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CEP Lesson Plan

Teacher: Allie Hope King


Level: Advanced Studies

Date: February 24, 2014

Goal 1: To use Randy Pauschs lecture footage to consider presentation language and content and to set a prereading framework for starting The Last Lecture book.
Objectives: (In a perfect world) Students Will Be Able To
1. Continually focus on increasing opportunities to use English outside the classroom.
2. Talk about characteristics of inspirational speakers and good presenters.
3. Think about what techniques (language and otherwise) are present in an effective presentation
4. Plan an effective presentation to give in class
5. Understand and REMEMBER phrasal verbs and strategize studying/learning them
6. Have fun
Theme: Randy Pauschs Lecture and How We Use Language to Effectively Present
Aim/Skill/Microskill
Extensions

Activity/Procedure/Stage
TAKE ATTENDENCE
REMINDER BOOK ORDER (HOW MANY WONT HAVE
IT??), Reading for Wednesday

Weekly Monday Warm-up

T asks SS OUT LOUD what they did over the weekend to


practice their English that was not assigned for class.
-Writing in journals?
*** http://www.meetup.com/languagenyc/
PUT ON BOARD, make sure Dilek sees ***
Pre-stage: QUESTIONS UP ON BOARD
1. In your pair, think about your favorite teacher. It can be a
high school teacher, a college professor, even a piano
teacher.
-Why did you like this person?
-What did they teach you?
-What qualities/characteristics did they have as a person?
2. Now, tell your partner about someone in your life that was
inspirational.
-What about them inspired you?
-What kind of life did they lead?
PAIRS
Maria- Tina Daiji Burcu Ayako- Fabio
Dilek Tom Rio Chris?

Activity 1: Inspirational
People

During-stage: SS talk about their teachers & inspirational


people. T listens for participation, lacking vocab, vocab to
share. EIGHT MINUTES!
Transition to #2: Now that we
are thinking about teachers
and inspirational people, we
are going to look at part of the
live lecture that Randy Pausch
gave at Carnegie Mellon
University in 2007. We will
not be able to look at the
whole thing, so I encourage
you to watch the rest on your
own. The video is on our
website

Post-stage: T asks SS what their partners shared about their


favorite teacher. T puts vocab up on board.
T asks SS what their partners shared about who has inspired
them. T puts vocab up on board.
*DID ANYBODY HAVE THE SAME PERSON FOR
QUESTIONS 1 & 2. DID ANYONE HAVE A FAVORITE
TEACHER THAT INSPIRED THEM?
(Tangible Outcome): Conversation opportunity, LIST ON
BOARD OF VOCABULARY.

Interaction
T-SS, SS-T

Time

15
SS-SS, T-SS

SS-SS, SS-T, TSS

8 MIN

7 MIN

End
7:25

Activity 2: The Last


Lecture Listening for
Content
http://www.youtube.com/watc
h?v=j7zzQpvoYcQ

Pre-Stage: T asks SS Who has seen this video before?


T gives background of traditional lecture series at
universities in the US. Before they retire, many professors are
asked to give one last lecture. The premise is usually for them
to imagine they could give one last talk before they died.
What would they talk about? CMU has had this tradition for
a long time and this is the general premise behind his talk.

35
2 MIN

We are going to listen to parts of this footage piece by piece,


and we are going to listen for different reasons. First, I just
want you to be thinking about the content, what is being said,
what you are learning from the speakers. The first speaker,
Steve Seabolt is doing an introduction of the second speaker,
Randy Pausch. We will listen to Steve first.
(Like last week, the questions on your handout are in
chronological order.)
During Stage:
SEABOLT START AT 4:15, content starts at 4:23. End
5:18
PLAY TWICE (1:13) X2 = 2:26

5 MIN

1. SS listen to Steve Seabolt introduction of Randy Pausch


and answer questions in Seabolt part of handout.
2. Go over answers to Seabolt Introduction TOGETHER AS
A CLASS
Vocabulary to review:
CS Computer Science
HCI Human Computer Interaction
Tenure A permanent post, position @ university
Gold standard organization
(CHECK IN ON DIFFICULTY)
PAUSCH PART ONE START AT 8:11 END AT 11:15
PLAY TWICE (3:04 min)
X2 = 6:08
1. SS listen to Randys introduction and answer questions in
Pausch beginning part of handout.
2. Go over answers to Pausch beginning TOGETHER AS A
CLASS
Vocabulary to review
Morose sad, gloomy, sullen, depressed
Denial To pretend that somethings not happening
To decamp to leave, to move
Pity feel sorry, feel badly for someone
Deathbed | conversion
PAUSCH PART TWO START AT 11:17 END AT 16:35
PLAY TWICE (5:18 min)
X2 = 10:36
3. SS listen to Randys description of first childhood dream
and answer questions in Pausch Childhood dream part of
handout.
4. Go over answers to Pausch beginning IN PAIRS then
AS A CLASS

10 MIN

15 MIN

Vocabulary to review
Morose sad, gloomy, sullen, depressed
Denial To pretend that somethings not happening
To decamp to leave, to move
Pity feel sorry, feel badly for someone
Deathbed | conversion
Transition to #3: Switch
gears! We have looked at this
lecture in part because this is
the lecture our book was
based on.
NOW, we are going to think
about this lecture in a different
way. We are going to think
about it in terms of
presentation language and
techniques.
Activity 3: The Last
Lecture Listening for
Presentation Language &
Techniques

Transition to #4: Now that we


have a good model of a
somewhat informal
presentation, you are going to
spend some time working on
your own presentation for
Wednesday.
DONT WORRY!!
Activity 4: Worksheet part II,
first presentation to the class.

