, the Internet, etc. <br />Day 3. The media: differences in interviewing<br />PLANNING PHASE<br />Content and/or Language Objectives<br />As a result of this lesson, students will be able:<br /><ul><li>identify where the interview appeared (newspaper, magazine, TV, radio) according to the language used.</li></ul>Materials<br />Tape of a TV show - newspapers and magazine articles <br />TEACHING PHASE<br />Warm-Up Activity: Students listen to a celebrity being interviewed. They have to guess where the interview took place –in a radio station or in a TV studio- according to the language they hear (ex.: camera, audience, E Entertainment, look, show)<br />Transition: In groups, students read an article and discuss it to see if every person in the group understood the whole text. <br />Activity: Students have to decide if it is from a newspaper or a magazine, according to the paratextual elements (pictures, graphics, and typography) the vocabulary and the register used.<br />Differentiating instruction<br />Starting up: Students focus their attention on paratextual elements to see where the article was taken from. <br />Beginning: Students will name each paratextual element and say if it is proper of newspapers or magazines. <br />Developing: Students will underline the unknown words and search de definitions in the dictionary.<br />Expanding: Students will mark the words typical of a newspaper/magazine article. <br />Bridging: Students will mark in a poster the typical paratextual elements and vocabulary in a newspaper/magazine article. They will present it to the class.<br />Assessment<br />The teacher will go around the classroom observing each student’s work.<br />Closure<br />Students comment on what they prefer to read -newspapers or magazines- and say why.<br />Homework<br />Students bring newspaper articles about celebrities or cultural events.<br />Day 4. Reading a newspaper/magazine article about a celebrity<br />PLANNING PHASE<br />Content and/or Language Objectives<br />As a result of this lesson, students will be able:<br /><ul><li>using reading strategies to get the gist of the text
  8. 8. inferring the meaning and word class of an unknown term in the text taking into account morphology and figurative language.</li></ul>Materials<br />newspapers articles <br />TEACHING PHASE<br />Warm-Up Activity: In groups, students share the articles they brought as homework. They choose one with which the whole group is going to work. They share their choice with the class. <br />Transition: Students skim the text to get the gist of the text. They share their opinion with the group and the class. <br />Activity: Students underline all the unknown words in the text and try to guess the meaning from the ending and context (groupwork): they share and check with the dictionary. <br />Differentiating instruction<br />Starting up: Students will find in the text the words or phrases whose definitions are given. <br />Beginning: Students will underline all the words with an ending that helps them identify what kind of words they are. <br />Developing: Students will classify the words according to the ending into noun, adjective, adverb or verb.<br />Expanding: Students will get a photocopy of a text from which some sentences have been removed. They have to place each sentence in the correct paragraph. <br />Bridging: Students will answer a questionnaire about the text. <br />Assessment<br />Students will hand in their class work before the lesson is over.<br />Closure<br />Students comment on the articles they read in class and choose the most interesting.<br />Homework<br />Day 5. Editing writing for correct grammar, capitalization, punctuation, spelling, sentence structure and paragraphing <br />PLANNING PHASE<br />Content and/or Language Objectives<br />As a result of this lesson, students will be able:<br /><ul><li>identifying correct grammar, capitalization, punctuation, spelling, sentence structure and paragraphing in a text.
  9. 9. Correcting grammar, capitalization, punctuation, spelling, sentence structure and paragraphing mistakes in a text.</li></ul>Materials<br />Overhead projector, transparencies, newspaper articles, notebooks<br />TEACHING PHASE<br />Warm-Up Activity: The teacher presents a newspaper article in the overhead projector and calls students’ attention to capitalization, punctuation, sentence structure and paragraphing. <br />Transition: Students try to infer rules from the examples marked in the transparency. <br />Activity: Each student gets a newspaper or magazine article and corrects the mistakes as regards capitalization, punctuation; spelling, sentence structure and paragraphing that appear in the text. <br />Differentiating instruction<br />Starting up: Students will identify the mistakes and mark them in the text (groupwork)<br />Beginning: Students will suggest possible correct options for the mistakes found in the text (pairwork)<br />Developing: Students will write the correct version of the text without the mistakes given in the original copy.<br />Expanding: Students will write a newspaper/magazine article about a celebrity they choose (individual work) <br />Bridging: Students will write a newspaper/magazine article about a celebrity they choose. When they finish, students exchange articles and edit their peer’s work (individual work)<br />Assessment<br />Students will hand in their class work before the lesson is over.<br />Closure<br />Students will share the class which part of the unit they enjoy the most and why.<br />Homework<br />Students will write a summary of the text they worked with in class: just a few lines that show the main idea. <br />

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