Appendix A.1: Lesson Plan 1 LESSON PLAN #1- Unit 4 Day: Monday Name Candace Lake Class A Section 01 Language Objective/s

1.  SWBT  show  their  English  listening  comprehension  skills  by  answering  questions  about  a  video  clip.      

2. SWBT  use  English  to  discuss  ideas/thoughts  based  off  discussion  questions.    

3. SWBT  demonstrate  their  knowledge  of  adjectives/descriptive  phrases/adjective  clauses  through  a  gameshow  replicated  activity.    

4. SWBT  build  vocabulary  through  sharing.    5. SWBT  apply  description  to  their  writing  through  

identification  and  practice  tasks.  6. SWBT  practice  using  descriptive  language  in  their  

writing  to  describe  a  familiar  place.      

Content Objective/s 1. SWBT  have  exposure  to  pop  culture  

through  a  video  clip.      2. SWBT  work  collaboratively  in  groups  

or  pairs.      3. SWBT  learn  the  content  of  class  

through  activity  and  interaction.    4. SWBT  practice  and  apply  what  they  

have  learned  to  their  own  individual  work.

Teaching Focus

Introduction to

Descriptive Writing

Descriptions/Adjectives

Materials: YouTube Clip Description Worksheet Board/Chalk Paper/Pencil Textbook

Obj. # LESSON SEQUENCE Time How will you assess this? Why is this important?

L1,

C1

Homework Assigned: -Watch the following video, and write a short answer (3-4 sentences) for each question. http://www.youtube.com/watch?v=qfI8YmCq-F0

1. What kind of show is this? How would you describe it to someone else?

2. What do you think the rules of this game are? Take a guess if you don’t know.

3. What does the contestant (the person playing) have to do to get their partner to say the right answer?

Reading through the answers will help the instructor to assess whether the students understood the assignment and were able to think about what they were seeing and able to express these thoughts in writing.

L2,

C2,

C3

Opening Discussion: -If time permits, show a small portion of the video clip in class. -Split the students into small groups to compare their homework answers. As a group, they need to be able to answer each question. -As the students are sharing, walk around the room to listen to the conversations, answer questions, or help with vocabulary if needed. -Bring the students together as a group, and have each group give their collective answer. Write these on the board so everyone can see and compare between groups. -Open this topic up as a group discussion to find out what they know about game shows, comparing it to TV in their home countries, rules to games, etc. -Transition this conversation into how the contestant won the game. Gameshow Activity: -Hand out a Worksheet (A or B) to each student. They may go anywhere in the room to write descriptive words about their pictures. -Each picture has 2-3 adjectives on it. Each student must take a few moments to come up with more adjectives/description phrases. -Have the students split into pairs. They may NOT show it to their partner. -They will then tell their partner these adjectives to try to get him/her to guess the picture. They will be timed to see how many of the pictures their partner can guess from their description. They will then switch. -Telling the person the idea/object on the page leads to disqualification. Sharing: -Have the students write some of the best/common/unique descriptions they had on the board. Go over them as a group to help build vocabulary. -Ask the students to split back into new groups and answer the following questions: 1. First, tell your group what you thought of the activity (hard, easy, useful, fun, etc.). 2. What was the most difficult part of this activity?

15-

20

minutes

Allowing students to share their answers helps them to compare how well they understood the assignment compared to their peers. It also helps them to build a deeper understanding of what was going on by sharing thoughts and opinions. Those students that have trouble articulating their thoughts can practice what they want to say before sharing with the class, which reduces anxiety. Using conversation helps students to open up, and promotes students working together, which also promotes community within the classroom. Replicating the gameshow allows the students to use language in order to complete a task in a fun and interactive manner while learning the objectives. It also allows students practice in being timed for responses, something that they can also apply for tests and timed writing exercises. Sharing words together on the board can help some students to expand their vocabulary, as well as find synonyms for the words that they already know. It’s a social resource rather than relying on an online dictionary or translation program. Explaining what they got out of this activity can help them to figure out how they could do this better next time. It opens the floor to discuss strategies for a lack of vocabulary, and what effects that can have. This could become a very open and emotional topic.

L3,

L4,

C2,

3. Did your partner say words/phrases that you didn’t know? What were they? 4. Did your partner say words/phrases that you would not have used yourself? Why would you have/wouldn’t you have used those words? Reserve Activity: -If there is extra class time available, have the students start their homework in class. Homework: GW- Activity 1 pages 80-81. Writing: Write a paragraph describing your favorite childhood place (i.e. your grandparents’ house, a summer home, your backyard, the neighborhood, the schoolyard, etc.). Use adjectives, like in class, to describe the place. Also, remember your paragraph structure, like in your homework activity. Use the example to help you. Bring this paragraph with you to class.

