TSL 503 October 5, 2014 Topical Instruction Lesson Plan
Your name: Anya Letson
Subject
ESL Proficiency Level
2 and 3
Age Group
9 th grade Lesson Topic
Purchasing Skills Special Information Cognitive Objectives
Shopping resources; asking questions to clarify issues of size, price, color, and location; reading and understanding print and commercial media in the target language; interrogatives, clothing vocabulary
Socioaffective Objectives
Lowering of anxiety about speaking through practice and repetition; posing clarifying questions; peer cooperation; cooperative practice by role-playing;
Linguistic Objectives S.1.3.b Acquire goods, services, or information by spoken request; S.1.3.a Participate in conversations on social topics by asking and requesting information; S.4.3.a Participate actively in cooperative group activities and projects; S.4.2.g Give simple oral reports; S.4.2.f Participate in guided discussions; S.6.3.a Speak clearly and comprehensibly by using standard English grammatical forms, pronunciation, phrasing and intonation; S.8.3.a Formulate and pose questions during classroom discussions; L.1.3.a Perform most uncomplicated classroom tasks when prompted; L.2.2.a Understand simple speech produced by peers and adults on familiar topics with repetition and rephrasing; L.2.3.a Understand age- appropriate social discourse with occasional repetition and rephrasing; L.3.3.b Listen attentively to stories or content information and identify key details and concepts using both verbal and written responses; L.3.2.f Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject matter content; L.4.3.a Understand vocabulary and discourse features of content areas; L.5.3.d Identify the main ideas, points of view, and fact/fiction in broadcast and print media
Learning Strategies
Materials o Photo of an outfit to identify clothing o Clothing videos and accompanying listening comprehension assignments (https://www.youtube.com/watch?v=EaFUM_kNS4U; https://www.youtube.com/watch?v=k-odHrqVHgs ) o Clothing advertisements with information gaps and discussion questions o Notes sheets that cover inquiry about size, color, item, and price activity o Shopping Question Bingo Sheet o Ticket out the door
Procedures
Take attendance Make learning objectives available for the day.
Preparation
Copy and collate all necessary documents. Set up the projector and screen. Open all necessary computer applications, programs, and files. Review subject matter. Create pair groupings for advertisement information gap speaking activity.
Presentation o Clothing discussion: (10 min.) Project photo of womans outfit onto the white board and ask students to volunteer the vocabulary words to define the clothing items, labelling the outfit as they respond. o Clothing Videos Listening Activity (10 min.) Introduction: Class discussion. How do we buy new clothing? How do we know where to shop? How do we find good deals on clothing? Presentation: Students will answer comprehension questions about sale videos as they watch them. Preview the questions and instructions together. Practice: Project videos of clothing sale advertisements onto screen so that students may watch and answer videos. Show them two or three times depending on student needs before going over responses together. o Advertisement reading activity (information gap) (20 min.) Introduction: Another way for us to learn about what stores are selling and at what prices is to read written advertisement. How do we find them? (in the mail, via email, online, in the stores, in the newspaper) Presentation: View a clothing advertisement together and pull out information about items and prices together. Go over interrogatives (How much, How many, What is, What are, What color, etc.) Guided Practice: Group students in pairs and give them the same advertisements with different information blocked out so that they have to ask and answer questions. Provide discussion questions pre-written for students with lower speaking proficiency. Reflection: Go over responses together as a class & ask for student reflection. o Note-taking activity (20 min.) Introduction: When you go shopping, what do you do if you cant find an item you are looking for? What if you cant find your size? What if you want a different color? What if the price isnt marked? Presentation: Provide a notes sheet for students to fill in answers as we talk through how to resolve these common shopping obstacles. Guided Practice: Question students and ask for students to respond about what to do if You cant find the price? You cant find your size? You dont see the color you want? Independent Practice: Have students practice with their neighbors asking and answering questions to resolve a problem of Price Color Size location o Shopping Question Bingo Activity (10 min.) Introduction: One way to practice these questions is by role-playing them in class so that you feel comfortable using them outside of class. o Intro ticket out the door (5 min.)
Practices
*Included in Presentation section to maintain clarity
Evaluation/Assessment Address common or prominent pronunciation issues as they arise; use ticket out the door to determine students understanding; assess understanding based on student responses in class discussion and pair work; quiz over content at a later date.
Expansion
Assign students to call a store or go to the store and ask questions of an associate based on location, price, size, or color of an item, and then write a paragraph in English to describe and reflect on this experience.
Adapted from: Chamot, A.U. and OMalley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley Publishing Company.
(McGill-Queen's Studies in The History of Ideas) Philip Kain - Schiller, Hegel, and Marx - State, Society, and The Aesthetic Ideal of Ancient Greece-McGill-Queen's University Press (1982)