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INTERNATIONAL COMMUNITY SCHOOL WEEKLY LESSON PLAN 2015-2016
Week (Date): 1 – 5 Nov. 2015 Teacher: Miss Carole Subject: English Grade: 10A
Day
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Lesson Objectives & Details (WALTs) in Chronological Sequence
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Learning Activities
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Instructional Strategies
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Reflections – Comments
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1
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SESSION 1 :
1.Develop written products that demonstrate their understanding of composing, written expression, and usage/mechanics.
2.Plan and organize their ideas for writing.
3.Vary sentence structures for effect.
4.Develop ideas deductively and inductively and organize ideas into a logical sequence, applying effective organizational patterns/techniques.
SESSION 2 :
1.Respond thoughtfully by summarizing points of agreement and disagreement, qualifying views and understanding.
2.Use a variety of strategies to listen actively.
3.Extend general and specialized vocabulary through speaking, reading, and writing.
4.Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
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SESSION 1:
1.Setting the Stage : Keystone Level D/Unit 4/Reading 2/pg. 275; Workbook pg. 134 : brief whole-class introductory discussion/examples of the use of summary writing in everyday life (previous lesson’s exit question).
2.Focusing Event : Keystone Level D/Unit 4/Reading 2/pg. 275; Workbook pg. 134 :
a) Whole-class review of students’ prior knowledge of the purposes and various types of expository writing.
b) Facilitator explains the style/format of summary writing; students refer to introductory notes on pg. 275.
c) Individual student(s) reads aloud example of summary writing on pg. 275 and in pairs, students identify the main characteristics of summary writing in the example.
d) Individually, students brainstorm and complete Workbook summary writing scaffold/graphic organiser on pg. 134.
3.Closure : Students start preparation of final summary draft in class and complete for homework.
SESSION 2 :
1.Setting the Stage : Keystone Level D/Unit 4/Reading 3/pg. 276 : facilitator refers students to key Reading 3 reading, grammar and writing learning areas; facilitator reads aloud the Big Question > in pairs, students discuss the following, followed by whole-class feedback:
(i) how does your heart beat when you are feeling emotional?
(ii) why do Americans use the heart to symbolize love and feelings?
(iii) in what other ways are love and feelings symbolized?
2. Focusing Event : Keystone Level D/Unit 4/Reading 3/pgs. 276/277 :
a)individual student(s) read aloud background to Reading 3, with accompanying facilitator explanation where necessary.
b)in pairs, students identify the characteristics of informational texts, followed by whole-class feedback/facilitator reinforcement.
c)Vocabulary : Key Words (pg. 277) : students listen to 6 key words and their use in contextualized sentences (CD4/ Tracks 10/11) and follow the example sentences in their textbooks.
3.Closure : in pairs, students summarise the concepts and vocabulary they have learnt in the introduction to Unit 4/Reading 3.
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1.Think, pair, share : in pairs, students identify and discuss summary writing techniques in the example on pg. 275 (Keystone); in pairs, students discuss ‘The Big Question’ in the introduction to Unit 4/Reading 3 and the characteristics of informational texts.
2.Baby and the Cup : students learn the format/techniques for summary writing and apply these in graphic organisers and final writing drafts.
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This lesson is carried over from 25 – 29 Oct. 2015.
H/work : complete final draft of summary for Sun. 8 Nov. 2015.
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2
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1.To assess students’ understanding of Unit 4/Reading 2 literary words,academic words, word study, reading comprehension and grammar via a 30-minute, facilitator-supervised class test.
2.Extend general and specialized vocabulary through speaking, reading, and writing.
3.Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
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1.Setting the Stage : students write a 30-minute facilitator-supervised test on Unit 4/Reading 2 vocabulary, reading content and grammar.
2.Focusing Event (10-15 minutes) : Keystone Level D/Unit 4/Reading 3/pg. 277 :
a) individually,students write the definitions of six Reading 3 key words in their copybooks.
b) in pairs, students prepare a new contextualized sentence for each of the words.
3.Closure : individual students read aloud the meanings of the six key words.