Assigning homework gives the student a more traditional approach to learning. It allows them to take in the information that they learned and practice it in a more structured manner. It also allows the instructor to assess whether they are struggling with any concepts and are in need of help. Making the students do the writing outside of class allows for improvement/review/revision to take place in the classroom.

Appendix A.2- Description Worksheet (Partner A) Pepperoni Pizza Dog Chasing His Tail

Descriptions: Descriptions: Delicious Round or square Greasy Big or small Sharp teeth animal McDonald’s Sign Courage

Descriptions: Descriptions: Fast Business Everywhere the military has this State of being

Appendix A.3- Description Worksheet (Partner B) Cheeseburger Elephant

Descriptions: Descriptions: Greasy All American Soft large stomps Ivory Coke Happiness

Descriptions: Descriptions: Carbonated Sweet Cold Feeling Kids Smile

Appendix A.4: Homework (Folse, K., Vestri Solomon, E., & Clabeaux, D., 2010, p. 80-81)

Appendix B.1: Lesson Plan 2 LESSON PLAN #2- Unit 4 Day: Wednesday Name Candace Lake Class A Section 01 Language Objective/s

1.  SWBT  show  that  they  have  reviewed  the  previous  day’s  material,  and  ask  questions  if  needed.      

2. SWBT  use  their  own  associations  with  words  to  categorize  words  into  groups.    They  must  be  able  to  express  in  English  their  rationale  for  these  groups.    

3. SWBT  put  together  the  idea  of  the  senses  and  writing  in  order  to  produce  more  effective  imagery  in  their  writing.    

4. SWBT  practice  through  activity  how  successful  imagery  can  be.      

5. SWBT  discover  tools/strategies/techniques  that  will  help  them  with  their  descriptive  writing.    

Content Objective/s 1.  SWBT  work  collaboratively  in  groups  or  pairs.      2. SWBT  use  discussion  and  questions  to  further  

their  understanding.    3. SWBT  practice  their  English  listening  skills.  4. SWBT  review  material  being  learned  through  

exercises.

Teaching Focus

Descriptive

Writing

Adjectives/Spatial

Order Signals

Materials: Homework Adjectives in an Envelope Board/Chalk Pencil/Paper Senses Chart Handout Sample Paragraph Picture Handout Textbook

Obj. # LESSON SEQUENCE Time How will you assess this? Why is this important?

L1,

C4

L1,

L2,

L3,

C1,

C2,

C3

Collect Homework: -Collect the homework from their workbook to check over. Categorizing Adjectives: -Using the list of adjectives that students came up with the previous lesson (the Gameshow Activity), have the students try to categorize and name the categories. -Hand out the adjectives on strips of paper in an envelope. Each group will have the same words. -After a few moments, have the students list the category names that they came up with. See if there are any trends with the 5 senses. Quick Discussion Transition into the Senses: -Discuss quickly how using descriptions that appeal to all the senses can make your paragraph seem more “real” or help the reader to see it just as the writer does (painting a picture so to speak). -Take a look at an example together (IAW-page 65). In pairs, have the students read the paragraph together taking turns. -Then, do Practice 3A on page 66. -We will compare our answers as a class afterwards. The teacher can also answer any questions that there may be. A Spatial, Listening Activity: -The teacher will hand out a blank piece of paper to each student. -The teacher will then read a sample paragraph, just as they had to write for their homework. -As the teacher reads, the students have to try to draw what she is saying on their paper. She will repeat this up to three times. -Then, show the students a copy of an actual picture to compare theirs to. Allow this to transition into discussion.

5

minutes

5-10

minutes

Homework allows the instructor to see if the students understand the material and the assignments, as well as seeing where individuals may be struggling so that help can be offered. Using the same words from the previous day’s lesson helps to refresh the students’ memories as well as work with vocabulary that they are now familiar with. Categorizing different words allows students to show the associations that they make with these words, and also proves to students that this is more than one correct answer. This activity also allows students to be introduced to the day’s topic without being told what it is. Use discussion to help see whether the students are putting together the associations you’re hoping for. Rather than telling the students that they need to appeal to the senses in order to be successful with a descriptive paragraph, let them tell you how it could be beneficial. Use the example reading to help them understand this concept, and let them practice how using descriptive language can help to paint that picture and make it more interesting and enjoyable for the readers. Force the students to really understand this concept by having them do it themselves. I will read a well written paragraph so they can see how easy it is to paint the picture when the right words are already there. Later, they’ll realize that this isn’t always so easy, but with the right tools, it can happen.

