1

LESSON PLAN 2
CLASS 503
FEBRUARY 3ST
RD
3 PERIOD: 12:50-14:05

A. FACTUAL INFORMATION
Teacher: Patricia Bailey

C. OBJECTIVES AND PROBLEMS

TOPIC: Introducing Unit on Activism
GENERAL OBJECTIVE: to introduce students to the unit on activism and to continue to learn more
about them and connect with them.
SPECIFIC OBJECTIVES: What will students know, understand and do
Students will be able to understand that
1. Protesting is a legitimate means of expressing yourself in a democracy
2. There are different ways to protest
Students will know:
1. Specific kinds of protesting
2. We use the third person conditional to express unreal conditions, such as, if the school banned
cell phones I would start a petition.
3. There is specific language used when expressing opinions in English
Students will be able to do the following
1. Express themselves orally using the conditional
D. FUNCTIONAL LANGUAGEUse language to express opinions. I think that, I believe that, in my opinion
Using the third person conditional
E. MATERIALS AND AIDS
-folder they can put assignments in at the front of the class
-put of video of crop top protest, make sure it works with speakers.
The Crop Top protest
http://www.thestar.com/yourtoronto/education/2015/05/26/toronto-students-organize-crop-top-day-toprotest-dress-codes.html
1

F. STRUCTURE OF THE LESSON

ACTIVITY

What the teacher

does

What the students

do

Attendance 12:5012:55

Get to know
students names

Respond

HOOK (12:5513:05:
Show students crop
top day video

DISPLAY
POWER POINT
Unit intro
Show students
crop-top day protest

Question Activity
13:05-13:10

Students answer
questions

Rationale
Making a connection
Get them interested in
the unit on protesting
Engage them with
topic by giving them
scenarios they can
relate to

Work individually to
respond to questions
Exchange with
other students

-important for
students to work
individually before
group work

Pair/share (13:1013:15)

Tell students to
work with a partner
to share responses
to questions

Students share
responses

Class discussion
(13:15-13:20)

Ask guiding
questions

Students respond

What would you

do activity?
(13:20-13:25)

Ask them what they

would do if they
had to wear
uniforms

Take a few minutes

and with a partner,
write down three
ways you would
react. Students then
present their ideas to
class

Engage them with the

activity, practice
functional language
(speaking).
Allows me to assess
their language and use
of conditional

Class discussion of Engage with

protesting
students
(13:25-13:30)

Students respond

Recoding

Respond to
various scenarios
(p.28 book)

Students
individually respond
to scenarios on page

Get students thinking

about the
Possible types of
2

3
(13:30-13:35)

28.

(Pair/share)
13:35-13:40

Pair/Share

protesting, practice
using the conditional

Class discussion
(13:40-45)

13:45:13:50

Power Point on
conditional

Complete
sentence exercise
in the book
(13:50-14:00) (p.
177)
What are the tar
sand? (nine
minute video)
14:00-14:05

Show pictures/clips
of tar sands

Students work in
workbooks
Then exchange with
partners

Reinforce/recode conditional

Students listen and

do a
reading/listening
response

Engage them with this

environmental problem, context to
read about article about Eriel
Deranger