BREAK AT 9:00

Post-Stage: Reunite. Gauge how they feel about the listening


difficulty. What have they learned about Randy Pausch? What
does he seem like as a person?
How is he as a lecturer? Professor? Do we enjoy watching
him speak?

End
8:00

(Tangible Outcome): VOCABULARY for master list, Active


listening exercise.
Pre-Stage: T asks SS to think about lectures/presentations
they have heard, the excerpt they have just watched. Answer
AS A CLASS:
1. What do GOOD PRESENTERS DO?
2. What kind of language do they use?
3. How does their voice sound different from someone
speaking in regular conversation?
(T puts techniques up on board)
>SPEED/PACE
>PAUSING
>ORGANIZATIONAL LANGUAGE
DEFINE ORGANIZATIONAL LANGUAGE
>STRESS (KEY WORDS)
EXPLAIN/DEMONSTRATE STRESS
>APPROPRIATE FOR AUDIENCE (jokes, cultural
references, terminology)
**HANDOUT**
During Stage: SS listen to shorter excerpt WITH
TRANSCRIPT of childhood dream # 1 for how he is using
organizational language, stress & pausing. Mark OL,
pausing, stress on handout.
PAUSCH PART TWO START AT 11:17 END AT 13:31
PLAY TWICE (2:14 min) X2 = 4:28
Post-Stage: Reunite. Look at transcript activity.
Organizational language? (not as obvious, more informal)
Pausing? LOTS
Stress? Yes
(Tangible Outcome): Analyzed excerpt for presentation
techniques. Good model for presentation for part 2
Pre-Stage: How many people in here have given a
presentation before?
How many have to/will have to for school, work, etc.?
(Even if you dont these skills are necessary even when
explaining things to others)
During-Stage: SS will begin to brainstorm what topic they
will choose and plan for presentation. T is available to help
SS pick topic, think of steps,
Post Stage Reunite. Gauge how they feel about Wednesday.

T-SS, SS-T

30
15 MIN

SS-T, T-SS

SS-SS
5 MIN

SS-T, T-SS, SSSS

10 MIN

End
8:30
T-SS, SS-T

SS-SS, SS-T

30

Activity 5: Phrasal Verb +


Preposition Combinations

HOMEWORK

Allay fears. MENTION FINAL PRESENTATION IN APRIL.


Pre-stage: Take out HW on Phrasal Verbs
Review the topic. Define phrasal verb.
-PVs are IDIOMATIC EXPRESSIONS created from a verb
+ a particle (preposition or adverb) to make NEW VERBS
whose meaning is not OBVIOUS from the meaning of the
verbs alone.
EX from Wednesday:
Who remembers examples with BREAK?
Break up dismiss, end relationship, literal
Break out prison, rash, the fine china
Look after (adverb ex)
During-stage: SS will check answers in pairs for pages 200203. T walks around to see HW and answer questions.
Post-stage: Reunite and go over problems.
**WHERE WILL THEY RECORD THESE??**
Strategies?
1. PART I LL ** WHO DOESNT HAVE IT?
2. TWO-MINUTE PRESENTATION ABOUT YOUR
TOPIC. PRESENTATIONS DURING FIRST HALF OF
CLASS WEDNESDAY

T-SS, SS-T, SSSS

30

Materials:
1.
2.
3.
4.
5.

LESSON PLAN X2
Grammar Worksheet w/answers
Childhood Dream Transcript Activity
RETURN: NPR Worksheet #1
ON THUMB DRIVE
a. URLS: LL; Meet-up NYC
b. Pair Talk Doc
c. RP Lecture Transcript Notes

Anticipated Problems & Suggested Solutions: Timing! Technology


Contingency Plans (what you will do if you finish early, etc.): Questions about First Blog corrections?
Journal Freewriting
Post-lesson reflection: This was my first observation by Nancy. I dont know why, but the seating got all
messed up this night everyone sort of split up into groups it was hard to walk amongst the chairs to listen to
them during the warm-up. This made it kind of hard to properly listen and interact where needed. Next time,
have everyone fix the chairs upon arrival and dont let them split up for just a warm-up.
This lesson was exciting as we got started on The Last Lecture, watching part of the video of the lecture itself.
It was kind of crazy to plan out the timing but I think it went well. Nancy pointed out some good logistical
things when I pass out a handout, WAIT for everyone to get it before beginning to talk about the contents.
Duh. In general, I need to build more wait time into the question asking and I should follow up with strange
expressions made by my students (Mara made a comment that made sense to me, but was really an oddly
worded expression. Even though I noticed this, I kind of kept going to keep with the plan. Nancy said this was
an opportunity to do some error correction and focus on form).
I think that Randy Pauschs lecture is great to introduce the idea of public speaking, and its also of course
connected with the continuity of the Last Lecture in the class. However, it really is pretty informal. While its
good to start looking at stress, the organization, and use of PPT, he doesnt use a TON of sign-posting. SO,
finding another presentation example that is more overtly a PRESENTATION would be good. Nancy
suggested I create one and present myself, and this makes a lot of sense, because then I can control the
language that is in it and ensure it represents the presentation skills and language we cover in class.

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