Lesson Plan

Teacher: Carolyn Dunn

Level: 4 Writing
Date: February 24, 2016
Class Website: http://telcwritingwinter2016.weebly.com
Goals:
1. Grammar Goal: To learn the form of the past continuous and its use with the past simple in
when/ while complex sentences (target language)
2. Composition Goal (If time allows likely to move to next class): To plan a well-developed,
unified, creative narrative paragraph incorporating the target language and descriptive language
(sensory details, simile, strong adjectives)
Objectives (SWBAT):
Students Will Be Able To
1. Correctly use the target language (While +S+(past continuous verb), S+(past simple verb)/ (S+
(past continuous verb) when+S+(past simple verb) and the same structures with clauses
reversed) to write creative sentences describing a fictional crime that happened in the past
2. IF TIME ALLOWS most likely will be done in next class: Brainstorm ideas for a well-developed,
creative narrative paragraph incorporating the target language and descriptive language (sensory
details, simile, strong adjectives) using a mind map
Theme and Topics: Crime Stories and Narrative/Descriptive Writing; Past Continuous/Complex Sentences
Prior Knowledge: We have done lessons on complex sentences/subordination, narrative writing and
descriptive writing including sensory imagery and similes. The students have written multiple drafts of
narrative paragraphs and descriptive paragraphs; this lesson is intended to encourage them to infuse more
descriptive language and detail into their narratives. For homework, students viewed a brief captioned video
about mysterious crimes to activate schema. Students are also familiar with freewriting warm-ups, which
we do at least once a week.
Extensions:
1. Activity 5, the mind-map will most likely be done in the next class to allow students to do it with T
and peer assistance, although it may be done for homework if there is enough time to adequately
present it
2. Students will use the completed mind-maps to write a creative narrative paragraph describing a
crime that happened before the photograph of the crime scene was taken.
3. If the students handle this lesson easily and are ready, in the next class I will introduce the use of the
past continuous to set the scene in a narrative. Students will revise or write their drafts of a crime
story to include a scene setting introduction using the past continuous.
4. There are additional real world crime stories and videos posted on the website that students may
optionally view at home
Aim

Activity/Procedure/Stage

Interaction

Time

Preview

Announcements/Attendance/Admin

0-5 min

T presents Goals and Agendas from class website

Start:8:45
End: 8:50

Activity 1: Warm-Up 1.1 Pre-Stage: Ss discuss the video they watched for
and Schema
homework (a short captioned video discussing
Activation
mysterious crimes) in teams and view a short video
showing a detailed crime scene.
1.2 During Stage: Ss freewrite on the prompt:

Ss-Ss

Start: 8:50
End: 8:55
S

What do you think happened here? There is no

right answer. Be creative and make up a story.
Make your story come alive with descriptive language
(sensory images, simile, adjectives).
1.3 Post-Stage: Ss share their freewriting with their
team. Two Ss read their freewriting out loud for the
class

5 mins

10 mins
Start: 8:55
End: 9:05

S-Ss
Ss-T

10 mins
Start: 9:05
End: 9:15

Tangible Outcome- T will monitor and see the

students freewriting on their papers
Teacher / Peer Feedback T monitoring and
prompting students to keep their pencils moving for
the entire freewrite; Ss sharing with their teams and
reading for the class
Activity 2:
Introducing the
Target Language in
Context

2.1 Pre-Stage: T elicits the names of some crimes

and writes them on the board. Uses Bonnie and
Clyde photo and bank photo on website to elicit
bank robbery. T displays the activity instructions
on website and models the activity.

T-S

2.2 During Stage: Ss mingle and share their clues

about an unsolved bank robbery that they
witnessed. The clues are all written with the simple
past/past continuous construction that is the target
language (TL) of this class to introduce it in context.

S-S

Start: 9:15
End: 9:30

2.3 Post-Stage: Ss return to their teams and share

Ss-Ss
what they remember about the crime. Brief class
S-T
share. T writes sentences on the board that Ss share
that follow the TL construction. If none are elicited, T
refers to her clue on the class website.
Tangible OutcomeTL sentences on board
Teacher / Peer Feedback Team share and class
share; T monitoring and assisting as necessary

15-20 mins
total

Activity 3:
Controlled Practice
with the TL

3.1 Pre-Stage - T displays a model TL sentence from T-S

the prior activity on the class website. Using pictures,
model sentences, and sentence sections written on
poster board, T elicits:
1. the form of the past continuous
(S+was/were+verb(ing))
2. the use of the past continuous/past simple for
interrupted actions
3. the form of the TL sentences and correct use of
while and when
4. the ability to reverse the clauses, and correct
comma placement when the subordinate clause begins
the sentence

10 mins
Start: 9:30
End: 9:40

T answers any student questions, while keeping the

focus on the TL
3.2 During Stage T models a mingle activity. Ss
S-S
have slips of paper with TL sentences and blanks for
the verbs on one side, and completed sentences on the
other. Ss quiz each other on the TL flash card style
and mingle to try different sentences.

10 mins for
mingle and
wrap-up
Start: 9:40
End: 9:50

Each slip also contains a crime-related vocabulary

word that is enhanced and defined in the text. T
monitors and assists, answering questions and
ensuring that the main focus stays on the grammar
point rather than the vocabulary. In the instructions, T
explains that Ss are not intended to remember any of
the vocabulary and shouldnt write it down; they will
receive a list of all the words that they may use in
their writing later.
3.3 Post-Stage T goes over any questions or
common errors she heard while monitoring.

T-S

Tangible OutcomeError correction (if needed)

written on the board
Teacher / Peer Feedback Peer to peer quizzing; T
monitoring and assisting; T going over any common
problems and questions after the activity
Activity 4: Free
Practice with the TL
and Initial Idea
Generation for
Writing Activity

4.1 Pre-Stage T models the activity with a student.

There are crime scene photos hung around the
room. Ss walk around the room in pairs and discuss
the photos. Ss discuss what happened. After 5
mins, T instructs the pairs to choose a photo they like
that they will write about.

S-S

5 mins
Start: 9:50
End: 9:55

4.2 During Stage T hands out thumbnail

pictures to Ss. T models the activity using the
website and a sample. Ss work in pairs to write 6
sentences on blank paper in the TL form about their
chosen photo. T monitors and assists.

S-S

10-15 mins
Start: 9:55
End: 10:10

4.3 Post-Stage Ss tape their sentences up on the

S
wall next to their chosen photo. Ss gallery walk
T-S
around the room and read each others sentences. T
reads the sentences as well. After the gallery walk, T
answers any questions and goes over any major errors
that she saw.

10 mins
Start: 10:10
End: 10:20

Tangible Outcome Sentences written on paper and

posted with the pictures; error correction (if needed)
written on the board
Teacher / Peer Feedback During the gallery walk,
Ss take note of any questions they have on the
sentences, thus providing peer feedback (Ss will likely
catch and ask about each others errors). T also walks
around and reads the sentences, taking note of any
major errors to correct on the board
Activity 5:
Brainstorming with
a Mindmap

**THIS ACTIVITY WILL LIKELY MOVE TO THE

NEXT CLASS DEPENDING ON TIMING**
5.1 Pre-Stage T passes out mind maps and
vocabulary lists. T models pair discussing ideas for
each of the numbered bubbles. Pairs discuss ideas.

S-S

5.2 During Stage T models the use of the mind

map to brainstorm ideas for a story using the website
and samples. T is careful to explain that the numbers
allow the Ss to list ideas in their notebooks, where
they have enough room.

T-S
S

***THE REST OF THIS ACTIVITY MAY BE

DONE FOR HOMEWORK***
Ss make numbered lists of ideas for each of the mind
map bubbles.
5.3 Post-Stage Ss switch partners and share their
stories and mind maps with a new partner. The pairs
ask each other questions to help develop ideas. (this
stage will be done in the next class if Ss complete the
mind maps for homework)
Tangible OutcomeMind map lists in notebooks

S-S

This activity
will likely
move to the
next class; if
there is
enough time
to introduce
the mindmap, Ss may
do it for
homework,
but because
the activity
is
complicated
I think it is
best done in
class with T
assistance

Teacher / Peer Feedback Peer conferencing and

sharing ideas; T monitors and assists, prompting
students to develop ideas as necessary
Wrap-up

EXIT TICKETS Students complete Exit

Tickets- anonymous cards with one thing they
learned, one thing they are still confused about and
any additional feedback/comments

T directs Ss to website for the evenings homework

assignment depending on timing of the class,
completing the mind maps/writing a draft of a
paragraph from the mind maps and/or reading an
article/completing a worksheet on the TL

T-S

5-10 mins
Start:
10:20/10:25
End:
10:30

Lesson Evaluation Procedures: Exit Tickets;

continuous in-class monitoring and adjusting of the
lesson based on student needs
Materials: Class website; bank robbery clues; poster board sentence sections; TL mingle slips; crime scene
photos; crime scene thumbnails; blank paper; tape; vocabulary lists; mind maps; index cards; homework
worksheet
Anticipated Problems & Suggested Solutions:
1. Students may ask about other uses of the past continuous that are not the target of this lesson, for
example its use for scene setting or for parallel actions. If they do, I will address those questions
briefly and let the students know we will cover them in more depth later, to keep the focus and flow
of the lesson.
2. Students may ask about the verb to be and other generally non-continuous verbs. If students ask
or if it comes up during the gallery walk (i.e., some sentences use was being incorrectly), I will
address to be briefly as the most important verb that is generally non-continuous and let them
know we will discuss this further in the next class. I will direct students to a link to a list of
continuous/non-continuous verbs that is posted on the website for homework, and let them know we
will discuss this more in the next class.
3. Students may be overly distracted by the vocabulary on the mingle slips. I find that students are
often most interested in learning vocabulary, so this is likely to happen. Because there is too much
new vocabulary to be digested in one lesson and the focus of the mingle slip activity is on the
grammar, I will monitor closely and ensure that students do not spend significant time discussing the
vocabulary. I will instruct them to focus on the grammar and let them know that they will all receive
a list of all of the vocabulary from the mingle slips. They may then choose to use it in their mind
maps/paragraphs. Ss may request this list during the sentence writing; I will wait to give it to them
until the mind-map phase to keep focus on the grammar point during the sentence-writing activity
4. The timing and content of this lesson is ambitious. I will continuously monitor and adjust the lesson
as necessary to take into account Ss learning speed. The lesson is designed to continue into the next
class. If necessary, the mind maps can be finished for homework and the peer conference eliminated,
although the entire mind map activity will likely spill into the next class. If this activity spills,
students will work on their drafts of a narrative paragraph about a crime in that class instead of for

homework; in this case, the drafts will include the scene setting use of the past continuous. If the
moving of this activity leads to a little dead time we can begin making a mind map together on the
board, Ss may share stories with the class or Ss may begin the homework worksheet.
5. Some of the instructions for the activities are complicated. In particular, the mind map with numbers
allowing students to brainstorm on paper where they have more space may be confusing. I will
show the students samples on the website and monitor carefully to ensure that students are not
confused by the instructions. If the activity proves too confusing, I will replace it with free writing
to generate ideas. We have been free writing all semester and this will be easy for students to
understand.
6. Students may try to include everything from the mind map in their narratives and feel overwhelmed,
and the narratives may lack unity. I will model crossing out ideas and show a picture on the website
to encourage students to include only the best ideas in their paragraphs, and to be sure that all the
ideas logically relate to the main idea.
Contingency Plans: In the unlikely event that we finish this lesson early, students may begin to work on
their narrative paragraphs, as outlined in the Extensions section of the lesson plan. Alternatively, students
may switch partners and share their mind maps with another student. If certain students finish the mind
maps and peer discussion early, those students may begin to work on the paragraphs. If some pairs finish the
sentence writing/gallery walk activity faster than others, I will give them a past continuous worksheet to
work on. In the likely event that the entire mind map activity moves to the next class to ensure it isnt rushed
and the there is some extra time, we will work on making a mind map as a class on the board, share story
ideas with the entire class or Ss may begin a homework worksheet.

