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Program in Intensive English, Spring 2013 W3D1 Level/Course Name: L4/RW Lesson Written by: C.Y.

. Meimban Teachers to-do: Make copies of Objectives Formal Informal Assessment Assessment 1 Read academic texts independently and fluently using various reading strategies such as: o 1A Identifying explicit main ideas X X o 1B Understanding and stating implied main ideas o 1C Finding details o 1D Making inferences X X X X X Weeks Weeks 1-7 8-15 Week: 3 Day: 3 Dates: 1/28 2/1/2013

o 1E Distinguishing between fact and X X opinion o 1F Identifying text organization X and discourse 3 Demonstrate knowledge of targeted academic vocabulary from key class readings (General Service List; Academic Word List) o 3A Demonstrate receptive X X knowledge o 3B Demonstrate productive X X knowledge 4 Write the essential parts of a five-paragraph essay: o 4A Write a coherent introduction X X with a hook, background information, and thesis statement o 4B Write three coherent body X X paragraphs each with a topic sentence, major supporting details, and minor supporting details o 4C Write a coherent concluding X X paragraph with a summary of major points, restatement of thesis, and statement of importance 1

Program in Intensive English, Spring 2013 W3D1 5 Write on topic / fulfill the requirements of a X prompt 6 Write a summary paragraph o 6A Include the main idea and most X important details o 6B Use critical reporting verbs X 7 Critically integrate information from a source into their own writing o 7A Summarizing X o 7B Paraphrasing X o 7C Quoting 8 Use effective signal words and transitional X devices (paragraph and essay level) 9 Use correct grammar in writing X 10 Read fluently using various reading strategies such as: o 10A Making meaningful X predictions about readings and check on predictions o 10B Scanning for information from X various types of texts o 10C Comparing, evaluating, and X synthesizing ideas from several texts 11 Conduct basic research and synthesize X information gathered from their research 12 Write for different purposes and audiences X 13 Follow the steps of the writing process: o 13A Prewriting X o 13B Drafting X o 13C Revising (applying feedback X into their own writing) o 13D Editing (identifying and X correcting errors in their own writing) 14 15 Understand the forms of academic dishonesty X including plagiarism 16 Provide meaningful peer feedback X 17 Reflect critically on ones own writing X This lesson includes (check those that apply): X

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Program in Intensive English, Spring 2013 W3D1 Preparation Adaptation of Content Links to Background x Links to Past Learning xStrategies incorporated Scaffolding x Modeling x Guided practice Independent practice x Comprehensible input Grouping Options x Whole class x Small groups x Partners x Independent

Integration of Processes Application Comprehension Checks x Reading x Hands-on x Individual x Writing x Meaningful x Group x Speaking x Linked to objectives x Written x Listening x Promotes engagement x Oral Pre-lesson Inventory Things to bring to class: copies of How to Summarize, summary rubric, sample summary, How to Write a Catchy Introduction Equipment: TV, PC Things to tell students: Write objectives/agenda/HW on board: 1) Summary 2) Essay Introduction HW to collect: Cause-effect web HW to assign: 2 introductions Warm Up (5 minutes) 1) Ask the Ss how their weekend was. 2) Ask Ss to recap what they learned last week. Transition (from warm up to activity 1): Last week, we read a passage in class and answered a Reading Guide. The RG is supposed to help us understand the main ideas and most important details in the passage. Up next, well write a summary of the passage. Activity 1 (25 minutes): Free Reading and Writing Purpose: (1, 10) to diversify Ss reading experiences Procedure: 1) Talk about the value of reading for pleasure (their own book choices) and writing about what they read as a way to improve their English. There are no shortcuts to better RW skills! The more one reads and writes, the better his/her skills become. 2) Pass out Free Reading and Journal Writing worksheet. 3) Go over the instructions. 4) Model your own response using the padcam. (Bring your book of choice. Im bringing a Young Adult Lit classic either Holes or The Absolutely True Diary of a Part-Time Indian ). 5) Set online stopwatch to 10 minutes. Ss read. 6) When time is up, reset stopwatch to 10 minutes and tell Ss to start writing. 7) Ask one or two students to share their responses. 3

Program in Intensive English, Spring 2013 W3D1 8) Collect (to be graded under Short Writing Tasks). Transition (from break to activity 2): Keep reading outside of class and also writing down your thoughts about what you read. This will really improve your skills. Practice makes perfect! Now, for our next activity, we will focus on our vocabulary. Activity 2 (25 minutes): 7A Vocabulary Purpose: (3A, 3B) Demonstrate knowledge of targeted academic vocabulary from key class readings Procedure: 1) page 98 Break (10 minutes) Transition (from activity 2 to cool down): Im looking forward to reading your introductions. Remember, your introduction should be catchy or attention-grabbing. Activity 3 (50 minutes): Writing the First Draft (Introduction) Purpose: Procedure: 1) Summary/Cool down/Homework (5 minutes): Purpose: To summarize points learned, to give Ss reminders Procedure: 1) For homework, write another version (2 total) of your introduction using one of the other 6 strategies given. Write the 2 intros on a lined sheet of paper. 2) Call on some Ss to recap what they learned in todays class. 3) Give a preview of whats happening in the next class: reading comprehension for 7A, continue work on the introduction.