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Subject: CB Reading and Writing |
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1. Topic-
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| "Vanishing Voices" - Endangered Languages |
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2. Content-
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| Contextual vocabulary, identifying main and supporting ideas in
the text, making predictions (grammar), and introduction to persuasive
essays. |
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3. Goals: Aims/Outcomes-
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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. |
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4. Objectives-
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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. |
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5. Materials and Aids-
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Reading & Writing
Projector
Semantic/Concept mapping technique
Online video: "Wichita - A Dying Native American Language"
Handout for argumentative/persuasive essay guidelines |
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6. Procedures/Methods-
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A. Introduction-
Warm up talk: "Can you make any predictions about the future of
the world in medicine, science, cultures, and languages?" 3 minutes
Pre-reading:
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 |
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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 |
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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 |
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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 |
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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.
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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. |
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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. |
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7. Evaluation-
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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. |
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