Teacher: Cody Rae Kedy Level: A2A

Date/Time: 11.16.11 10.00 am-12.00 pm

Goal: Objectives: Students will be able to 1. Use transition words in a compare/contrast essay 2. Write a compare/contrast essay 3. Conduct a peer review of another students essay Theme: Travel Stage/Aim/Skill/Microskill Activity/Procedure Interaction T will review basic structure an essay Warm-up (introduction with thesis statement, T-Ss Review structure of body, and conclusion) Compare/Contrast essay T will remind students how to apply these points specifically to this kind of essay o T will ask Ss what each section of the essay needs and will answers write on board: 1) Intro must include a thesis statement and the points to be compared/contrasted 2) Body must include all points mentioned in intro and compare/contrast them 3) Must use transitions from one paragraph to the next 4) Conclusion must sum up what has been said and summarize the main idea T will pass out this handout on essay organization for review, paying special attention to the diagram on the first page. http://www.uvu.edu/owl/infor/pdf/cont ent_organization/basic%20essay.pdf Time 10.0010.30

Cody Rae Gruber 12/2/11 5:14 PM

Comment: This is a good handout; I think I could adapt it a bit more next time to make it more specific to my students needs.

Activity 1 Transitions Review Transition to Activity 2

Students will brainstorm transitions Ss and write as many as they can think of on the board. Then, T will pass out this handout on transitions for students to review. http://www.uvu.edu/owl/infor/Organiz ation%20-%20Transitions%202011.pdf Ss Then, T will pass out Transition Word Practice worksheet. Students will work in pairs to complete the exercises. Ss will write a compare/contrast essay Ss Activity 2 on 1 of the following two topics: Writing a Compare/Contrast 1) Travel at home vs. Abroad Essay 2) Travel by Car vs. Travel by Air Activity 3 Peer Review Ss will switch essays with a classmate Ss-Ss (T will decide who switches with who, based on ability). Ss will read their peers essay and fill out the peer observation form (see below) Ss will write 1 thing they learned and 1 T-Ss thing they are confused about on exit card. HW: workbook pgs 70-71 ex 4 & 5

10.3010.45

10.4511.30

Cody Rae Gruber 12/2/11 5:09 PM

Comment: I might assign this for homework in the class before, and just do the brainstorm in class. This would allow for more time on the essay writing and peer review.

Cody Rae Gruber 12/7/11 5:07 PM

11.3011.55

Comment: Students liked having choices to write about and asked if they could have options on future writing assignments

Cody Rae Gruber 12/2/11 5:15 PM

Comment: This was definitely a good decision. The last time we did peer review, I had students switch with their neighbors, but quickly realized this is not the most effective way to do peer review. By pairing Ss up ahead of time, I was able to match abilities appropriately, so there would not be a very strong writer paired with a very weak writer.

Wrap-up Exit cards & HW

11.5512.00

Cody Rae Gruber 12/2/11 5:13 PM

Comment: This is not the first time Ss have done a peer review, but next time I will remind them again of the benefits of peer review, and also not to do grammatical corrections. I noticed some of them were making these kinds of notes, so next time I will make sure to remind them that this is my job and not theirs. Otherwise, the peer review went well and students were very engaged.

Materials: Essay and Transition handouts, transition practice handout, peer review sheets, lined paper, index cards

Anticipated Problems: This is the first time Ive done essay writing and peer review in one sittingnot sure of the timing of these two activities. Its possible we might need to finish in 2 days.

Contingency Plans (what you will do if you finish early, etc.): If the activites take longer than expected (I dont think they will take less time than anticipated) we can finish the peer review in the next class. Post-Lesson Reflections: This lesson did end up taking more than one class period. The warm up and Activities 1 and 2 took longer than expected. Students really got into the transition words activity, which made it last about 10 minutes longer than I had anticipated. In the end, there was not enough time for students to finish writing their essays and to do a peer review. This was OK, though, as we will start the next class with the peer review.

TRANSITION WORD PRACTICE:

PART I: FIN DING TRANSI TION S:
Directions: Read the following sentences carefully. Then, locate and circle or underline each transition word that compares or contrasts. 1. I was anxious to leave. However, we had to wait until Uncle Pete arrived. 2. Mother told us to hurry onto the bus. Otherwise, we all would have been caught in the rain. 3. I make my sandwich in the same way that Shawna does. We both use food that is peanut free because of our food allergies. 4. I asked about the homework, but neither Todd nor Antonio knew what had been assigned. 5. Even though it was very cold, Mary Beth did not wear a jacket. B. Write one or more sentences using and circling at least one transition word that either compares or contrasts. 1. __________________________________________________________________ __________________

2. __________________________________________________________________ __________________

PART II: USING TRANSI TI ONS

Directions: Transition words have been left out of the following paragraph. Select appropriate words from the list below, and write them in the proper places. There can be more than one word that fits in some places. Select the one that you think fits best. Meanwhile Through As a result of Next First Under Once upon a time Beside While Then

(1) ______________________________________ there lived a family of bears in a lovely wooded area. Their

home was (2)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ some trees (3)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ a small stream. One day (4)__________________________________ the bears were not at home, a little girl came to the house.(5)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____________ _ _ _ _ , she knocked on the door. (6)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, even though no one answered her knock, she entered the house. (7)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, she ate some of the bears' food, and she napped on one of their beds. (8)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___________, the bears returned home. They were surprised to see their door open. Their roars woke up the girl, and she fearfully ran from the house, (9)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ the woods, and back to her own home. (10)__________________________________her experiences, she never again went into the woods alone. PART III: TRANSITION PURPOSE Directions: Circle the correct answer to each question. 1. Which transition word shows location? a. for example b. below c. then 2. Which transition word shows time? a. between b. in other words c. later 3. Which transition word adds information? a. in addition b. over c. earlier 4. Which transition word compares and contrasts? a. earlier

b. besides c. otherwise 5. Which transition word clarifies? a. first b. besides c. in other words (From https://www.glastonburyus.org/Pages/Default.aspx)

Peer Observation Form

1. Circle the thesis statement in your partners paper.

2. What do you like most about the paper? Choose the most interesting idea and explain why it got your attention.

3. What part of the paper was confusing or needed more detail? Explain.

4. Circle any transitions you see.