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    I3 Cep Lesson Plan Week 8 1113 Thur

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    1. The lesson plan has two main activities - writing directions based on a map and reading a passage about board games. 2. For the first activity, students will write directions from point A to B to C in response to prompts while referencing a map. They will provide peer feedback on each other's writing. 3. The reading activity involves students reading a passage about the history of board games and answering questions that test their understanding of details and main ideas.

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    I3 Cep Lesson Plan Week 8 1113 Thur

    Uploaded by

    api-273023603
    71 views2 pages
    1. The lesson plan has two main activities - writing directions based on a map and reading a passage about board games. 2. For the first activity, students will write directions from point A to B to C in response to prompts while referencing a map. They will provide peer feedback on each other's writing. 3. The reading activity involves students reading a passage about the history of board games and answering questions that test their understanding of details and main ideas.

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    i3 cep lesson plan week 8 1113 thur

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    1. The lesson plan has two main activities - writing directions based on a map and reading a passage about board games. 2. For the first activity, students will write directions from point A to B to C in response to prompts while referencing a map. They will provide peer feedback on each other's writing. 3. The reading activity involves students reading a passage about the history of board games and answering questions that test their understanding of details and main ideas.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    71 views2 pages

    I3 Cep Lesson Plan Week 8 1113 Thur

    Uploaded by

    api-273023603
    1. The lesson plan has two main activities - writing directions based on a map and reading a passage about board games. 2. For the first activity, students will write directions from point A to B to C in response to prompts while referencing a map. They will provide peer feedback on each other's writing. 3. The reading activity involves students reading a passage about the history of board games and answering questions that test their understanding of details and main ideas.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    CEP Lesson Plan

    Teachers: John Chan & Wei-Ling (Ruby) Liu


    Level: I3 Number of students: 9 Date/Time: 11/13/2014 (Thurs.) 10:00 AM-12:00 PM
    Goal: to practice giving directions via writing.
    to practice reading skills in regards to identifying details and also larger ideas.
    Objectives (SWBAT):
    Students Will Be Able To
    1.
    write directions in response to prompts, while referencing the map provided.
    2.
    provide peer feedback to each others writing.
    3.
    read a passage about board games and have students engage in microskills and macro-skills during reading.
    Theme: Hit the Jackpot

    Aim/Skill/Microskill

    Activity/Procedure/Stage

    Interaction Time

    Housekeeping

    Announcement/Attendance/Admin

    T-Ss

    0-5mins

    Ss-T-Ss

    15 mins

    Grammar homework review

    Activity 1:
    Giving Directions
    Write directions in response to
    prompts
    (go from A to B to C)

    (Ruby)

    1.
    2.

    First conditional sentences with Unless, If not.


    Practice 4 in the workbook (p. 91)

    1.1 Pre-Stage:
    1.
    Judging from the in-class writing exercise collected on
    T-Ss
    Wed., T address Ss common errors in writing
    directions.
    2.
    Present Objective: Today, we will do a similar task, but
    it will be slightly difficult. You are going to read two
    prompts and write down the directions using the map.
    Lets read the prompts together. (Write directions: from
    A to B to C)
    3.
    T asks for volunteers to read the two prompt out.
    4.
    T shows the map on the screen to specify the start point,
    the middle point, and the end point.
    1.2. During Stage:
    1.
    Ss write their directions individually.
    2.
    Ss exchange their wiring and give each other feedback,
    using the peer feedback worksheet.
    3.
    For Ss who finish early: give them the third prompt or
    even the fourth prompt.

    Transition to #2:
    Weve finished our writing
    activity for today. Now, lets
    move on to do a reading activity
    that is about games.

    1.3 Post-Stage:
    1.
    T asks volunteers to share their answers and T follows
    the directions on the projected map.
    2.
    T asks if Ss have questions and provide answers.
    3.
    T collects Ss writing.

    Ss-Ss

    Ss-T-Ss

    5 mins
    (Start 10:20
    End 10:25)

    25 mins
    (Start 10:25
    End 10:50)

    10 mins
    (Start 10:50
    End 11:00)

    Tangible Outcome & T. feedback/peer feedback:


    1.
    Ss written directions.
    2.
    Ss completed peer feedback sheet.
    3.
    Ts oral feedback.
    Activity 2: Reading (p. 125)
    Board Games Past and Present
    (John)

    2.1 Pre-Stage:
    1.
    Present objective: We are going to do a reading activity.
    For this reading, you will have to answer questions
    regarding specific details and how information is
    organized and also larger ideas, like main idea.
    2.
    Does anyone know what a board game is? Can you give
    me examples of board games?
    3.
    Preview questions. Remind them of our strategies for
    lexical inferencing. Remind Ss of paying attention to the
    passage and how the information is organized from
    paragraph-to-paragraph, and also as they read, how they
    would summarize each paragraph in a single sentence.
    2.2. During Stage:
    1.
    Students read the passage on p.125.
    2.
    Ss answer the questions on the handout.
    3.
    Ss share their answers with their partners/groups and
    provide feedback to one another.
    4.
    Ts circulate to monitor, assess, and to bring to the front
    of the class positive items and problematic items.
    5.
    Ts also encourage communication and pushes for
    explanations regarding lexical inferencing and main
    ideas/summarization sentences.

    Transition to Wrap-Up: Next week


    we will begin reviewing all the
    units we have done. Be prepared
    with questions.

    2.3 Post-Stage:
    1.
    Ss share their answers to the class.
    2.
    Ts provide feedback.
    3.
    Provide students with Vocabulary sheet for homework.
    Tangible Outcome & T. feedback/peer feedback:
    1.
    Ss oral and written responses,
    2.
    Ts and Ss feedback.

    Wrap-up

    Homework:
    Vocabulary homework
    Lesson Evaluation Procedures:
    Exit ticket

    Materials: markers, handouts


    Anticipated Problems & Suggested Solutions:
    If technology fails, all of our material is on handouts.
    Contingency Plans (what you will do if you finish early, etc.):
    If we end early, we will have students begin writing their homework assignment.

    T-Ss

    10 mins
    (Start 11:00
    End 11:10)

    Ss-Ss

    35 mins
    (Start 11:10
    End 11:45)

    Ss-Ts

    15 mins
    (Start 11:45
    End 12:00)

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