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Lesson Plan

Teacher: Carolyn Dunn

Level: ALP 3

Goal: To read about and understand key issues affecting the election, and to fluently discuss
those issues while practicing using “because”

Objectives (SWBAT):
Students Will Be Able To…
1. Identify and discuss main ideas in several challenging authentic articles about the election
2. Synthesize the information in the articles and use sentences with “because” in speaking
by discussing several general questions about the election
3. Correctly use “because” in writing by writing 5 sentences to summarize their discussion
on posters
4. Correctly use “because” in speaking by presenting their posters to the class
5. Deepen their knowledge of the grammatical construction by asking questions about their
peers’ posters and helping each other fix mistakes

Theme: The election; Focus on Reading and Speaking and using “because”

Aim/Skill/Microskill Activity/Procedure/Stage Time

Preview Announcements/Attendance/Admin 5 min maximum

T presents “Goals and Agendas” from website Start: 11:10

End: 11:15

Activity 1: Warm-Up: 1.1 Pre-Stage 20 minutes

Line Interviews T models the activity and places students in two lines
Start: 11:15
1.2 During Stage End: 11:35
Students discuss each question for 2 minutes. Each
question includes a “why” section.

1.3 Post Stage

Each student shares one thing they talked about. T
elicits sentences with “because” as necessary by asking
“why” questions. T writes the sentences on the
overhead, highlighting the “because.”

Tangible Outcome & Teacher / Peer Feedback

“Because” sentences on overhead; T monitoring; peer
to peer feedback

Activity # 2: Making 1.1 Pre-Stage 25 minutes

Sentences with T calls Ss attention to the “because” sentences on the
“because” overhead. T elicits the number of clauses, and what the Start: 11:35
“because” clause does (gives a reason/answers the End: 12:00
question “why”). T shows how the clauses can be
reversed, and that a comma must come between the
clauses when the “because” clause is first. T also
elicits “dependent” and “independent” clauses, and
how the dependent clause, while often used in
conversation on its own, can not stand alone in writing

1.2 During Stage

Ss work in pairs to write 5 sentences reporting some
information from the line interviews.

1.3 Post Stage

Pairs walk around and read each other’s sentences,
taking not of any questions they have on the grammar.
T monitors and assists, and goes over
mistakes/questions as a class

Tangible Outcome & Teacher / Peer Feedback

Sentences on paper; mistakes on overhead; T monitors
and assists; pair work

20 minutes
Break Time
Start: 12:00
End: 12:20

Activity – Election 2.1 Pre-Stage 45 mins – 1 hour

Results Reading Students pair discuss the following questions: total
Rotation 1. Did you watch the election results last night?
2. What was interesting about the process?
3. Who won the election? Were you surprised?
Why or why not?

2.2 During Stage

T pairs students. Each pair has an article about the
election results (5 articles total). T instructs students to
SKIM the article, emphasizing that they read for main
ideas and do not have to understand all of the words.

Pairs skim for 5 minutes.

Pairs discuss the main ideas of their article for 5


Pairs work together to write 3 “main idea”

comprehension questions about their article (to which
they know the answers) – 5-10 minutes

Pairs leave their comprehension questions and their

copies of the article at their “station” and rotate to the
next station. T models reading the questions first, then
skimming/scanning the article for information. Pairs
skim the new articles and work together to answer the
questions. – 5-10 minutes

2.3 Post Stage

One partner goes “home” to check the answers from
the other team; one partner stays to have his/her team’s
answers checked. After checking, pairs reunite to see
if they answered the questions correctly (5 minutes).

Tangible Outcome & Teacher / Peer Feedback

Written comprehension questions; T monitors and
assists; pair work together to peer teach

Activity – Election 2.1 Pre-Stage 45 minutes total

Results Jigsaw The reading rotation above is the pre-stage for this
Speaking w-a Focus activity, ensuring that pairs understand the main ideas
on “because” of one article (the one they wrote questions for) and are
familiar with the main ideas of another (the one they
answered questions for)

2.2 During Stage 1

T splits pairs and makes 2 groups (one of 5 and one of
6). Groups discuss the main ideas of all of the articles
for 10 minutes.

2.2 During Stage 2

T re-pairs students. Pairs discuss the questions about
the election on the handout (see attached) for 10

2.2 During Stage 3

T regroups students (two groups of 4 and one of 3).
Each group makes a poster with 5 sentences using
“because” to summarize their positions on the issues
(10 minutes). T monitors and assists.

2.3 Post Stage

Each group presents their poster to the class. T models
to ensure students do not read, use complete sentences
and add extra information. T calls attention to
language mistakes, focusing on the use of “because.”
(15 minutes)

Tangible Outcome & Teacher / Peer Feedback

Summary posters; T monitors and assists; peer to peer
-paper for sentences
-Election results articles
-paper for comprehension questions
-election discussion questions
-election “bonus” question for early finishers
-Easel Paper

Anticipated Problems and Suggested Solutions: The authentic (but modified) readings may be too
difficult for Ss; T pairs students and emphasizes they are reading for main ideas; writing and
answering comprehension questions with T monitoring and assistance will help focus on the main
ideas; the timing may be too ambitious considering the difficulty of the reading and discussion
questions – some of the activities could move to the next lesson; Ss may have difficulty with the
discussion questions – T will monitor and assist to help draw out the discussion – T also has a
“bonus” discussion question that is easier and more personal that she can distribute in case Ss are
having trouble with the substantive questions
Election Discussion Questions

1. What do you think are the three most important issues facing the
United States today? Why? How do you think our new president will
address them? Do you agree with the new president? Why or why not?

2. Choose one of the articles that you read or discussed. How do you
think the issue in the article affected the outcome of the election? Why
do you think it had that effect?

3. Do you think the electoral college is a fair system? Do you think the
“swing states” have too much power? Do you think using the popular
vote would be more fair? Why or why not?

4. Hillary is now the first woman president in America. How do you

think having a female president will affect females? Do you think there
will be any negative effects, or only positive effects? Why or why not?

QUESTION # 4 – Alternate:

Donald Trump is now president. How do you think his presidency will
affect women? Do you think women will face new problems? Why or
why not?

5. Would you like to be the “first” to do something in your home

country? Why or why not? What would you like to do?


Would you like to run for president or other political office? Why or why
not? Imagine yourself running for office. What issues are important to
you? What challenges do you face?