Subject: CB Reading and Writing
1. Topic-
"Vanishing Voices" - Endangered Languages
2. Content-
Contextual vocabulary, identifying main and supporting ideas in the text, making predictions (grammar), and introduction to persuasive essays.
3. Goals: Aims/Outcomes-
1. Students will be able to use predicting statements in English.
2. Students will be able to utilize contextual vocabulary.
3. Students will be able to break down a reading text regarding the ideas communicated.
4. Students will be able to communicate their ideas with regard to persuading an audience through written skills.
4. Objectives-
1. Students will be able to identify the main ideas of the reading text.
2. Students will be able identify the supporting ideas of the reading text.
3. Students will be able to read and comment on the information presented via graphics.
4. Students will be able to contextually identify and use the given vocabulary.
5. Students will be able to define and organize argumentative and counter argumentative ideas to write a persuasive essay.
6. Students will be able to identify and use predictions (predicting statements) in English.
5. Materials and Aids-
Reading & Writing
Semantic/Concept mapping technique
Online video: "Wichita - A Dying Native American Language"
Handout for argumentative/persuasive essay guidelines
6. Procedures/Methods-

A. Introduction-

Warm up talk: "Can you make any predictions about the future of the world in medicine, science, cultures, and languages?" 3 minutes

1. The sentences including the contextual vocabulary for activity A will be projected on the board. Students will be told to identify these words' parts of speech. They will be given 5 minutes to complete exercise A.
2. Students will work in pairs to complete exercise B. Some pairs will share their ideas aloud (5 minutes, including the Word Partners section).
3. Predicting: Individually working, the students will look at the title, headings, the visuals, and the captions to guess the topic of the text (3 minutes).

Before reading, the mini-video about the Wichita language will be presented (4 minutes)

Total time allotted: 20 minutes

B. Development-

Active reading (during reading):
1. Students will be directed to take notes on the margins of the text regarding the main idea of each paragraph and underline the supporting details, while paying attention to the structures/expressions/statements used by the author. The first paragraph will be read aloud by the teacher to model the procedures.

Total time allotted: 20 minutes

C. Practice-

After reading (all students working individually using the notes they have previously taken):
1. Scanning to identify the main ideas and meaning from context (Exercises A & B)
2. Graphic reading and interpretation (Exercise C)
3. Scanning to identify the supporting details
4. Critical thinking and communication: How does the writer make predictions? The degree of certainty? What is the difference? If need be, mini-presentation of the grammar point. Item 3 will be covered together (Exercise E).
5. Arguments vs. Counterarguments: How to refute an idea? Group discussion of pros and cons presented in the text (5 minutes). Students will be modeled to draw an outline to jot down the ideas given (Handout for argumentative/persuasive essay guidelines)

Total time allotted: 20 minutes

D. Independent Practice-

Writing Task: Short Persuasive Essay
1. Using a similar model given in the reading text, students will be asked to rewrite on the same topic to persuade an audience about the importance of preserving indigenous languages.
2. Identifying one main and two supporting ideas with regard to the thesis statement.
3. Forming the outline with the information above.
4. Students will be assigned to submit their short persuasive essay for the next class meeting.

Total time allotted: 15 minutes

E. Accommodations (Differentiated Instruction)-

1. Students might be encouraged to voluntarily model the persuasive essay in front of the classroom.
2. If time allows, students will be asked to write a summary of the reading text in their own words, using as much of the contextual vocabulary as possible.

F. Checking for understanding-

1. Corrective feedback will be provided all throughout the exercises.
2. Vocabulary items for the relevant exercises will be double checked and corrective feedback will be provided in the form of recasts, metalinguistic feedback, or elicitations.
3. For the grammar point (making predictions), corrective feedback will be given as need be.

G. Closure-

1. The students will be reminded that their written piece will be graded.
2. If need be, they will be able to write a second draft.
7. Evaluation-
1. Using a rubric, students' persuasive essays will be assessed and they will be given detailed written feedback via an error correction coding scheme.
2. Students' mistakes will not be directly corrected. Rather, they will be encouraged to communicate their ideas in alternative (and modeled ways) in the second draft.

This Lesson Plan is available at (