Lesson Plan

Teacher: Grigore Ancuta Elena

Date: 10th of April, 2024
School: Şcoala Gimnazială Botoşana
Grade: 8th, L2
Number of students: 16
Level: A2
Coursebook: Limba modernă 2 Engleză, cl a VIII-a, Jenny Dooley, Uniscan Grup
Educațional
Unit 5: Entertainment and Mass Media
Topic: Teens and Electronic Media
Vocabulary: types of media, social media platforms
Lesson Length: 50 minutes
Type of lesson: teaching lesson
Skills: speaking, writing, reading, listening
Organization: lockstep, pairwork, individual work, groupwork
Lesson Overview: In this lesson, students will delve into the intricate relationship between teenagers and social media, exploring both its positive and
negative effects. Through discussions, various activities (reading, exercises, games), students will examine the diverse array of social media platforms, ranging
from networking sites to video-sharing platforms, while also uncovering the potential benefits such as connectivity and creativity. Conversely, students will
confront the darker side of social media, addressing issues like cyberbullying, addiction, FOMO, FOBO and privacy concerns. The students will practice
expressing opinions and will learn new terms related to social media By the end of the lesson, students will emerge equipped with a nuanced understanding of
social media's impact on teenagers and strategies for responsible usage in the digital age.
Lesson Objectives:
By the end of the lesson students will be able:
O1 - to identify key concepts related to social media and its impact on teenagers.
O2 - to express opinions on the positive and negative impacts of social media, supported by evidence from the reading text.
O3 - to use newly acquired vocabulary related to social media in written and verbal communication.

Cross curricular links:

  Digital Citizenship: This can be linked to responsible and ethical behavior in the digital world. Discussing topics such as online etiquette, privacy
protection, emphasize how these concepts relate to social media use among teenagers.
 Psychology: The lesson connect with psychology by exploring the psychological effects of social media on teenagers' mental health and well-being.
Topics such as social comparison, FOMO (fear of missing out), FOBO and the impact of cyberbullying on self-esteem are included.
 Information and Communication Technology: By including different terms related to technology, apps, social media platforms and discussing
emerging trends in networking can be really motivating for technology-driven students.
SEL Skills:

 Self-awareness: Students develop self-awareness as they reflect on their own experiences and attitudes towards social media. They recognize how
social media affects their emotions, behaviors and relationships.
 Relationship skills: Students enhance their relationship skills by engaging in respectful and constructive discussions about the impact of social media
on teenagers. They learn to communicate effectively, listen attentively and collaborate with others to explore different viewpoints.
 Responsible decision-making: Students practice responsible decision-making by evaluating the consequences of their social media use and
considering the potential risks and benefits. They make informed choices about how to engage with social media in ways that align with their values
and well-being.
 Digital citizenship: Students develop digital citizenship skills by learning to navigate social media platforms ethically and responsibly. They
understand the importance of respecting others' privacy, practicing online etiquette and contributing positively to digital communities.
 Critical thinking: Students make use of their critical thinking skills as they analyze the information presented in the reading text and class
discussions..

Timetable fit: This is the second lesson in the unit. Having previously explored various types of media and engaged in discussions about favorite TV
programmes, students have gained foundational knowledge about media consumption and preferences. This lesson builds upon that knowledge by shifting the
focus to social media, a ubiquitous and influential aspect of modern communication. By examining the positive and negative effects of social media on
teenagers through a reading text, visual prompts and group activities, students not only enhance their understanding of media's impact but also develop critical
thinking skills. Furthermore, the vocabulary exercise equips students with the language necessary to articulate their observations and opinions about social
media usage. As the unit progresses towards writing emails, this lesson sets the stage for students to apply their insights about media influence to real-life
communication scenarios,