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1.Think, pair, share : in pairs, students write contextualized sentences for six Reading 3 key words (pg. 277).
2.Baby and the Cup : students learn the meanings of six Reading 3 key words and use them in their own contextualized sentences.
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H/work : write a sentence for each key word on pg. 277.
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3
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1.Extend general and specialized vocabulary through speaking, reading, and writing.
2.Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
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1.Setting the Stage : Keystone Level D/Unit 4/Reading 3/pg. 277 : whole-class review of meanings/definitions of Reading 3 six key words; individual students read aloud examples of contextualized sentences > facilitator writes examples on the board with accompanying explanation/reinforcement.
2.Focusing Event : Keystone Level D/Unit 4/Reading 3/pgs. 277 -278/Workbook pg. 135 :
a) individually, students complete key words practice ex.in student book (pg. 277) and workbook pg. 135 > whole-class review/correction.
b) students listen to 4 academic words (pg. 278) and their use in contextualized sentences (CD4/ Tracks 12/13) and follow the example sentences in their textbooks.
c) individually,students write the definitions of four Reading 3 academic words in their copybooks.
b) in pairs, students prepare a new contextualized sentence for each of the words.
3.Closure : individual students read aloud the meanings of the four academic words.
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1.Think, pair, share : in pairs, students write contextualized sentences for four Reading 3 academic words (pg. 278).
2.Baby and the Cup : students learn the meanings of four Reading 3 academic words and use them in their own contextualized sentences.
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H/work : write a sentence for each academic word on pg. 278.
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4
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1.Extend general and specialized vocabulary through speaking, reading, and writing.
2.Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
3.Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
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1.Setting the Stage : 1.Setting the Stage : Keystone Level D/Unit 4/Reading 3/pg. 278 : whole-class review of meanings/definitions of Reading 3 four academic words; individual students read aloud examples of contextualized sentences > facilitator writes examples on the board with accompanying explanation/reinforcement.
2.Focusing Event : Keystone Level D/Unit 4/Reading 3/pgs.278- 279/Workbook pg. 136 :
a) individually, students complete academic words practice ex.in student book (pg. 278) and workbook pg. 136 > whole-class review/correction.
b) Facilitator uses various examples on the board and refers to word family example on pg. 279 of students’ textbook to explain connections between words in word families, with emphasis on the use of suffixes to identify parts of speech in a word family.
3.Closure : in pairs, students list suffixes to identify nouns, verbs, adjectives and adverbs.
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1.Think, pair, share : in pairs, students write lists of suffixes to identify parts of speech in word families.
2.Baby and the Cup : students use their knowledge of suffixes to identify and create related words in word families.
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H/work : Student Textbook pg. 279 > complete word family practice exercise.
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5
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1.To practise and reinforce Toefl reading skills 1 – 6 via two Toefl reading review exercises.
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1.Setting the Stage : brief whole-class review of techniques required in Toefl reading skills 1-6.
2.Focusing Event : Longman Preparation Course for the Toefl iBT:
a) Individually, students complete Skills 5-6 reading ex.(pg. 63); > students check their answers using the answer key on pg. 647.
b) Individually, students complete Skills 1 – 6 reading ex. (pg. 66); > students check their answers using the answer key on pg. 647.
3.Closure : whole-class feedback on students’ performance; identification of areas for skills improvement.
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1. Think, pair, share : in pairs, students discuss and check their answers to Toefl reading review exercises using the back-of-book answer key.
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Project:
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Selection of research topics related to Unit 4/Readings 1 + 2 provided by the facilitator; in pairs, students will choose one topic and prepare a chart and personal statement about their role/participation in the project. Submission Date : 15 Nov. 2015.
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Resources:
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Keystone Level D Student Textbook and Workbook; Teacher’s E- Book Edition; Preparation Course for the TOEFL Test; Audio CD’s.
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Relevant Apps & Web Sites:
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www.pearsonlongman.com
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References & Recommended Readings:
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Details of Summative Assessment:
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Weekly Exam 2 : 8 Nov. 2015 (all of Unit 4/Reading 2)
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SEN:
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(Continue overleaf if necessary)
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