LESSON TITLE: Introducing to Superlatives and Comparatives Lesson #: 2 TEACHER NAME: Brittany Castonguay DATE: 3-24-14

Preparation/Planning ESL Course: ESOL 20 Reading, writing, and grammar. Topic/Theme: Understanding food labels. Listening Objectives Speaking

Level

Beginning

Intermediate

Advanced

Multilevel

Students will listen to the description of several food labels from individual peers throughout a mingling activity. First, students will be placed in groups of three to discuss their assigned food label. After, they will verbally describe their food label to individual classmates. Students are assigned one food label (one category) and are asked to read the corresponding paragraph from an expository article titled, Making Sense of Food Labels. Students will be asked to complete a graphic organizer by writing in the descriptions of food labels they learn about from their peers.

Reading

Writing

Bridging What background knowledge do the students already have? Before entering this ESOL 20 reading, writing, and grammar course, students completed and passed ESOL 19. ESOL 19 is the first course of the ESOL Program, and implements a number of skill areas reading, writing, listening, speaking, and grammar. Therefore, students are familiar with developing basic sentence structures and have acquired the correct form and use of the simple present, simple past, and present perfect tenses. Also, students are able to identify main ideas and supporting details from short reading passages. To begin preparing students for this class, they were asked to complete two assignments for homework: Look up food labels and develop two sentences in your own words describing what food labels are. Please bring them to the next class. Skim through the reading and underline or circle ten unfamiliar words. Please make a list and define the vocabulary in your own words and bring it to class. What will you do to activate or link students prior knowledge or experience to upcoming content? On a power point, students will be presented questions that they will be instructed to work on independently. They will be asked to write down and share their responses with the class. The questions below are based off the students lives or experiences in their home country before

coming to the United States: Did you go to a store or market to purchase groceries (food), or did you grow or raise any of your own food at home? What is one of the healthiest foods you have in your country? Is the food in your country tastier than the food in the United States? Are food labels popular in your home country? Engagement with New Material What will you do to engage Vocabulary review: Students will be placed in groups of three to begin students in the active learning the lesson. They will be asked to share and discuss the terms they of the new material? defined for homework from the reading, and are given the opportunity to ask peers questions about unfamiliar words. The teacher will circulate to observe group collaboration and answer individual questions. After reviewing the terms, each group will share one or two words they had most difficulty with. The terms will be written on the whiteboard and further discussed to assure understanding. Categories: Within the reading, there are ten categories that describe different types of food labels. Each group will be assigned a category and will have to read the corresponding paragraph. As a group, students will have to discuss and answer the following: What is the purpose for the label? Have they seen this label in American grocery stores? Do they have a similar label in their home country? Do they think the label is trustworthy or reliable? What will you do to ensure that all students are engaged? To ensure all students are engaged, each student is assigned to answer the questions above. Students will be made aware that they must write down and respond to these questions on a piece of loose leaf, for it will be collected at the end of class. More over, the teacher will circulate to assure student understanding, ask and answer students questions, and support individuals that may be encountering difficulties starting the activity.

Application What opportunities will you provide students to practice and apply their knowledge/skill to meet the objectives for this lesson? To apply to other contexts?

Students will be asked to break away from their original groups and partake in a mingling activity. Each student will receive a graphic organizer that presents each food label that is found in the reading. Students can meet with one classmate per label. They will teach their classmates about the food label in that they were assigned. Each student will complete their graphic organizer by collaborating with different peers and learning about the ten food labels.

Assessment How will you assess their

To assess the objective, students will report back to their groups by

learning of the objectives?

discussing the differences and similarities between their answers. Additionally, students can ask questions within their groups if they still have questions about the information they collected from the mingling activity. When completed, students will be asked to work individually for the next activity. Students will be presented the following questions on a power point slide. What could we look at to compare the quality of one food to another? How can we determine who has the healthier poultry, Ralphs or Costco? In the question above, what are we comparing? After students give a response they will be made aware that when comparing two things, they will need to form the comparative of an adverb, adjective, or noun. However, this is only a small introduction, as it will go into more depth in the following class.

Closing How will you help students Students will be asked the following questions to assess their recap the learning and link it understanding of food labels and to quickly introduce superlatives. back to the original purpose of Students will respond verbally to the following: the lesson? Which food labels do you think are the most reliable and why? Which food labels do you think are least reliable and why? In the above questions, are we comparing two food labels or more than two food labels? Students will be asked to hand in their original response to the first set of questions in relation to their food label. If time permits, the students work will be presented under the document camera for supplementary review. Technology If applicable for your context and your lesson, how will you meaningfully integrate technology into your lesson?

Use of power point to support instruction and display questions.