Attachment 1: Bank Robbery Crime Game Clues

You were standing next to the bank at 4pm yesterday when you saw one person
standing outside the bank.
You were getting money in the bank when you heard someone shout, Get on the
floor. You got down on the floor.
While you were waiting in line, you saw three people dressed in black. They ran to the
counter and demanded money.
While you getting money at the bank, you saw one person in black with a gun. He/She
was pointing it at the bank teller. He/She was putting money into a bag.
You were standing outside the bank when you saw a blue car stop in front of the bank.
Three people got into the car.
You were standing next to the bank manager in the bank when suddenly he ran out of
the bank.
You were waiting in line when you heard a gun shot, so you screamed and fell to the
floor.
You were waiting in front of the bank when you saw one person shoot a gun into the
sky. He was shouting to three other people.
While you were walking by the bank, you saw three people take a bag of money out of
the bank. They were wearing black masks.
You were standing by the telephone outside the bank when you heard one person
shout, Come on_________________________!
While you were waiting for a telephone call, you saw three people in black run to a
blue car. They had a big black bag. One said, Lets get out of here,
________________________!
You were trying to use the cash machine outside the bank when you heard a gun shot
and saw three people. They were running to a blue car.
You were standing next to a blue car outside the bank when you saw three people run
out of the bank. They jumped into the car and it drove off. While the car was driving
off, the police came.
You were walking to the bank when you saw a police car speed towards the bank.
You were waiting at the airport when you saw a blue car arrive. Four people got out.
You heard two names ____________________ and ___________________________! They were
trying to get on a plane but the police caught them!

Attachment 2: Past Continuous Mingle Flashcards

Officer Marshall ________________________ (examine [look at closely]) the skull
[bones in the head]) and ______________(take) a picture when the police
helicopter ________________________. (arrive)
The man in the clown suit ________________________ (run) away when he
________________________ (drop) the money soaked [very wet] with blood.
While the woman with the crazy eyes ________________________ (paint) the old
shack [a small old house] in the jungle, a monkey ____________________(break)
the door.
While the young girl ________________________ (do) laundry, she suddenly
__________ (collapse[to fall down]) and _____________ (die).
The boys ________________________ (ransack [make a mess]) the house when the
old man ___________________ (come) home.
While the police dogs ________________ (sniff [smell]) the yellow dumpster [big
place for trash], the police ______________ (find) the dead bodies.
The gangsters [people in a group of criminals] ______________ (play) poker when
Tony Soprano _______________ (shoot) Uncle Louie G.
While the children _______________ (read) stories, they ____________ (hear) an
ear-splitting [very loud] noise.
The doctors _______________ (help) the man get into the ambulance [car for sick
people] when all the police cars ______________ (drive) into the parking lot.
The girl ________________________ (sleep) in the run-down [old and broken] hotel
when the man in the red truck ______________ (find) her.
He ________________________ (take) a stroll [slow walk] when he
______________________ (hear) a scream.
The man ________________________ (go) to the gym, when the escaped convict
[criminal out of jail] ______________ (see) him.

Officer Marshall was examining [look at closely]) the skull [bones in the head])
and was taking a picture when the police helicopter arrived.
The man in the clown suit was running away when he dropped the money
soaked [very wet] with blood.
While the woman with the crazy eyes was painting the old shack [a small old
house] in the jungle, a monkey broke the door.
While the young girl was doing laundry, she suddenly collapsed [to fall down])
and died.
The boys were ransacking [make a mess]) the house when the old man came
home.
While the police dogs were sniffing [smell] the yellow dumpster [big place for
trash], the police found the dead bodies.
The gangsters [people in a group of criminals] were playing poker when Tony
Soprano shot Uncle Louie G.
While the children were reading stories, they heard an ear-splitting [very loud]
noise.
The doctors were helping the man get into the ambulance [car for sick people]
when all the police cars drove into the parking lot.
The girl was sleeping in the run-down [old and broken] hotel when the man in
the red truck found her.
He was taking a stroll [slow walk] when he heard a scream.
The man was going to the gym, when the escaped convict [criminal out of jail]
saw him.

