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Example Lesson Plan 5

Teacher/s: Kim Edmunds, Sabina Simon, & Kaitlin Griswold


Level: A5
Date/Time: N/A
Goal: To recognize strategies used by native English speakers to signal commentary in
writing; to practice inferring events from an incomplete sequence in listening
Objectives (SWBAT):
Students Will Be Able To
1. Thoughtfully skim a written text for insertions of writer commentary among facts
2. Recognize different markers of commentary in text, and begin exploring notion of tone
3. Complete a graphic organizer for examples of commentary
4. Recognize how relative clauses can function as commentary
5. Effectively implement strategies for inserting commentary into a short argumentative
piece
Theme: ________________Inventions (Unit 5)_________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if


applicable)
Review key terms:
fact, opinion,
commentaryelicit
related words and
synonyms

Linking & Transitioning to rest of


(for example:
lesson: Well be learning to put these
SS-T)
words into practice as ideas today, and
recognize how that is done in English.

Activity 1: A Grain of Salt

3.1 Pre-Stage:
SS-SS, SS-T
Preview the phrase grain of salt and
play on words
Ask students about the types of things
they regularly read where facts and
commentary are intermingled
Students skim article on book p. 63,
mark Cs, then close book and talk to
partner about impressions
Hand out graphic organizer for
examples of commentary. Guidance for
teachers: make sure you model several
times how you want them to complete
the graphic organizer. The instructions
should impose no extraneous cognitive
load.

Time
5

10

Transition to #2: In order to


have a chance to practice
making our own
commentary, were going to
try making a case for
something we believe in.

20
3.2. During Stage:
Students should complete the organizer
as they read independently
Early finishers should identify the
relative clauses in the piece. Circulate
during this to make sure there is some
consistency in their answers. Ask them
to justify their responses.
3.3 Post-Stage:
Students compare their findings in
groups. If possible, allow students to
share with as many peers as possible.

15

This activity also works well with an


authentic piece of writing, but it is
recommended that you begin with a
simpler textbook piece.
Tangible Outcome & T. feedback/peer
feedback: organizers and working with
partner/comparing
SS-SS
Activity 2: Drafting A Case
for the Best Invention of
the 20th Century,
incorporating relative
clauses

Transition to Wrap-up:
Thats it for today. Pay
attention for these kinds of
things when you read
theyre everywhere.

4.1 Pre-Stage:
Review textbook examples of relative
clauses as a classnote the more
common comment-on-entire-clause
frame
Explain that commentary is common
use for RCs at the end of sentences
(always non-identifying)
May comment on single noun or entire
phrase. Guidance for teachers:
audiovisual examples of these relative
clause asides would be great, as well.
Put students into small groups, and
give them 5 minutes to decide what
they think the most significant
invention of the 20th century was (or
the past decade, the 21st century, etc.).
They then have 15 minutes to write an
argumentative paragraph on why its
the most important, inserting at least 2
pieces of commentary.

15

4.2. During Stage:


Students should brainstorm the reasons
for why their chosen invention is the
most significant. They may also need
to do just-in-time research on their
mobile devices to fact-check. If you
can arrange to have tablets available in
this class, even better. Dont let them
research for too long.
4.3 Post-Stage:
Students should rotate each
argumentative piece through their
groups, and work together to identify
the commentary used by their peers

20

20

Tangible Outcome & T. feedback/peer


feedback: Written pieces
5
Wrap-up
Assign homework

Lesson Evaluation Procedures:


Provide the students with an exit ticket
to evaluate their own learning.

Materials:
-Instructions Power Point
-Textbook
-Graphic organizer
Anticipated Problems & Suggested Solutions:
You may need to explicitly guide students through recognizing one or two pieces of
commentary in the text before theyre ready to do it on their own. Make sure your
explanations are solid beforehand.
Contingency Plans (what you will do if you finish early, etc.):
If students finish early, have another article prepared for them to analyze with the same
features as the one in the textbook.
If the lesson is running late, reduce the amount of sharing involved in the second activity,
or have each of them do it individually as a homework assignment.