NYPL Lesson Plan

Teacher: Jean Choi

Level: ESOL Literacy 3-4

Date/Time: November 3, 2015 / 10:00am 12:00pm

Goal: To discuss, express, and argue opinions.

Objectives (SWBAT):
Students Will Be Able To
1 Discuss and share personal experiences of language learning strategies they have been using
daily.
2 Review passives and the use of the different tenses of simple passives.
3 Negotiate meaning, agree and disagree among peers.
4 Express opinions and dis/agreements using introductory clauses.
5 Understand the use of omitted that before noun clauses in speaking vs. writing.
6 Read a news article on current legislative events.
7 Use so and that in questions and answers.
Theme: Civics
Aim/Skill/Microskill

Activity/Procedure/Stage

Review or Preview
T goes over the class agenda.
Schoolhouse Rock- How
a Bill Becomes a Law https://youtu.be/Otbml6
WIQPo

Announcements:

Interaction
T-S

Time
10 min
2 min

T-S

2 min

S, S-S

6 min

S-S

15 min
8 min

T-S, S-S

5 min

Hotspot lending

Warm-up:
Ss watch Schoolhouse Rock video on how a bill
becomes a law.
Linking & Transitioning to rest of lesson: Take out
your Goal Tracking sheets please.
Activity 1: Goal
Tracking
Goal Tracking log

1.1 Pre-Stage:
Ss take out their Goal Tracking log & share their
week w/their group.

T-S

2 min

T-S

15 min
2 min

S-S

10 min

T-S, S-S

3 min

S-S, T-S

10 min
2 min

S-S

5 min

T-S, T-S

3 min

1.2 During Stage:

Transition to #2: Do you
remember passives?

What worked? What didnt? Any advice?

Review as a class.

1.3 Post-Stage:
T hands out new Goal Tracking log.

Tangible Outcome & T. feedback/peer feedback:

Completed Goal Tracking log from last week,
reflective discussion.
Activity 2: Passives review
Passives review CISA
article

2.1 Pre-Stage:
T hands out worksheet.

2.2 During Stage:

Transition to #3: Lets
take a closer look at
these passives.

Ss complete worksheets in pairs and share answers

w/their classmates.

2.3 Post-Stage:
Review as a class.

Tangible Outcome & T. feedback/peer feedback:

Completed and corrected passives worksheet.
Activity 3: Simple
passives - review

3.1 Pre-Stage:
Where are the present/past/future passives?

3.2 During Stage:

Transition to #4: Were

going to switch tracks
Ss look at the sentences again and are tasked with
now and look into the US finding the passives in the present, past, and future.
legislative process.

3.3 Post-Stage:
Review form and meaning as a class.

Tangible Outcome & T. feedback/peer feedback: Sgenerated meaning of passives in its different
tenses.
Activity 4: How does a
bill become a law?

4.1 Pre-Stage:
T hands out bill process jigsaw.

T-S

20 min
3 min

How a bill becomes a

law jigsaw

4.2 During-Stage:
Ss work in small groups to put the process
in what they believe to be the right order.
Ss compare answers w/another group.

T-S, S-S

10 min

4.3 Post-Stage:
T passes out law process to the Ss.
Ss compare their process w/the actual
process.
Review as a class.

S-S, T-S

7 min

T-S, S-S

18 min
5 min

S-S, T-S

8 min

T-S, S-S

5 min

How a bill becomes a

law passives worksheet

Transition to #5: What

are infinitives?
Activity 5: Infinitives
with passives - intro

Tangible Outcome & T. feedback/peer feedback:

Completed jigsaw, S-discussion & negotiation.
5.1 Pre-Stage:
Ss are tasked w/finding infinitives after
passives in the handout.
T boards what Ss find.
5.2 During-Stage:
T puts Ss into groups.
Each group is tasked with finding the form,
meaning, and use of infinitives after
passives.
5.3 Post-Stage:
Groups present their findings w/the class.
Review as a class.

Transition to #6: How do

we answer these
questions?

Tangible Outcome & T. feedback/peer feedback:

Reading jigsaw & discussion.

Activity 6: Infinitives
w/passives

6.1 Pre-Stage:
T boards example sentence: True or false?
U.S. citizens are required to vote on
Election Day.
Where is the passive? The infinitive? What
other words can we use?
[advise, tell, allow, encourage, expect,
intend, mean, plan, prepare, require, use]

T-S

17 min
2 min

T-S, S-S

10 min

3.1 Pre-Stage:
T models on board: When I was a child, I
S-S, T-S
was told to write a diary. T asks class about
structure & meaning. Do they agree?
T elicits statements from class based on
their personal experiences growing up. Do
they agree/disagree w/their parents?
What did your parents believe you should
do?
Transition to #7: Lets
practice this.

5 min

3.2 During-Stage:
Ss are divided into groups of 4.
T hands out worksheet & each Ss fills out
chart individually.
Ss choose to be A, B, C, or D.
Group picks slip of paper & reads sentence
that corresponds to the number. (Eg. If B3
is picked, student B reads out their sentence
#3 to the group). Ss should check for
correctness.
Discuss: Agree/disagree w/parents?
3.3 Post-Stage:
Review as a class.
Tangible Outcome & T. feedback/peer feedback: Sdiscussion on grammar form, meaning, & use.

Activity 7: Writing

7.1 Pre-Stage:
Ss share their completed Concept Maps from their
HW with their neighbors.
7.2 During-Stage:
Ss should check: Is there enough detail
points? What else is needed?
Ss give and share advice for their first draft
w/each other.

S-S

25 min
5 min

S-S

10 min

7.3 Post-Stage:
Review as a class.
Transition to Wrap-up:
Remember your Exit
Tickets.
Wrap-up

S-S, T-S

10 min

5 min
3 min

Tangible Outcome & T. feedback/peer feedback: Sgenerated questions on the reading using thatclause, discussion, answers using so.
Lesson Evaluation Procedures:
Exit Tickets

Homework:
T-S
1. Writing prompt #1: descriptive paragraph
first impressions.
2. So & that worksheet.

2 min

Materials: whiteboard markers, whiteboard, index cards, vocab & book club posters from last class.
Handouts:
Goal tracking log
CISA article jigsaw
CIS news article
Fundamentals of English Grammar, p. 379, 382-383.
So & that worksheet
Anticipated Problems & Suggested Solutions:
The grammar may be too easy. If so, the activities can be adapted to make it more complex.
Contingency Plans (what you will do if you finish early, etc.):
If there is time left, we can play charades using S-generated adjectives, adverbs, past vocabulary, pop
culture, etc.
We can also continue a discussion or a debate team activity on the topic of privacy and government
involvement.