Lesson Plan for Wednesday February 14, 2011 Teacher/s: Cody Rae and Gruber & Linda Cotero

Level: Advanced 1B Date/Time: February 14, 2011 10.00-12.00 Goal: Identify and correctly use the simple past and past progressive tenses Objectives: Students Will Be Able To Compare simple past and past progressive using a graphic organizer Construct their own sentences using strips of paper, each with a different word (example: I cooking phone when rang was dinner the) Play a Jeopardy type game using the simple past or past progressive correctly Theme: Memorable Moments (Unit 2)

Stage/Aim/Skill/Microskil Activity/Procedure Warm-up Mini objectives: SWBAT will compare and discuss differences between the simple past and past progressive by comparing sentences on the board. Ts will write 3 sentences on the board 1. When I played with my little sister, she laughed. 2. While I was studying in Italy, I met someone from Japan. 3. I was walking down the aisle while the photographer was taking pictures. Ask: What is different in each of these 3 sentences? Give Ss a few minutes to discuss. Complete ex 1 pg 18-19 as a group and compare to Ts 3 sentences

Interaction T-Ss

Time 10.0010.15

Ss

Activity 1 Stages: Pre, During, Post; Transition to Activity 2 Mini objectives: SWBAT write the different rules for using the simple past, past progressive, or both using a graphic organizer and must write their own sentences for each category.

Pre: Tell students they are going to fill T-Ss out a graphic organizer that will clearly demonstrate rules and examples for using the simple past and past progressive. Pass out graphic organizers and put Ts example on overhead During : Ss write the rules for each tense (on pg 19) under each category: Simple Past, Past Progressive, Both. Then students will come up with examples of their own for each

10.1510.30

10.1510.30

Activity 1 Stages: Pre, During, Post; Transition to Activity 2 Mini objectives: SWBAT write the different rules for using the simple past, past progressive, or both using a graphic organizer and must write their own sentences for each category.

Pre: Tell students they are going to fill T-Ss out a graphic organizer that will clearly demonstrate rules and examples for using the simple past and past progressive. Pass out graphic organizers and put Ts example on overhead During : Ss write the rules for each tense (on pg 19) under each category: Simple Past, Past Progressive, Both. Then students will come up with examples of their own for each T-Ss category Ss will write their 3 sentences on board Post: Ss will compare the sentences Ss they created Pre: Tell students they will be T-Ss constructing their own sentences using strips of paper to make various types of Simple past, past progressive, or combination sentences. T will demonstrate an example. The group to make all the sentences correct first wins. During: Ss will put strips of paper in Ss the right order to make a sentence that is in the simple past, past progressive, or both. Ss will be in 3 teams, and must choose a team name. For example, one group of cards might say I cooking phone when rang was dinner the The correct order would be I was cooking dinner when the phone rang The team to make each group of sentences correctly first wins Post: Ask Ss if they have any questions T-Ss because Activity 3 is closely related. How did Ss do in this activity? Did it go quickly or slowly? This should be review for them.

10.1510.30

10.1510.30

Activity 2 Stages: Pre, During, Post; Transition to Activity 3 Mini objectives: SWBAT correctly form sentences in the simple past, past progressive, or both using index cards

10.3010.50

Activity 3 Stages: Pre, During, Post Transition to Activity 4 or to Wrap up

Pre: Ss will play another gamea Jeopardy spin off with the simple past and past progressive. Ss will form 3 teams, choosing a team name

T-Ss

10.5011.15

Wrap-up Lesson Evaluation Procedures

Ask Ss what they thought of the T-Ss lesson. Was it a good review for them? Is there any confusion about the grammar points learned so far?

11.1511.20

Materials: Overhead, graphic organizer, strips of paper, computer, projector Anticipated Problems: Technology can either work or failI will have the Jeopardy game played on the board if the computer doesnt work and should the overhead be broken I can write on the board instead. Also these activities might take more time than anticipated. Contingency Plans (what you will do if you finish early, etc.): If I finish early I will have students complete exercises in the book (pg 19) or workbook (pg 10). Ss also have a vocabulary and reading lesson that could be done in the book.

Post-Lesson Reflections: I think the lesson went well overall. But for the first game there was some confusion with which cards went with which number. Next time I will color code or label them. Also, Im afraid it might have been too easy for part of the class, but a bit advanced for other students. I dont want anyone to be bored. I do think they enjoyed the game, though.