Lesson Plan w8c3

Lesson Plan W8C3
Teacher: Florence (Yi) Yang

Level: Upper-Intermediate 2 Date/Time: November 13th, Friday / 9:00 -11:00 AM EST
Goal:
At the end of the unit, the students will be able to:
- discuss the topic of creativity using non-defining and reduced relative clauses;
- describe characteristics of creative people;
- comprehend and summarize main ideas of listening material like speeches and dialogues;
- write a composition with several paragraphs of different foci.
Objectives (SWBAT):
Students Will Be Able To…
1. Write a composition paragraphs on the topic of creative people with at least 3 paragraphs of
different topic focusdifferent language focus;
2. Understand the main ideas of a listening material of people discussing their job creativityand
discuss related topics;
3. Discuss job creativity according to their own jobs or fields of studies using expressions of
adjectives of quality and reduced relative clauses.
Materials & Technology:
● Textbook: Passage 1
● Other materials:
● Google slides
● Padlet
● Textbook
● Timer
Theme: Creativity
ACTIVITY/PROCEDURE/STAGE – INTERACTION TYPES TIME

Linking & Transitioning to rest of lesson: 10 mins
● How’s everyone doing?

● Any questions with the grammar test?
● I will grade your test in the weekend.
Activity 1: writing activity

1.1 Pre-Stage: instructions No
Interaction: T-Ss, S-S(s) more
than 30
● Let’s start with a writing activity for our class. Now, I will send mins
you a google doc. This is a passage, in which the writer changes
her writing focus, which is her theme, twice. Please separate the
three paragraphs, and discuss with your partner: what is the
focus of every paragraph?
● Also, if you have more time…
● [back to the main room] Group sharing and discussion.
1.2. During Stage: Practice

Interaction: T-Ss, S-S(s)
● Now it’s your turn!

● You need to imitate this passage and write a composition about
someone who is creative or different in an interesting way. You
can use these following questions to help you.
● Remember, you need to shift focus twice. But the three
paragraphs still need to be interconnected. At least you need to
talk about the same person!
● Now, think about it for 3 minutes, write down bullet points, and
share with your partner what you’re planning to write. You
don’t have to write complete sentences.
1.3 Post-Stage: feedback

Interaction: T-Ss
● Any questions?
● You can finish the compositioncompositino during the
weekend and I will grade them next week.
Tangible Outcome & T. feedback/peer feedback:
● Passage
Homework Check: Presentation Activity
● Anyone remember our homework?

● Let’s spend 3 minutes each to introduce this creative person.
Others are free to make a guess.
● And after everyone of you is finished, we’re going to vote for
the most creative person.
Activity 2: listening activity

1.1 Pre-Stage: Pre-discussion mins
● Now, let’s start a new activity.

● The first thing I want you to do is talk 5 to 8 minutes about these
occupations: business, Architecture, and House design.
● Like we discussed before, talk about whether these jobs require
creativity, and why.
● Try to give some examples, and use the reduced relative clauses
that we learned before to make sentences on what qualities
people who do these jobs need to have.
● If you have more time, you can also try to agree on the most
creative job among these three.
● [main room] what’s your conclusion? Anyone agreed on the
most creative job among these three?
● Good! Now let’s listen to how these three people talk about
these jobs.
1.2. During Stage: Listening activity

● We will all listen to it twice. Take out a piece of paper and a pen
to take notes of these following questions: what do these people
do? Why what do they focus on in their work? You can see
some options here to help you.
● After twice, you can discuss with partner and give answers.
You’ll be given about 5 minutes to discuss.
● If you have more time…
Speaking Session
● Now, let’s discuss: is creativity important in your job or studies?

● I’ll pair you up in groups. In your group, please first introduce
your job or studies. Then, talk about what creativity means in
your field. Is it good or bad?
● Try to use reduced relative clauses and adjectives of qualities. If
you use any of it, you can write it down and share it with us
later.
● Also, don’t forget the consensus expressions we learned!
● I’ll give you around 10-15 minutes.
● If you have more time, try to also rank the degree of importance
in your job and your partner’s job.
1.3 Post-Stage: feedback

Interaction: T-Ss
● We’re going to do a self-reflection today.

● Fill in these four questions, so you can reflect on what
you have learned, what you have used, and you can also
look at other people’s slides, so you can be reminded of
some other good expressions.
● Homework
Tangible Outcome & T. feedback/peer feedback:
● self-reflection
Wrap-up (e.g: Exit ticket, review of language foci)
Lesson Evaluation Procedures:

Homework
1. Videoblog
2. Writing homework
Anticipated Problems & Suggested Solutions:

Problem 1 - too much metalinguistic instructions
Solution 1 - scripted instructions on the slides
Problem 2 - going out of time for one activity
Solution 2 - the second activity can be implemented in the next class
Contingency Plans (what you will do if you finish early, etc.):

Have students write their writing homework.
Post-Lesson Reflections:
Some tech issues today. Students did a good job talking about their occupations.

Lesson Plan w8c3

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Lesson Plan W8C3

Teacher: Florence (Yi) Yang

Materials & Technology:

ACTIVITY/PROCEDURE/STAGE – INTERACTION TYPES TIME

● How’s everyone doing?

Activity 1: writing activity

1.2. During Stage: Practice

● Now it’s your turn!

1.3 Post-Stage: feedback

Homework Check: Presentation Activity

● Anyone remember our homework?

Activity 2: listening activity

● Now, let’s start a new activity.

1.2. During Stage: Listening activity

● Now, let’s discuss: is creativity important in your job or studies?

1.3 Post-Stage: feedback

● We’re going to do a self-reflection today.

Tangible Outcome & T. feedback/peer feedback:

Wrap-up (e.g: Exit ticket, review of language foci)

Lesson Evaluation Procedures:

Anticipated Problems & Suggested Solutions:

Contingency Plans (what you will do if you finish early, etc.):

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