Assumptions: Students have some prior knowledge about social media platforms and their basic functions, as well as a general understanding of the positive
and negative aspects of social media. Students possess basic reading comprehension skills that enable them to understand and analyze the reading text on the
impact of social media on teenagers. Students are motivated and engaged in the topic of social media, as it relates to their personal experiences and interests.
Anticipated problems and solutions:
 The lesson incorporates complex notions and terms, so the students might not properly understand these concepts.
Solution: The teacher provides scaffolding support by offering clear explanations, examples and visual aids to help students grasp difficult concepts.
 Some of the students may rely mostly on L1 (First Language) for understanding
Solution: The teacher will use English as the primary language of instruction and communication during the lesson, while acknowledging that
occasional translation to L1 may be necessary for clarification. She will have to encourage the students for the positive aspects (when reading a text
and not pronouncing correctly the words, for example, the teacher will offer praise for effort)
 Some of the shier students may feel reluctant to participate.
Solution: Teacher will implement various participation strategies such as pairs or small group discussions to encourage all students to contribute. The
teacher will create a supportive and inclusive classroom environment where students feel valued and respected
.
Materials/teaching aids: notebooks, chalk, blackboard, OHP video projector, laptop, worksheets, pictures
Resources:
1. https://www.youtube.com/shorts/dMq_Z-LKcdU different app sounds for the students to recognize
2. Different lessons plans on the subject https://eslbrains.com/txtng-is-killing-language-jk/
https://www.nytimes.com/2023/10/12/learning/lesson-plans/lesson-plan-on-being-13.html
https://www.teachingenglish.org.uk/teaching-resources/teaching-secondary/lesson-plans/intermediate-b1/
facebook-and-social-networking
3. Online articles or blog posts discussing research findings or personal stories related to the impact of social media on teenagers' mental health,
relationships and self-esteem.
4. TED Talk: "Impact of Social Media on Youth" by Katanu Mbevi. https://www.youtube.com/watch?v=soHn6t_jjIw
5. Teaching Vocabulary to English Language Learners by Michael F. Graves
6. Bringing Words to Life: Robust Vocabulary Instruction by Isabel L. Beck, Margaret G. McKeown and Linda Kucan
LESSON STAGE TEACHER´ S STUDENTS´ SKILL METHODS INTERACTIO MATERIAL AIMS EVALUATIO TIM
( + OBJECTIVE ACTIVITY ACTIVITY S TECHNIQUE N S N E
TO BE S
FOLLOWED)
1. WARM UP T greets the SS T-SS to prepare SS Positive 2’
and makes SS greet the T. for the encouragemen
sure the Icebreaker SS-T upcoming t
conditions are L game learning
proper for the experience and
lesson to start. When named promote active
T asks SS to by the T or S participation
mimic an emoji voluntarily, SS and
to express their choose an engagement
current mood emoji
or feelings non- describing
verbally. T their current
demonstrates mood.
the activity by
mimicking a
smiley.

2. CHECKING T reviews the SS check their Teacher-led T-SS Notebooks to provide Observation 3’
PREVIOUS homework by answers in the R review constructive
KNOWLEDGE/ asking SS to notebook and feedback to
HOMEWORK share their make S students
answers. T necessary
provides corrections.
immediate
feedback and
clarification,
and addresses
any common
mistakes or
misconceptions
.
LESSON STAGE TEACHER´ S STUDENTS´ SKILL METHODS INTERACTIO MATERIAL AIMS EVALUATIO TIM
( + OBJECTIVE ACTIVITY ACTIVITY S TECHNIQUE N S N E
TO BE S
FOLLOWED)
3. LEAD IN T asks SS to SS recognize Sound prompt Laptop to provide an Observation 5’
close their eyes the sounds OHP auditory
and listen are S stimulus to
carefully to the notification facilitate
O1 sounds. sounds for communicatio
different apps n in the Positive
(Facebook, Discussion T-SS classroom feedback
Skype, Scaffolding
Linkedin, to engage SS
Twitter..) and activate
T asks SS Do SS answer the L their prior
you use them? questions. knowledge and
How often? experiences
What for? related to
Which are your social media.
favourites and
why?

4. FORMULATIO T lets SS know Explanation T-SS Blackboard To help SS Observation 2’

N OF THE they will focus their
TOPIC analyze the Chalk attention on
impact of the important
social media on L information
teenagers, the and activities
positive and that will help
negative them achieve
aspects. SS SS write the W the learning
will have to title in their goals.
read a text, notebooks.
watch a video
and create a
story. She
writes the title
and announces
the lesson
objectives.
5. PRE-READING T explains that SS work in Collaborative T-SS Handouts to guide SS to Observation 8´
SS will pairs and learning Laptop better Feedback
LESSON STAGE TEACHER´ S STUDENTS´ SKILL METHODS INTERACTIO MATERIAL AIMS EVALUATIO TIM
( + OBJECTIVE ACTIVITY ACTIVITY S TECHNIQUE N S N E
TO BE S
FOLLOWED)
participate in a match the R OHP comprehend
matching word with the projector and engage
exercise to corresponding PW with the
O1 identify definition. S-S reading
different material
vocabulary They check related to
related to their answers S social media
social media. with the class
when finished.

