Ashland University

Dwight Schar College of Education

Standard Lesson Plan
Candidate ___Yiting Xue______________ Date ______November 19,2022_______________

General Subject - English

Information

Grade – 8th grade

A. Planning Learner Profile: In this 8th grade class there are 18 males and 16 females. There is no student on a 504 plan for behavior.
There is no student on an IEP for mild autism and learning disabilities. All students are English learners in China. Some of
them are of low intermediate level language proficiency, others are of high intermediate level English proficiency. For
assessment, these students will have adjusted requirements to make the assignment shorter and more attainable for them.

Prior Learning/Preassessment: In the last lesson, I asked the students to preview the text ‘Where did you go on vacation?’. I
explained some words and phrases that may be new or confusing for them. We learned the differences between the simple
past tense, present perfect tense, and simple present tense. Assessments/assignments consisted of matching of words and
meanings and fill in the blank with proper tense of the given verb. For this next lesson we will begin to learn the text and how
to write about travelling experience/plan. Each student will write a personal imitation composition about an impressive past
trip of their experience. They can make a comparison of two places they went to if they want.

Research: Educator Uwe Geist from Roskilde University, Denmark argues that stylistic imitation can be one of the pedagogical
tools to make the student develop a practical knowledge of language use. In his book Effective Learning and Teaching of
Writing, he found “The close observation of the way language is used in a text – as it is implied by working with imitation – is a
useful tool, too, for opening literary texts for interpretation.” Davis, Ken, Ed. from Kentucky English Bulletin also published
some articles presenting a wide range of theoretical and practical approaches to helping students benefit from imitating
products and processes of writing. Writing through imitation of text is a good way for language learners learning writing skills.
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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan

Students can know and learn more sentence patterns and use of grammar through the course of imitation writing. Imitation
writing is not simply copying an article but combining students’ own understanding with the right grammar and phrase they
are not familiar with in the text.
Geist, U. (2005). Stylistic Imitation as a Tool in Writing Pedagogy. In: Rijlaarsdam, G., van den Bergh, H., Couzijn, M. (eds)
Effective Learning and Teaching of Writing. Studies In Writing, vol 14. Springer, Dordrecht.
DOI: https://doi.org/10.1007/978-1-4020-2739-0_13
Ken, D(1984) Writing by Imitation. https://eric.ed.gov/?id=ED264579

B. Objectives Academic Learning Standard(s) Grade 8 - Ohio Learning Standard

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the
same topic and identify where the texts disagree on matters of fact or interpretation.
W.8.5 With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and
including grade 8.)
Central Focus We will focus on the now words and phrases and sentence patterns in the text. We will
also focus on the switching between the general past, general present, and present
perfect tenses in narrative texts. Finally, we will discuss why we want to or don’t want
to travel in vacations.
Learning Outcome At the end of the lesson, students should be able to recognize the different tense and
know the information showing through different tense. Students should be able to write
their travelling experience in proper tense. Students should also be able to recognize
and use the new words and phrases in a sentence.

C. Assessment Formative - Throughout the teacher guided lesson, I will ask the whole class matching the new words and phrases and their
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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan

meanings together. Work sheets of fill in the blank is also offered to check their understanding of simple past tense, past
perfect tense, and simple present tense. Based on answers, I will give them a simple review. As the lesson continues, I will ask
them to watch a read aloud video of the text on Edpuzzle, and they need to answer the questions together. Students will be
asked to have a group discussion about their last trip after they learn the text.
Summative - The final project will consist of the students writing an imitation composition about an impressive past trip of
their experience with the text. They can make a comparison of two places they went if they want. They can use the same or
similar sentence patterns and grammar of the text, but they are not allowed to copy the most part of the text and just changed
the time and places. The experience can be either fun or unsatisfied, but students need to offer details and reasons.

D. Instruction, Academic Language - Vocabulary that the students will be exposed to are as follows:
E. Practice, & - Vacation, arrive, determine, difference, luggage, check in, museum, imitation, impressive
F. Independent Introduction - “Who remembers something that we learned previously about simple past tense and perfect present tense?
Work What are the differences between them? They are two of the most important and popular tenses in English daily
communication. It can be difficult and confused since we don’t have the change of tense on verbs in Chinese. You also need to
remember the rule of the changes of verbs. But don’t be upset, let’s just do some matching and filling blanks together. After the
boring part of grammar, we will talk about something interesting: vacation and travelling!”
Activities and Procedures (45 minutes)–
1. New words and phrase review. Matching will be showed on the PPT, and students should answer together. Quick review
will be given according to the answers. (2-3 min)
2. Grammar review. Every student will be given a worksheet checking understanding of simple past tense, past perfect tense,
and simple present tense. They should finish the fill in the blank with the proper tense of the given verb without the
textbook. After they finish the worksheet, I will check the answer and help them review the differences according to their
results. (7-8 min)
3. Text skimming. Students will be given 1 minute to skim the text.
4. Video playing. A text read aloud video on Edpuzzle will be played and students need to answer the questions together
during the playing. (3-4 min)
5. Text scanning. I will scan the text with students together sentence by sentence. PPT is played to explain some highlights
during the reading. (10-15 min)
6. Group discussion. Students will be asked to share their experience of last trip with each other. Every group will ask one
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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan

representative to summarize their results to the whole class. (10-15 min)

7. Class discussion. Continue with the last topic, students will be asked to think about the reasons why many people want to
go travelling on vacations. If there are students don’t like travelling, they will be asked to share their reason. (5-10 min)
8. Homework assigning. Each student will write a personal imitation composition about an impressive past trip of their
experience. They can make a comparison of two places they went if they want.
Materials
Textbook, Unit 1
PowerPoint
Edpuzzle video
Worksheet
Differentiation
1. Students of low intermediate English proficiency need to write no less than 120 words about an impressive trip.
2. Students of high intermediate English proficiency need to write no less than 150 words about an impressive trip or a
comparison of a good experience and an unsatisfied experience.
Learning Conditions
Power Points and the Edpuzzle video will be played on the computer.
Work sheet will be printed for every student.
In group discussion, every group will consist 4-5 students.
Closure
Now we have finished the learning of the text. Next is your turn. Please read the rubric of the final project carefully. Remember
imitation writing is not simply copying. Please use your own experience and feelings. Take care on the switching of different
tense if used.

G. Reflection Content
It is a text that is not difficult in content, but in grammar. Perfect present tense is quite confusing for students, but it can get
better after practicing and comparison to simple past tense. Travelling is and interesting topic and close to our daily life.
Students are quite excited in group discussion, though there are some grammar mistakes. The main problem is still the use of
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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan

different tense and the changing of the verbs.

Delivery
I should use more examples about travelling or interesting activities will reviewing the grammar to improve students’
attention.
There are too many words on my PPT.
The group discussion and class discussion go through well.
Changes to improve this lesson
I should improve me Power Point.
I should control time on every activity in class.

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