L2,

L3,

C2

Follow-up Discussion: -Use the following questions to help the students to start speaking about their pictures. 1. How close was what you drew to the actual picture? 2. How did you know where to place certain items? 3. What were you paying the most attention to while I was reading? Homework: -Using the chart handout, have the students categorize the adjectives that they used in their own paragraph just like the practice. They can also add more words and try to fit it into their paragraph. -IAW read pages 62-63 as review -GW Activity 4 on page 87, and Activity 7 on page 90. Writing- Revise your paragraph. Make it better by adding in more adjectives using different senses and by using spatial order phrases. Remember the activity that we did in class. Will your classmates be able to imagine your memory?

Here the teacher is prompting the students to come up with a reason for how they were able to draw this picture. What words were they listening for? What did they pay attention to? Here they are beginning to start a process in their mind, and eventually explain the elements that are needed to make this work (i.e. spatial phrases, prepositional use, as well as adjectives). This discussion will push the students to come up with a strategy for the task that they just did, so they can become aware of it to use in the future. Having the students do the writing outside of class forces them to do it. When it comes to writing, students need practice, but they also need to make mistakes so they can ask more questions and clarify different points. If they are doing this in class, many students will always be seeking confidence boosters or keep within their comfort zone. On their own, they know that they have to produce something that the teacher will look at, so they’re more willing to try to fulfill the expectations set, as well as sometimes make more risks.

Appendix B.2: Adjectives- Categorization Activity Fluffy Sweet Crash Fresh Large Hard Sour Whisper Musty Round Slimy Bitter High-pitched Fruity Colorful Gritty Delicious Loud Earthy Quickly Sticky Gross Hiss New Slim Fluffy Sweet Crash Fresh Large Hard Sour Whisper Musty Round Slimy Bitter High-pitched Fruity Colorful Gritty Delicious Loud Earthy Quickly Sticky Gross Hiss New Slim Fluffy Sweet Crash Fresh Large Hard Sour Whisper Musty Round Slimy Bitter High-pitched Fruity Colorful Gritty Delicious Loud Earthy Quickly Sticky Gross Hiss New Slim

Appendix B.3: Senses Chart Handout Name: Descriptive Writing: Which of the following senses did you use in your own paragraph? List the adjectives that fit into each category. Can you add more to help the reader “see” the image of your childhood place?

Sight Smell Sound

Touch Taste

Appendix B.4: Blank Sheet/Listening Activity Descriptive Writing:

Appendix B.5: Sample Descriptive Paragraph

Never-ending Excitement

My favorite childhood place full of excitement and magical memories was my grandparents’ backyard. Visiting them was the highlight of every summer.

My sisters and I would spend countless hours playing games in the backyard. I can still remember the way it used to look. We had a huge, cement porch that went

the length of the house. When you came through the back door, you could always see my grandmother sitting to the left in her old, wooden rocking chair. She

spent most of the summer sitting there behind a bucket that she threw the green beans and peas into from her garden, so she could see anyone that would come up

the driveway. The garden was on the opposite side of the porch next to the house. She grew all sorts of vegetables there, and every once in a while a flower or

two. My sisters and I used to find baby toads in that garden, and have races with them across the porch. Of course, since I was the youngest, they made sure mine

always lost. We used to also build things in the wood shop inside the garage. It was at the top of the driveway, on the left side of the yard. My pap would keep all

sorts of wood chips in there that we could glue together to build birdhouses, small trucks, and toy houses. Typically the dog, a huge, black, German shepherd,

would lie outside the side door of the garage, taking in all the sights of the backyard. She would also chase us and get in the way when we would play baseball.

The porch was always home plate, the laundry post for the laundry line, halfway back the yard, would be first base, the bushes at the back would be second base,

and the side door of the garage would be third. When we weren’t playing games, I would climb the small tree at the back corner of the garage, away from the

house. It had an old swing hanging from the large branch, and stood near to the burn barrel at the end of the property. To this day, I still don’t know what that tree

grew, but it always had baseball sized something falling to the ground. These green seeds or fruit smelled awful. My sisters would pick these up and run after me

to try to make me smell as bad, as musty, and putrid as they did. On lazy days I would just lie in the middle of the yard and look up at the clouds. Every day there

seemed to be sunny and warm. I would look up at the tree covered mountains and make up stories of the adventures I would have climbing it and avoiding the

bear and rattlesnakes. Other days, I would hop over the small stream to the right of the house to visit our neighbor, a local farmer. No matter how many years

have gone by, I can still look back and remember the adventures and quality time my family spent there at my grandparents’ house.

