ENG 106L VirtualLeadStudentLessonPlan L01 Introduction

Virtual Lead Student Lesson Plan
L01: Introduction
Main Purposes
• Determine Lead Students for every lesson throughout the semester.
• Assign pairs of participants for the Peer Discussion assignment for the entire
semester.
• Review some examples that demonstrate the importance of writing.
• Make and share individual commitments to teach and learn from each other.
• Foster a sense of excitement and goodwill for the course.
Student Preparation
Students were asked to prepare for gathering by completing specific activities and/or
pondering certain questions. Please refer to the gathering instructions in this week’s unit
or lesson in the course.
Lesson Outline
IF POSSIBLE, A FORMER PATHWAY STUDENT SHOULD BE ASKED TO ACT AS LEAD
STUDENT FOR THE INTRODUCTION LESSON.
As the Lead Student this week you will facilitate the Thursday Gathering. The times
given for each activity are suggested times. The Gathering should not last more than 90
minutes. Try to make sure that the main purposes of the gathering are met each week.
A PowerPoint presentation is also available for your use if you choose.
MAIN GATHERING ROOM – ALL PARTICIPANTS

OPENING LED BY MISSIONARIES
Announcements, Announcements
Hymn, and Prayer
Answer any general questions participants may still have about the
(10 minutes) course, Pathway, the gathering, etc. (If participants have questions
about specific parts or activities in the course, direct them to ask
their questions on the Course Questions Board or to their instructor.)
Choose lead students for the rest of the Gatherings this semester.
Opening Hymn: Chosen by missionaries

Opening Prayer: By Invitation
CLASS ACTIVITIES LED BY LEAD STUDENT
Opening Devotional Lead Student to Class
(5 minutes) Choose one verse of scripture that has meaning to you. Read it out
loud to the group. Then, tell them why you chose that verse of
scripture.
Speaking Partners Whole Class
(10 minutes) One of the main purposes of this course is to help students improve
their English fluency. Conversation practice, which includes listening
to and speaking in English, is a key area of fluency. Explain to
students that in addition to listening to and speaking in English at the
gatherings, students will also listen to and speak English as they
complete a Speaking Partner Appointment and a Peer Discussion
Appointment each week in Lessons 02–13.
• At each Speaking Partner Appointment, students will discuss

assigned topics in English with a native or near-native
English speaker for about 30 minutes using Skype or another
video chat tool. After meeting with their speaking partner
each week, students will complete the Speaking Partner
Appointment assignment in the course to report their learning
to their instructor.
• Students should have already completed the Speaking

Partner Registration. They will find this assignment in the
Introduction Lesson materials. After reading the information
provided on the Speaking Partner Program website, if
students have further questions, they can contact the
Speaking Partner Program for assistance (their contact
information is provided on the website)
Peer Review Whole Class
(5 minutes) Another opportunity for students to practice their English skills

occurs during each Peer Discussion Appointment. Explain how
students will meet with an assigned peer throughout the semester
using the following information:
• The missionaries will assign each student to be a peer

partner with another student in the cohort. If you have an odd
number of students, then assign one group of three.
• Assigned peers will meet together throughout the semester
to practice their English listening and speaking skills as they
complete the Peer Discussion Appointment assignment in
each lesson. Each assignment has specific discussion topics
that reinforce and extend the learning for that particular
lesson. Students should reserve about 30 minutes to
complete each Peer Discussion Appointment.
• It is best if assigned peers meet in person, but they can also
meet using Skype or another video chat tool. Peer partners
may find it easiest to meet before or after the Thursday
gatherings.
• After students meet with their peer partner each week, each
student will submit their own Peer Discussion Appointment
assignment online to report their learning to their instructor.
• Encourage students to exchange contact information and set
a recurring appointment time with their assigned peer to meet
each week beginning next week in Lesson 02.
SMALL GROUP GATHERING ROOM – 3-6 PARTICIPANTS
Group Activity Small Groups
(20 minutes) Divide the students into groups of 3-6, (there should be no more
than three total groups), and instruct them to go into their specific
group chat rooms.
If possible, create 3 small groups. Assign each group a different

reading:
Group #1: 1 Nephi 3:1-4; 1 Nephi 4:12-17
Group #2: 3 Nephi 16:4; 3 Nephi 23:6-13; Omni 1:12-22
Group #3: Reading from Hugh Nibley: The Genesis of the Written
Word (see below)
Each group should read and discuss their passage together.
One participant should facilitate the group discussion, making sure
everyone participates. Another should prepare to summarize the
small group discussion when the whole group reconvenes. Focus on
the following questions:
• How important were the written records in each passage?
Why? What was their purpose?
• What would have been lost without the records?
• What does the reading teach you about the function and
importance of the written word?
MAIN GATHERING ROOM – ALL PARTICIPANTS
Whole Group Whole Class

