This lesson plan is for a 6th grade English communication skills class taught as a pull-out program. The objectives are for students to be able to recommend books and movies to friends. The lesson involves students watching an excerpt from Harry Potter, listing movies based on books, identifying movie genres, writing dialogues recommending books/movies, and writing reviews to post and comment on. Assessment is through observational evaluation of student dialogues and reviews. The lesson aims to meet TESOL and Virginia state standards around oral language, reading fiction/nonfiction, and interacting in English socially.

1. Lesson PlanTeacher: Nazarena Cali Grade: 6th Proficiency Level: Intermediate Program Model: Pull outContent: English communication skillsPLANNING PHASEContent and/or Language ObjectivesStudents will be able to recommend a book, or a movie

2. Students will be able to recommend a film or videotape to a friend.Vocabulary: kinds of books and moviesMaterials: DVDs, photocopiable hand-outs, tapes, Lesson outline Content: English communication skillsNational/State/Local Standards: TESOL Standards. Goal 1, Standard 2: To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment.Virginia Standards of Learning. Oral language 6.1. The student will listen critically and express opinions in oral presentations. Written language 6.4. The student will read a variety of fiction (realistic, fantasy, historical, and biographical) and nonfiction (expository and argumentative). Use knowledge of literary forms to aid comprehension and predict outcomes.TEACHING PHASE SEQUENCEWarm-Up Activity: Students watch an excerpt from a popular movie: (one of the “Harry Potter” films): they fill in a chart with the name of the movie, the actors that work on it, what book it is based on. Transition: Students list all the movies based on books that they know, and mark in that list the ones they prefer.ActivitiesActivity 1: The teacher hands out a photocopy of a chart: each column has as a title a kind of movie and one example. Students identify to which column each of the movies from the list they made in the transition belongs. Using the overhead projector, the teacher fills in the chart with the names of the movies the students listed. Activity 2: In pairs, students choose one of the movies on the list and develop a dialogue recommending a movie or the book. They can use phrases from a box in the whiteboard (ex.: This is the best movie I’ve ever seen… What a wonderful book I read last summer…. Let me tell you about this movie…. Have you read/seen…?, etc)Activity 3: Students write a brief review on the movie selected in the previous activity and they post it on the walls. The whole class stands up and circulates around the classroom reading their production; choose the one that is most appealing and write a comment on it. Differentiated instructionStarting up: activity 1: Students follow the example and wrote one more name.Beginning: activity 1: Students identified the different kinds of movies.Developing: activity 2: Students made up a brief dialogue recommending a movie/bookExpanding: activity 3: Students wrote a review on a movie.Bridging: activity 3: Students compared the movie and the book on which it was based and stated their opinion AssessmentInformal assessment of student comprehension for this lesson can be observational as each pair of student performs their dialogue for the rest of the class and post their compositions on the classroom walls and wrote comments of it. ClosureReview of the lesson: Students read aloud their reviews and comments Preview for next lesson: Students make a list of their favorite books Homework: Students find out their parents and brothers/sisters’ favorite books