T-TESS Lesson Plan, Dr.

Nihan Yilmaz, 10/27/2022 7th period ESOL 2

Objectives: - Students will read an article
about the brain and learning.
- Students will use the article to
gather information and ideas to
write about how they study.
TEKS: GRAMMAR - 11(Diii) subject-verb
agreement;
LANGUAGE (VOCABULARY/FUNCTION)
3 The student uses newly acquired
vocabulary expressively.
3(B) analyze context to distinguish
among denotative, connotative, and
figurative meanings of words.
READING
4 The student reads grade-level text
with fluency and comprehension.
6(E) make connections to personal
experiences, ideas in other texts, and
society
6(I) monitor comprehension and make
adjustments such as re-reading, using
background knowledge, asking
questions, and annotating when
understanding breaks down
7(C) use text evidence and original
commentary to support an
interpretive response.
WRITING
7(K) express opinions, ideas, and
feelings ranging from communicating
in single words and short phrases to
participating in extended discussions.
11(A) plan a piece of writing
appropriate for various purposes and
audiences by generating ideas through
 a range of strategies such as
brainstorming, journaling, reading, or
discussing
Materials: Oxford University Press, Q Skills for
Reading and Writing Level 1 pages 24-
30.
Connecting to Students’ prior The teacher shows the picture on page
knowledge: 24 to students (a student studying in
the library) and gathers ideas about
what students think the person is
doing and if it is a good way to study.
The students also talk about how and
where they prefer to study.
Whole group lesson: On Socrative.com, students are going
to give tips on the best way to study,
according to themselves, using
“should”, which they learned in the
past.
Then students are going to revise the
vocabulary words on page 26 (reading
the sentences and matching the words
with their meanings) and then they are
going to learn these words better with
a Quizlet set.
Preview: Students are going to
preview the text and understand if the
article is about memory or forgetting
Investigate and Identify: Students are
going to read the article using a variety
of reading techniques (choral reading,
silent reading, drop-in read) taking
turns by using random names and they
are going to identify the main idea.

Questions for higher level thinking: Students are going to learn about
restating, a critical thinking strategy,
and then do the activities on page 29.
Peer learning opportunities:
Student feedback:
Lesson closure:
Informal / formal assessment:
Reteaching / extension:
Each activity is composed of two parts:
individual part and peer-learning part.
In the first few minutes of each
activity, students are supposed to
understand the activity quietly and on
their own, and then they are going to
share what they understand with their
peers.
In every step of the class, the teacher
repeatedly makes sure that students
are following her and when students
are confused, they can ask.
On page 30, they are going to look at
each strategy and write the paragraph
number where it is found. Then, they
are going to write about a good way to
study (revised) and why it is a good
way to study.
Exit tickets where students are going
to write what they remember from the
text, without looking at it.
Quizlet tests.
Reteaching is done throughout the
class whenever it is needed. An
extension activity would be having
students write what they remember
from the text when they come back
here tomorrow (to see their retention
rate of the text).