Discussion
Everyone should come back to the main gathering room.
(15 minutes)
A participant from each small group should give a summary of each
reading and group discussion.
Then, as a whole group, discuss the following questions:
• How important are written records for you?
• What consequences might there be if we didn’t have written
language to communicate with each other?
• How do you use the written language in your daily life?
• How important is it to you to become a better writer?
Mini Writing Whole Class

Exercise
Ask each participant to take a few minutes to write down answers to
(15 minutes) the following questions:
• What is one writing strength you already possess?
• What is one writing skill you hope to improve by taking this
course?
• What is something you can commit to doing that will help
others improve their writing? OR,
• What is something you can commit to doing that will help
others have a better experience in the course?
Ask each participant to briefly share their answer to all three

questions.
Academic Honesty Whole Class
(10 minutes) Discuss the following with the participants:

• What does academic honesty mean to you?
• What are examples of academic honesty in a writing course?
• What is plagiarism? Give examples.
• How can we avoid dishonesty and plagiarism in our writing?
• How can we help each other to be honest during this course?
Personal Lead Student to Class

Experience/
Testimony Share one or two examples of how the written language has been
important in your life. Some ideas are listed below:
• Bear testimony to the importance of the written word (you
may want to remind participants that Jesus is known as The
Word) and the benefits of this course in the participants’
lives.
• Encourage participants to help and love one another so that
this can be a positive semester for everyone.
• Ensure participants that they will succeed if they put forth the
effort. Remind participants that there are many people hoping
for them to do well.
CLOSING LED BY MISSIONARIES
Prayer Closing Prayer: By Invitation

Remember: You need to be able to contact each other and stay organized. Use the method that
works best for your gathering group (texts, email, Facebook, etc.).
Note
Please download and print a copy of these instructions to use as a reference during Thursday's
Pathway Gathering.
Excerpt from The Genesis of the Written Word

by Hugh Nibley
First, if Joseph Smith is right, the written records should be as old as the human race itself, for,
he tells us, “a book of remembrance was kept ... in the language of Adam.” (Moses 6:5.)
If Joseph Smith was right, books and writing are a gift to man from heaven, “for it was given
unto as many as called upon God to write by the spirit of inspiration.” (Moses 6:5.) The art of
writing was a special dispensation, an inestimable boon, enabling the righteous to retain the
memory of divine visitations and communications ever fresh before them, and assisting them in
coordinating their earthly activities with the heavenly order: “The immediate will of heaven is
contained in the Scriptures,” said the Prophet Joseph.
The Egyptians believed that writing was a sacred trust given to the King as “high-priest and
scribe” to keep him and his people ever in touch with the mind and will of heaven...
If we turn from ancient doctrine to concrete discovery, we are soon made aware that the oldest
writings are always found in temples.

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Virtual Lead Student Lesson Plan

MAIN GATHERING ROOM – ALL PARTICIPANTS

Opening Hymn: Chosen by missionaries

Opening Devotional Lead Student to Class

Speaking Partners Whole Class

• At each Speaking Partner Appointment, students will discuss

• Students should have already completed the Speaking

Peer Review Whole Class

(5 minutes) Another opportunity for students to practice their English skills

• The missionaries will assign each student to be a peer

SMALL GROUP GATHERING ROOM – 3-6 PARTICIPANTS

Group Activity Small Groups

If possible, create 3 small groups. Assign each group a different

Group #1: 1 Nephi 3:1-4; 1 Nephi 4:12-17

Group #2: 3 Nephi 16:4; 3 Nephi 23:6-13; Omni 1:12-22

MAIN GATHERING ROOM – ALL PARTICIPANTS

Whole Group Whole Class

Mini Writing Whole Class

Ask each participant to briefly share their answer to all three

Academic Honesty Whole Class

(10 minutes) Discuss the following with the participants:

Personal Lead Student to Class

CLOSING LED BY MISSIONARIES

Prayer Closing Prayer: By Invitation

Excerpt from The Genesis of the Written Word

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