1. Topic


2. Content

Reviewing and taking a spelling test on graph vocabulary  including
presentation skills practice  followed by practicing writing about
graphs.
Key vocabulary is that on the spelling test (increase, fell, percentage
etc) and writing structure vocabulary such as describe, introduction,
analyze. 


3. Goals: Aims/Outcomes

1.Learners will be able to produce correctlyspelled vocabulary
relating to graphs.
2. Learners will practice presentation skills in preparation for Week
14.
3. Learners will be able to write analytically and logically about
graphs.
4. Additionally, learners will take steps to develop the class publication
'Wondrous Words'. 


4. Objectives

1.As a warmup, learners will share their favorite English words.
2. Learners will take the formal spelling test on 20 items of graph
vocabulary.
3. Learners will give team presentations on graphs of their own making.
4. Learners will examine and practice the structure of writing about
graphs through word and sentence manipulation, then their own writing
practice. 


5. Materials and Aids

* Weekly PowerPoint for Week 10
* Whiteboard if available, and whiteboard markers
* Spelling test questions and answer sheets
* Scrap paper for writing structure practice
* Student book pages 6375
* Italian chocolates 


6. Procedures/Methods

A. Introduction
1. Greetings, preparation for test
2. Student of the week (not Team)
3. Students to share their favorite 'Wondrous Word', on whiteboard
or by oral spelling, including its meaning and the reason for their
choice. 


B. Development
1.Remind learners of spelling test procedure.
2. Ensure all are compliant with test regulations.
3. Dictate the spelling test.
4. Collect test papers.
5. Learners to present a graph (team activity) as set for homework
in Week 9.
6. Feedback on minipresentations: is structure for presentations
about graphs the same as for writing about them? 


C. Practice
1. Learners review Week 9's introduction to graph vocabulary, description
and analysis through completing all but writing elements of student
book pages 6375.
2. Using the graph on page 71, learners (in groups of three) will
write 7 possible questions about the graph, and the class will construct
answer sentences together in feedback.
3. Learners, in fours, create words, then sentences, on scrap paper
squares, based on the graphs on page 74: some groups to do the first
graph, others the second.
4.The whole class will then place the paper squares on desks in the
order of a logical essay, learners to guide each other. 


D. Independent Practice
1.If time, learners to independently write a description of the
graph on page 59.
2. If insufficient time remaining, students to complete this as homework. 


E. Accommodations (Differentiated Instruction)
For the group structuring activity relating the page 74 graphs,
some groups will do one graph and others the other graph, so will
need differentiated guidance. Teams working on the same graph can
compare and perhaps revise their results. Then teams will examine
what work has been done on the other graph, before 'writing' on the
two graphs is combined. 


F. Checking for understanding
1. What were the best elements of today's presentations which can
be used for your Week 14 presentations?
2. What is the best structure for a presentation?
3. What is the best structure for writing about graphs?
4. What is the best structure for writing about anything? Why? 


G. Closure
1. Homework  word pictures, graph descriptions
2. Preview of Week 11
3. Any questions?
4. A gift from Venice 


7. Evaluation

1. Did all learners meaningfully share their favorite English word?
2. Did all learners complete the spelling test?
3. Did all learners participate in some purposeful way in the graph
presentations?
4. Did all learners participate in an active and accurate way in the
construction of sentences and paragraphs describing a graph? 