When the family _______________ (travel) in Nevada, the cowboy [man who
takes care of cows and rides horses] _________________ (kidnap [steal people])
them.

The woman _______________ (sprint [to run fast]) out of the room when the table
____________ (fall) over.
The burglar [person who steals from a house] ________________________ (hide) in
the house when the police _________________ (find) him.
He ________________________ (work) in the garage [room for cars] when his wife
________________ (scream).
Mr. Johnson ___________________ (fill) the paper bags with narcotics [illegal
drugs] when the police dogs ______________ (find) him.
The paper bags filled with evidence [things that show a crime happened, for
example fingerprints and weapons] ________________ (hang) on the door when
the murderer __________ (come) home.
While the family _________________ (eat) dinner, the thief _____________ (steal)
the familys fortune [lots of money].
The drug dealer _________________ (count) his filthy [very dirty] money when his
partner ____________ (kill) him.
The detectives _______________ (listen) at the door when the victim [person hurt
by a crime] _______________ (shout) Help!
When the old man ______________ (watch) TV, his wife __________ (bring) him a
dinner filled with poison [something that can kill a person if the person eats it].
The little girl _____________ (walk) her dog when the enormous [very big] black
car _______________ (stop) next to her.
When the teenagers _______________ (party) at the motel [hotel on a highway],
one of the boys _______________ (fall) off the balcony.

When the family was traveling in Nevada, the cowboy [man who takes care of
cows and rides horses] kidnapped [steal people]) them.

The woman was sprinting [to run fast]) out of the room when the table fell over.
The burglar [person who steals from a house] was hiding in the house when the
police found him.
He was working in the garage [room for cars] when his wife screamed.
Mr. Johnson was filling the paper bags with narcotics [illegal drugs] when the
police dogs found him.
The paper bags filled with evidence [things that show a crime happened, for
example fingerprints and weapons] were hanging on the door when the
murderer came home.
While the family was eating dinner, the thief stole the familys fortune [lots of
money].
The drug dealer was counting his filthy [very dirty] money when his partner
killed him.
The detectives were listening at the door when the victim [person hurt by a
crime] shouted Help!
When the old man was watching TV, his wife brought him a dinner filled with
poison [something that can kill a person if the person eats it].
The little girl was walking her dog when the enormous [very big] black car
stopped next to her.
When the teenagers were partying at the motel [hotel on a highway], one of
the boys fell off the balcony.

Attachment 3 Crime Scene Photos

Attachment 4 Vocabulary List

examine (v) look at closely
skull (n) bones in the head
soaked (adj) very wet
shack - (n) a small old house
collapse - (v) to fall down
ransack - (v) make a mess
sniff - (v) smell
dumpster - (n) big place for trash
gangsters - (n) people in a group of criminals
ear-splitting - (adj) very loud
ambulance - (n) car for sick people
run-down - (adj) old and broken
stroll - (n) slow walk
escaped convict (n) criminal out of jail
cowboy - (n) man who takes care of cows and rides horses
kidnap - (v) steal people
sprint - (v) to run fast
burglar - (n) person who steals from a house
garage - (n) room for cars
narcotics (n) illegal drugs
evidence - (n) things that show a crime happened, for example
fingerprints and weapons
fortune - (n) lots of money
filthy - (adj) very dirty
victim - (n) person hurt by a crime
poison - (n) something that can kill a person if the person eats it
enormous - (adj) very big
motel - (n) hotel on a highway

Attachment 5: Mind Map (NOT ACTUAL SIZE)