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Lesson Plan

▪Title (Unit): Unit 11: My Favorite Subject is Science

(Period: 2/4)
▪School level/Grade: Elementary/Primary Grade 5
▪Lesson Focus: Speaking (Responding to questions), Listening (Scoring classmates responses), Reading
(Questions), Writing (Preparing answers)
- Students will be able to respond to questions by answering in simple, complete, and complex
- Students will be able to evaluate responses given to questions based on the three-star scoring system
▪Key Expressions: good, better, best, question, answer, response, stretch, who, what, where, when, why,
how, which
▪Materials: Fast Food Talk! PPT, Fast Food Talk handout (P.1-4), 7 different colored markers

Procedure Details

KT & GET: Greetings

KT: Review the topic of “Fast Food Talk” from the previous class using the “Fast
Food Talk” PowerPoint display. Using the notes outlined before the class, the teacher
asks students to list the fast foods covered in the last lesson to spark students’ recall
Fast Food Talk
of the key words, phrases, and expressions.
Introduction Ss: Respond with previously learned fast food vocabulary.
Introduction of GET: Describes the fast food in detail (taste, where to buy, cost, and varieties).
Content and Asks students basic questions to find probe students prior content knowledge and
Language stimulate production.
Ss: Give short answers to basic questions about each fast food listed. the
(Time: 5:00) expression related to the fast food picture.
•Warm-up Activity: Fast Food List

Review &
Recall: Activity 1: Multiple Choice Questions & Ranking Worksheet
Students prior -Class Arrangement: Students will be sat in rows of pairs facing the TV. Teachers
knowledge is will present from the front of the class.
stimulated by a
GET: Let’s take a few minutes to review the questions from last class to help us
review of page
prepare to answer today’s 20 questions.
1&2 of the Fast
KT: Read the questions line-by-line
Food Talk
KT & GET: Provide a model response to each question by using their own
choices as an example.
(Time: 5:00)
Procedure Details

Three-Star Activity 2: Three-Star Writing (Read the questions and write personalized
Writing answers)
Prep) Ss: write, short basic answers to the given prompts or models. Upon completion
Students write students should go back and expand, stretch, or elaborate upon the answers they have
what they will say written.
(Time: 10:00)

GET: Gives an overview of Three-Star Speaking. In this activity, seven students are
Production: selected to be student-teachers and ask questions to their classmates.
Three-Star KT: Explains guidelines for what constitutes a 0, 1-star, 2-star, and 3-star answer.
Speaking Each star is scored as follows:
Students 0 = No response (student didn't answer the question or spoke in Korean)
internalize 1 = A short one-word or phrase response (yes, no, burger, good, I don't know)
and use the 2 = A complete sentence (at least subject + verb/object if available)
language by 3 = An elaborative complete sentence or complex sentence (use of details from the
having micro- question, adjectives, adverbs, opinion, improved word choice)
conversations Ss: Respond to the question they are asked to the best of their ability. After their
with student- classmates have finished answering, they are given a score by their student-teachers
teachers for their response.

The purpose of this activity is to encourage students to increase their words per
(Time: 15:00) utterance (WPU is the number of words students use each time they speak) and
promote more meaningful answers.

Students line up in two lines (girls & boys). KT works with the boys, NET works
with the girls. The roles change each co-teaching lesson.
KT & GET: Recycles and ask each student one of the questions from the “Three-
Fast Food Exit
Star Speaking” activity.
Tickets Ss: Respond to the questions with at least a 2-star answer.
Assessments or Ss: Leave when their answer is accepted
other work
This final activity increases learner autonomy and shifts the emphasis of language
(Time: 2:00) creation from the teacher to the students. It also ensure facetime between each
student and at least one teacher.

▪ Anticipated Problems & Solutions

- Some students may not be ready to speak. These students are encouraged to prepare one-star answers
to begin with. When they have completed all twenty questions, they must recirculate and answer one-star
answers again in order to receive the mandatory two-stars for each question. During the recirculation,
teachers and student-teachers will ask follow-up questions to prompt students, helping them provide more
detailed answers. When students know what teachers’ expect and have a rubric to follow, many students
are happy and more than willing to participate.
- Too many students want to be student-teachers. In our classroom, when we have too many student
volunteers, we choose students by playing rock, paper, scissors (RPS) as a group. The students play
against either the KT or the GET. The teacher plays against all students, with the losers or tied players
being eliminated after each throw. This encourages wider participation, increases the fairness and
randomness of the selection process, and can be done efficiently (usually in 10-15 seconds).

Three-Star Speaking Explainer: