EDTL 636 Hui Ling Yang

Complex Task – Reinvestment of Understanding of Texts

LESSON PLAN

Reading: $100 Deposit

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LESSON PLAN TEMPLATE

Name Hui Ling YangLevel and number of students Secondary 2, core ESL program, 30 studentsDescription of students Students are in a sport group, coming from various cultural backgrounds, talkative,

challenging in terms of classroom management.Previous lessons Students have just finished an LES which explores the concept of life’s up and down

moments. Students completed a production process-making a comic story book about one day of their lives.

Anticipated problems and solutions - Weak students will have difficulty understanding the text. Solution: Include a glossary at the end of the text and encourage students to use dictionaries.

- Students may have difficulty carrying out the placemat activity.Solution: Invite 3 students to model the activity.

- Students may find it challenging to do the reinvestment activity.Solution: Show students examples. Teach students the 5 Ws and 1H technique.

Next lesson(s) Students will start a unit on food and explore the concept of healthy eating. The final product will be a Lunch Menu for the Cafeteria.

Title of lesson: $100 Deposit Goal of lesson:

By the end of the lesson, students will- have explored the concept of laws and regulations.- understand that laws keep our society in order but not all laws are just.- understand that they need to take responsibilities for creating a good environment in their communities.- be able to write a news story based on their understanding of the text.Brief description of lesson: In order to introduce the concept of laws, students are asked to talk about garbage collection by-laws in their communities. To prepare students for the reading activities, the teacher will play a video about Canadian laws and ask students to decide if they are true or false and have pair discussions. Then, students will read the text “$100 Deposit”. At the stage of exploring the text, students will draw pictures of what they read and answer questions. At the stage of connecting with the text, students will first work individually to answer questions, then have pair discussions, and have a class discussion at the end. At the stage of generalizing beyond the text, students will participate in a placemat activity to have group discussions about pet problems in public places and

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create rules to prevent the problems. Finally, students will write a newspaper article to demonstrate their understanding of the text. Educational aim of a Broad Area of Learning

ESL competencies targeted

Multiple intelligences targeted

Evaluation (self, peer or teacher)

Related Content (Culture, Functional Language, Vocabulary, Grammar, Strategies, Processes, Texts) that students need to carry out activities in lesson

Materials and sources

Environmental Awareness and Responsibilities: to encourage students to develop an active relationship with the environment and to maintain a critical attitude toward laws and regulations at public spaces and take initiatives to improve them.

Competency 2: Reinvest understanding of texts

- Verbal intelligence: discussions in pairs and in groups of four- Visual intelligence: practicing the reading strategy of visualization- Intrapersonal intelligence: connecting with the text, thinking individually about how to

deal with problems related to laws and regulations, reflecting on the relationship between people and the environment.

- Interpersonal intelligence: having pair discussions and participate in a placemat activity

The teacher will assess the final reinvestment task with the MELS C2 evaluation rubric. The evaluation criteria targeted will be evidence of comprehension of text and appropriate use of information from the text.

Reading strategy: visualization (to be focused on), predict and skim (to be mentioned)

1. Annex 1- Garbage Collection Restrictions and Prohibitions of the city of Dollard-des-Ormeaux http://www.ville.ddo.qc.ca/en/default.asp?contentID=95

2. Annex 2- Video: Dumb Canadian Lawshttps://www.youtube.com/watch?v=pz3w7xgAHJ8

3. Annex 3- T chart for Dumb Canadian Laws4. Annex 4- Reading Activity: $ 100 Deposit5. Annex 5 – Handout: Visualization6. Annex 6 – Handout: Placemat activity7. Annex 7 – Reinvestment Task8. Annex 8 – C2 evaluation Rubric

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PREPARING TO LEARNACTIVITY DESCRIPTION OF THE ACTIVITY

(role of Teacher and Students)RATIONALE

(why are you doing it)EVALUATION

(will you be evaluating, if so, what?)COMPETENCIES

(What competency(ies) will be developed)

1. Introducing the lesson

4 minutes

2. Dumb laws in Canada

8-10minutes

T greets the Ss, and asks if they help their parents to throw garbage at home to introduce the topic for discussion: laws and regulations. T asks Ss to give examples of bylaws on garbage collection.

T gives a personal anecdote about getting fined for violating a bylaw of garbage collection. T visits the website of the city of Dollard-des-Ormeaux (Annex 1) to show Ss the bylaw she violated.

T shows a video about laws in Canada (Annex 2, from 1:20-2:20). T asks Ss to complete a T chart (Annex 3) to take viewing notes and decide individually which laws are true/false.

T asks Ss to turn to the person next to them to 1) compare their answers, 2) decide who has the right answer and why, 3) discuss whether the laws are just or not.

The T’s request concerning the recycle bin gets Ss’ attention and creates a sense of anticipation towards lesson content- laws and environment. The discussion about garbage collection bylaws activates Ss’ prior knowledge of modal verbs and creates a personalized aspect of what they will learn in this class.

The T’s personal anecdote introduces the concept of laws and regulations about environment.

The task increases Ss’ involvement because the material is visual and the content is interesting.

Discussion in pairs provides Ss the opportunity to hear other people’s opinions and promotes cooperative learning. It develops ESL competency 1 and Ss’ interpersonal skills.

CARRYING OUT LEARNING (DURING)

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Reading Task:3. Explore the text

Visualization

15 minutes

4. Connect with the text

Think, Pair, Share

8-10 minutes

5. Generalize beyond the text

Placemat activity

12-15 minutes

T explains that Ss will read a story, have discussions and ultimately complete a written reinvestment task.T asks the Ss to predict what the story is about based on the discussion they have just had.

T distributes the handout of reading activity (Annex 4). T explains the reading strategy- visualization and tells Ss that they will do drawing for the story they will read. Ss will need to draw one picture for each paragraph on the visualization worksheet (Annex 5).

T asks Ss to work individually to 1) read the story, 2) draw pictures and 3) answer questions in the section of Exploring the text. T encourages Ss to use the glossary at the end of the text and dictionaries.

T checks the answers with the whole class to ensure Ss’ comprehension.

T asks Ss to answer questions in the section of Connecting with the text individually.

T asks Ss to work in pairs to compare their answers and decide whose answers would be more appropriate and why.

T asks some students to share their answers with the class.

T distributes the placemat activity worksheet (Annex 6) and explains that Ss will work in groups of 4 to discuss questions in the section of Generalizing the text and complete the placemat.

Teaching Ss reading strategies improves Ss’ reading skills and eventually promotes Ss’ learning with all subjects.The strategy of visualization employs and develops Ss’ visual intelligence.

Individual work prepares Ss for group discussion. It promotes Ss’ language fluency and accuracy.

The questions in this section develop Ss’ cross curriculum competency-Solve problems. They also tap into Ss’ intrapersonal intelligence.

The task promotes cooperative learning and develops Ss interpersonal intelligence. The questions in this activity help Ss to exercise critical judgments about laws on the environment.

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T invites 3 students to model the placemat activity.

T asks Ss to form their groups. T asks Ss to take turns to choose one space on the placemat and write down his/ her answers to the questions. T explains while one student is writing, the other group members need to discuss the questions. T asks Ss to reach a consensus concerning the problems related to pet in public space and the rules to prevent such problems and then write the consensus in the middle of the placemat.

T differentiates teaching to reach as many students as possible.

The task develops Ss’ ESL competency 1- Interact orally in English.

INTEGRATING WHAT WAS LEARNED (POST)6. Write a

newspaper article

25minutes

T distributes the handout for the reinvestment task (Annex 7) and explains that Ss will reinvest their understanding of the story to write a newspaper article.

T distributes some community newspaper and asks Ss to read examples of news articles. T teaches the Five Ws and One H technique and emphasizes this technique must be applied in order to have a complete news story.

T tells Ss that their work will be assessed based on the regular C2 evaluation rubric.

T circulates to ensure that Ss remain on task and respond to Ss questions.

T collects Ss’ work of reinvestment task and evaluates the work.

The newspaper examples help Ss to better understand the task at hand.

The reinvestment task gives Ss an authentic role of a journalist to write a news story. Ss need to complete the task based on the information from the text.

T evaluates Ss’ work with the MELS C2 evaluation rubric for core ESL program. Based on the evaluation results, T determines Ss’ abilities and weaknesses to make pedagogic decisions.

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Group_______________Date__________________Name______________________

Annex 3

Watch the video, take notes and decide whether the laws are true or false.

Dumb Canadian Laws

True False

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Annex 4A story adopted from the website – English for Intermediate Learnershttp://www.rong-chang.com/qa2/index.html

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Glossary

fine: to issue a ticket as a penaltylawn: grass-covered landcourthouse: a building where courts of law are heldfare: the price paid for taking a bus, train, airplane, or other vehicleillegal: forbidden by lawsdispose: throw or cast awaydo one’s business: to poo or peehit it off: to get along well togetherchronic: constant, habitualdyspepsia: indigestionsniffle: to sniff repeatedly

Before reading

- Predict: What is the story about?- Skim to decide: Does “deposit” in this story mean money put in the bank account?

While reading

Exploring the text

1. What was the illegal deposit? Where was it?

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2. What was the woman’s responsibility according to the law?

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3. What did the woman decide to do with the ticket? Why?

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4. What did the woman do before they appeared in the court? Why?

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5. Why did the judge start sniffling?

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Connecting with the text

1. What was your reaction to the text?

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2. What would you do if you were the woman after the officer told you that the judge

was a nice man owning four dogs?

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3. What would you do if you were the judge who was allergic to dogs?

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4. How would you defend yourself against the fine if you were the woman in the story?

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5. Did you or anyone you know experience the same thing? What happened?

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Generalizing beyond the text

1. If you were asked to do something about the situation in the story, what would you

do?

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2. Do you think people should be fined for not disposing the poo of their dogs? Why or

why not?

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3. Do you know any other problems related to pets in public places? What are the

problems?

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4. Do you know any laws or regulations about pets in public places? If yes, do you agree

with them? Why?

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5. What do you think people should do when their pets are in public places? What laws

can prevent pet problems in public places?

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Group_______________Date__________________Name_______________________________________Annex 5

VisualizationRead the story “$100 Deposit” and draw a picture for each paragraph.

1. 2. 3.

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4. 5. 6.

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Annex 6 Placemat activity

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- What are pet problems in public place?

- What laws can prevent pet problems in public places?

Group_______________Date__________________Name______________________Annex 7

After reading activityWrite a Newspaper Article

Imagine you are a journalist for a community newspaper in your area. Your task is to write a newspaper article of 80 words to report what happened to the woman in the story. Everything you write must tie into the story’s plot, character, and setting. The secret to complete news stories is Five Ws and One H. Here are what you need to do to complete the task.

1) Write an attractive lead for your article.2) Answer Who, What, Why, When, Where and How questions in your article.3) Include information from the text, but USE YOUR OWN WORDS.

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