Appendix B.6: Homework (Hoshima, A. & Hogue, A., 2006, p. 62-63)

Appendix B.7: Homework (Folse, K., Vestri Solomon, E., & Clabeaux, D., 2010, p. 87, 90)

Appendix C.1: Lesson Plan 3

LESSON PLAN #3- Unit 4 Day: Friday Name Candace Lake Class A Section 01 Language Objective/s

1.  SWBT  review  the  material  that  they  learned  the  previous  day  as  well  as  ask  questions  if  needed.  

2. SWBT  use  a  checklist  to  make  sure  all  of  the  elements  needed  in  their  paragraph  are  there.      

3. SWBT  identify  the  elements  of  a  paragraph  and  the  components  of  descriptive  paragraphs.  

4. SWBT  read  their  work  aloud  to  gain  feedback  and  ideas  from  their  peers.    

5. SWBT  take  classroom  feedback  to  improve  and  revise  their  writing.    

Content Objective/s 1. SWBT  review  previous  material.  2. SWBT  work  collaboratively  in  groups  or  pairs.  3. SWBT  provide  feedback  based  off  of  knowledge  learned  

in  class.    4. SWBT  see  how  effective  their  writing  is  through  a  

drawing  activity.    5. SWBT  improve  and  revise  their  writing  as  the  last  step  

of  the  writing  process.

Teaching Focus

Descriptive

Writing

Structure

Peer Review

Materials: Homework Checklist Textbook Pencil/Paper Blank Paper

Obj. # LESSON SEQUENCE Time How will you assess this?

L1,

C1

L2,

L3,

L4,

C1,

C2,

Collect Homework: -Collect the homework from their work book to check over. Peer Review Checklist: -Using the Peer-Editing Worksheet in their IAW textbook, have students split into pairs for peer review. -Partner A will read their essay first aloud as Partner B reads along. -Together they will answer as many of the questions on the worksheet as they can in the time given. -If structures are missing, the student can make notes and they can discuss together how to fix it. -Have the partners switch so Partner B is now reading aloud to partner A. -Follow the same instructions as the first time. Peer Review Activity: -Give the students another blank sheet of paper. -With a partner, they need to read their paragraph aloud while the other draws it. -Share the drawing to see if it looks like the author’s vision. -If not, together come up with some ways to help the paragraph using more adjectives and spatial order phrases. -Refer to their senses worksheet and their textbook for help. -Switch so the other partner gets a turn.

5

minutes

25

minutes

Looking at the homework allows the teacher to see if the students understand the material being taught, or if more practice or help is needed. Students will perform peer review like they have done already. They have been taught how to use the checklist in a productive way to help each other point out strengths and weaknesses. This also helps students to become more accountable for their own learning and/or mistakes rather than always relying on the instructor for the right answers. This is also an exercise in how to work together in a group, how to give constructive criticism, how to stay positive when mistakes are found, and how to build a support system within the classroom. Repeating this activity that they did in the last class will help students to realize if their descriptions, spatial order, and prepositional phrases are strong enough for their reader to visualize. Once the picture is drawn, the students can compare what is seen to what the writer actually wants. Some students may realize how difficult this really is, but that the techniques/strategies discussed in class can help them. With their classmates help, they can improve their writing, and become clearer or more articulate. This activity could be done in pairs or small groups.

L3,

L4,

Homework: -If you weren’t able to finish your peer review, you may need to meet with your partner outside of class. Writing- Revise your paragraph again. Using your sense chart, the textbook, your partner’s drawing, your peer-editing worksheet, and your notes, make any changes that you need in order to make it better. This will be collected and looked at by the teacher. You will receive instructor feedback on this before your final revision. Keep all draft versions to hand in also.

Now that the students have gained feedback from their peers, made realizations about their own mistakes, or found missing elements to their writing by using the check lists, they can now revise. Having the students do the writing outside of class allows for more class time to review the material and really learn the concepts as a group rather than picking it up on their own at home.

Appendix C.2: Peer Editing Worksheet (Hoshima, A. & Hogue, A., 2006, p. 204-205)

Appendix C.3: Blank Sheet/Peer Review