T presents Mr SS brainstorm Explanation T-SS Laptop to apply Oral feedback

Bacon. T asks ideas. OHP understanding
SS to create projector of social media
short social S Brainstorming platforms and
media posts for audience
O1 Mr. Bacon on expectations in
different social a creative and
media L interactive way
platforms. T
asks SS to take
into
consideration
the platform´s
characteristics
(Facebook is
for likes,
Instagram is
for photos....)

T presents a
funny version
for Mr. Bacon
posts.

6. READING T introduces By turns, SS R Reading for T-SS Handouts Oral 8’

the text for read the text gist appreciation
reading, carefully,
highlighting focusing on
LESSON STAGE TEACHER´ S STUDENTS´ SKILL METHODS INTERACTIO MATERIAL AIMS EVALUATIO TIM
( + OBJECTIVE ACTIVITY ACTIVITY S TECHNIQUE N S N E
TO BE S
FOLLOWED)
the topic of the comprehensio
lesson, n and
positive and identifying key
negative effects information.
of social media.

7. POST- T asks SS to SS come up S Brainstorming T-SS Handouts to consolidate 11´

READING find an with an and deepen SS'
adequate title. approriate understanding
title. of the text they
T aks SS to R have just read.
write some of
the positive
O2 and negative
effects of social
media SS complete Feedback
discussed in the chart. Scanning
the text. She Conversation
may add extra to reinforce
questions – Do comprehension
you agree? , promote
Why? Did it deeper
ever happened Blackboard engagement
to you? Chalk with the text,
and facilitate
T highlights Elicitation transfer of
the terms SS explain the Explanation knowledge and
FOMO and terms in their skills to other
FOBO. She own words. contexts.
writes them on
the board
(FOMO is
known to SS)
and asks SS to
find a
definition.
SS write the
LESSON STAGE TEACHER´ S STUDENTS´ SKILL METHODS INTERACTIO MATERIAL AIMS EVALUATIO TIM
( + OBJECTIVE ACTIVITY ACTIVITY S TECHNIQUE N S N E
TO BE S
FOLLOWED)
T explains definitions in
these are their
acronyms. notebooks.

8. PRODUCTION T explains to T-SS Observation 7’

SS they will SS work in and positive
create a story small groups feedback
about a to create their S SS-SS
teenager's own emoji
experience with stories related
03 social media to social Communicativ Handout
using 4 emojis media and its e approach Monitoring
(a smartphone, effects on
heart, thumbs teenagers. Emoji Story
up and sad Swap
face, for L
example). GW Clear
T demonstrates SS discuss explanations
the activity. each group's and examples
story, for incorrect
T monitors the guessing the W answers
groups while meaning
they are behind the
working, emojis and
offering reflecting on
support and how they
guidance when relate to the
needed. topic of social
media

9. FEEDBACK T administers a Individually, Exit tickets T-SS Exit Tickets To identify Formative 3’
AND short formative SS write down areas where SS assessment
ASSESSMENT assessment, an the answers are struggling
exit ticket, to for the T to W
assess SS' check out
overall later.
LESSON STAGE TEACHER´ S STUDENTS´ SKILL METHODS INTERACTIO MATERIAL AIMS EVALUATIO TIM
( + OBJECTIVE ACTIVITY ACTIVITY S TECHNIQUE N S N E
TO BE S
FOLLOWED)
understanding
of the material
learned.
10. HOMEWORK T explain SS Homework T-SS Blackboard to practice 2’
they have to Chalk their skills and
create a poster Notebooks newly aquired
03 to raise W vocabulary
awareness SS write down
about how to the guidelines
navigate social for the
media safely assignment.
and
responsibly.
11. WRAP UP T appreciates SS say S T-SS To reinforce Oral 1’
SS’ activity goodbye. SS-T positive appreciation
verbally. T says L behaviors and You are on the
goodbye and encourage right track.
thanks the SS continued I have seen
for today´s engagement, your
class and their growth and improvement
involvement. effort in future over time. As a
lessons next step, it is
a good idea
to…