Lesson Plan and Self-Reflection #1 (Writings highlighted in Yellow are self-reflection) Teacher/s: Yu Song Level: Advanced Date/Time: !

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Goal: To practice grammar, listening, and reading skills. Ob ecti!es "S#$%T&: Students #ill $e %$le To% & 'eview sentential transitional devices $( sentence formation activit( )& *ractice discourse level transitional devices through com+leting a clo,e tas#& *ractice listening for main ideas through cli+ a$out the American Dreams .& *ractice reading for main ideas through an article a$out the American Dream Theme: World of Dreams /0tensions: The American Dream %im'Skill'(icroskill Review %cti!it)'Proced*re'Stage +nteraction Time # mts ! min

Lin-ing 1 Transitioning & Wor- in +airs and come u+ with four Ss-Ss sentence using one e0+ression from $elong: 2either%nor /ither% or /ither 2either )& T invites Ss to share with the class (3t would $e much more sufficient and interactive if the teacher was using the doc-cam)

#min

Activity 1:

1.1 Pre-Sta e: When the Ss share their sentences4 T Transitional Devices writes the following sentences on the $oard: /ver(one dreams& Dreams ma( $e inter+reted differentl(& T as-s Ss for ideas on how to 5oin the Transition to #2: Now weve two together into one& (though4 practiced the use of however4 and) transitional devices, which (Students were confused& The activit(

.) mts

6min

is the ra!!ar point of this unit. "ets !ove on to an interestin topic that related to the the!e of this unit#orld of Drea!. $nd thats the $!erican Drea! (The transition here was unnatural& 3t could $e $etter if the teacher can design the +revious grammar activit( somewhat related to the American Dreams& The original sentences in the clo,e activit( were all a$out dreams& The teacher could ta-e a ste+ ahead and ma-e it all a$out the American Dream& 3n doing so4 the transition $etween grammar in American Dream and definition a$out American Dream would run much more smoothl( )

would go more smoothl( if the teacher can model one +air of the sentence for the students $efore as-ing them com$ine sentences themselves& ) 1.2. Durin Sta e: & T as-s Ss to turn to the te0t$oo- on *& 7 and go through each transitional devices $( categor( )& T hands out the master list and e0+lain (Due to the time constraint in class4 the master list is a 8-+age document the teacher created to hel+ the student learn transitional devices themselves) 1.% Post-Sta e: & T hands out the wor-sheets (a clo,e tas-) and have Ss wor- in +airs& The( should first indentif( the categor( and refer to the master list )& T as- each +air to share their answers Tan i&le 'utco!e ( T. feed&ac)*peer feed&ac): #or)sheets (The clo,e tas- went longer than e0+ected& The( had ! sentences with the transitional devices ta-en out& 9or the sa-e of learning how to incor+orate the master list in solving transitional devices4 ! +ractices in class seemed too much& 3n the sa-e of time4 future lessons should reduce the num$er of sentences in the tas-&)

6 min )min ! min ! min

Activity 2: 2.1 Pre-Sta e: Listening for the main ideas & T as-s Ss to reflect on :artin Luther ;ing4 <r&=s 3 have a dream s+eech4 and reminds Ss that the dream in his s+eech is a $road conce+t for all +eo+le in America )& T as-s Ss to discuss the notion American Dream in +airs and invites ) Ss to share their ideas

)! mts )min

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Transition to #%: #e practiced the listenin for !ain ideas throu h watchin a clip a&out the $!erican Drea!, now lets do so!e readin on it.

(There is no tangi$le outcome from as-ing students on how the( thin- of certain to+ics& Teachers have to thinof other wa(s to ma-e the sharing more meaningful4 rather than 5ust individual s+ea-ing +ractice while others ta-ing a $rea- from learning& >ne wa( to im+rove it is through Thin--*air-Share& Teachers can design a wor-sheet and as- students to write their ideas on it& Later on4 teacher as-s students to share their wor-sheet on the doc-cam while other 5ot down ideas the( li-e&) 2.2. Durin Sta e: & T +la( the video cli+s on +eo+le=s definition of American Dream htt+://www&(outu$e&com/watch? v@'l7 #*AT+Y7 )& T as-s the Ss to write down at least two different definitions of how +eo+le define American Dream #& T invites ) Ss to share their notes (using the doc-cam)& (*ossi$le ideas: 3ndividuali,ed4 have the o++ortunit( to do whatever (ou want4 to ma-e mone() Tan i&le 'utco!e ( T. feed&ac)*peer feed&ac): 2otes

)min 6min

6min #min

Activity 3: Reading for main ideas

Transition to #+ or #rapup: #e learned a lot a&out the $!erican Drea! toda, and practiced and review the use of sentential and discourse level transitional devices. -or ho!ewor).

%.1 Pre-Sta e: & T hands out the reading materials )& T introduces the conce+t of +re-reading i&e& reading the first/last sentence of each +aragra+h to get the overview of the +oints that will $e covered& #& T as-s the Ss to turn to the te0t$ooto *& )#& And show their how to do it using the first +aragra+h as an e0am+le (Bseful and successful modelingC) .& T $riefl( introduces <ason Wu (The teacher could as- one student to introduce him since he is a well--nown

.! min 6min

6min #min !

fashion designer&) %.2. Durin Sta e: & T gives Ss ! min to go over the article using the +re-reading strateg( )& T assign Ss into grou+s of three4 each grou+ will summari,e the main idea of certain +aragra+h and underline the sentences from which the( get the information grou+ - + 4) grou+ )- +#4. grou+ #- +64" grou+ .- +D47 #& T invites each grou+ to share their findings using the doc-cam& Tan i&le 'utco!e ( T. feed&ac)*peer feed&ac): Wor-sheets Wrap-up Eomewor"esson /valuation Procedures: Ss write a short +aragra+h on the American Dream& & Your own definition )& >ne or two su++orting e0am+les #& :a-e sure to use some transitional devices4 $oth in sentential level and discourse level

min 6min

) min

6min

:aterials: Wor-sheets4 master list4 te0t$oo-4 doc-cam Antici+ated *ro$lems 1 Suggested Solutions: Tech-+ro$lem: arrive at the classroom 6 minutes $efore the class to chec- the facilities Fontingenc( *lans (what (ou will do if (ou finish earl(4 etc&): As- the students to $rainstorm for their homewor- and share with a +artner& Then the( can +rovide +eer-feed$ac- to one and another