{"id":118,"date":"2019-10-18T15:06:14","date_gmt":"2019-10-18T15:06:14","guid":{"rendered":"https:\/\/sites.wp.odu.edu\/engl-390-tesl-draft\/?page_id=96"},"modified":"2019-12-10T00:10:43","modified_gmt":"2019-12-10T00:10:43","slug":"sample-lesson-plan","status":"publish","type":"page","link":"https:\/\/sites.wp.odu.edu\/390billiter\/sample-lesson-plan\/","title":{"rendered":"Sample Lesson Plan"},"content":{"rendered":"\n

Summary<\/strong><\/p>\n\n\n\n

This lesson plan is designed to teach students about how to talk about the workplace with their peers, whether this be past jobs, present jobs or future jobs. This lesson plan also focuses on the 5Ws (who, what, when, where and why) and how to utilize these question terms in order to ask others about their workplaces. Each activity functions to meet at least one objective, as shown below the title of the activity. For example, the \u201cCool-Down\u201d activity encompasses all three objectives due to the fact that it gives students free reign to talk about their experiences with working in the United States vs their home country, which covers discussing workplace topics, being able to identify key words and respond, and asking questions using the 5Ws. I wanted to encompass a variety of activities (reading, writing, listening, speaking), which is why I created the activities that I did. I mainly focused on speaking, as I believe that speaking in a second language is one of the most important ways to learn it. The activities are in the order from easiest assignment to hardest assignment, minus the warm-up and the cool-down. They are also judged on how much time they may take up, which makes their placement within the lesson plan more solidified.<\/p>\n\n\n\n

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Class\nDescription<\/strong><\/p>\n\n\n\n

Warm-up (5 minutes)<\/strong><\/p>\n\n\n\n

Participation Framework: Whole Class\/Individual<\/em><\/p>\n\n\n\n

Objective # N\/A<\/em><\/p>\n\n\n\n

  1. T briefly goes over today\u2019s lesson regarding workplace in the United States.<\/li>
  2. T asks Ss what kind of jobs they have held, both here and in their home country.<\/li>
  3. T writes down a few questions on the whiteboard and asks Ss to answer them based on what they know about working in the US:<\/li><\/ol>\n\n\n\n
    1. What is minimum wage? Do you know what the minimum wage in Virginia is?<\/li>
    2. At what age do people usually start working?<\/li>
    3. How many hours do part-time workers work? Full-time?<\/li><\/ol>\n\n\n\n

      4. T calls on students to share their answers with the class, correcting information when needed.<\/p>\n\n\n\n

      Vocabulary\n(10 minutes)<\/strong><\/p>\n\n\n\n

      Participation\nFramework: Whole Class\/Pairs<\/em><\/p>\n\n\n\n

      Objective\n#1<\/em><\/p>\n\n\n\n

      1. T hands out a vocabulary sheet to\neach S. <\/li>
      2. T explains that each pair needs\nto choose three vocabulary words from the list and come up with two statements\nabout the word: one truth and one lie. T asks if Ss have any questions or need\nclarification about any of the definitions.<\/li>
      3. Ss work in pairs to create a\ntruth and a lie for all three words. Ss call T over to check their work and\nmake sure it is correct.<\/li>
      4. Once every pair is finished, T\ncalls on each pair to share a word. Ss try to figure out which one is a truth,\nand which one is a lie.<\/li>
      5. T asks the Ss to explain why they\nbelieve a statement is a truth\/lie.<\/li><\/ol>\n\n\n\n

        Vocabulary\/Speaking\n(10 minutes)<\/strong><\/p>\n\n\n\n

        Participation\nFramework: Whole Class\/Pairs<\/em><\/p>\n\n\n\n

        Objective\n#1<\/em><\/p>\n\n\n\n

        1. T asks Ss to come up with 3\nquestions relating to the workplace using the vocabulary they just received.\nFor example, a question could be \u201cHave you had coworkers?\u201d or \u201cDo you know your\ncareer?\u201d<\/li>
        2. With their previous partner, the\nSs will then ask the questions they came up with and discuss them with one another.\nThe Ss will want to focus on what jobs they may have held, what jobs they have\nenjoyed, what jobs they have currently, etc.<\/li>
        3. After about five minutes, T will\nsignal when students should switch to another partner. <\/li>
        4. T walks around, listening to each\npair and being prepared to answer any questions they may have.<\/li><\/ol>\n\n\n\n

          Listening\n(10 minutes)<\/strong><\/p>\n\n\n\n

          Participation\nFramework: Individual<\/em><\/p>\n\n\n\n

          Objective\n#2<\/em><\/p>\n\n\n\n

          1. T hands out a sheet of paper with\ndaily schedules on them. T explains to Ss that they will be listening for key\nwords relating to the workplace that could help in filling in the blanks.<\/li>
          2. T turns on the listening\nactivity, letting it play twice while students complete the chart.<\/li>
          3. After the program has played\ntwice, T has the Ss turn in the sheets for them to look over later. T then goes\nover the answers and answers any questions the Ss may have.<\/li><\/ol>\n\n\n\n

            Grammar\/Speaking\n(15 minutes)<\/strong><\/p>\n\n\n\n

            Participation\nFramework: Whole Class\/Pairs <\/em><\/p>\n\n\n\n

            Objective\n#3<\/em><\/p>\n\n\n\n

            1. T writes down the 5Ws (who, what,\nwhen, where, why) on the board and asks Ss what they know.<\/li>
            2. T then explains the 5Ws and their\npurpose when it comes to basic information gathering, writing down some examples\nto support their explanation. T also reviews the simple present tense with the\nSs.<\/li>
            3. T asks Ss if they can come up\nwith some questions involving the 5Ws, writing down any answers the Ss give. For\nexample, an S could ask \u201cWhat is your favorite color?\u201d or \u201cWho is your favorite\nsinger?\u201d<\/li>
            4. T shows the students some\nexamples of wh-questions in the simple present, then has the students write\ndown wh-questions based on where they have worked\/are currently working at. Some\nexample could include \u201cWhere have you worked?\u201d \u201cWho have you worked with?\u201d \u201cWhy\ndid you work there?\u201d<\/li>
            5. Ss get into pairs (they can\npartner up with their previous partners if they would like) and ask their\npartners the questions they came up with.<\/li>
            6. T circles around, answering\nquestions and offering corrective feedback when necessary. <\/li><\/ol>\n\n\n\n

              Cool-Down\n(7 minutes)<\/strong><\/p>\n\n\n\n

              Participation\nFramework: Pairs\/Groups of 3<\/em><\/p>\n\n\n\n

              Objective\n#1, 2 & 3<\/em><\/p>\n\n\n\n

              1. T tells the Ss that for the last\nfew minutes of class, they can pair up or get into groups of 3 to talk about\njobs within the United States vs their home country. The Ss are allowed to ask\nquestions, talk about their own experiences, whatever they choose as long as it\nstays within the topic.<\/li>
              2. T will walk around and listen to\nthe Ss, focusing on if they are using what they learned in the lesson today in\ntheir conversations, as well as what they have learned in past lessons. T also\nhas the option to temporarily join a group and talk to the Ss. T will also\nanswer any questions and offer feedback when necessary.<\/li><\/ol>\n","protected":false},"excerpt":{"rendered":"

                Summary This lesson plan is designed to teach students about how to talk about the workplace with their peers, whether this be past jobs, present jobs or future jobs. This lesson plan also focuses on the 5Ws (who, what, when, where and why) and how to utilize these question terms in order to ask others… <\/p>\n

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