I5 Lesson Plan Day 27 (Week 9)

Teacher/s: Emily Jones

Level: __I5__
Date/Time: 4/17/14 ; 10am-12pm

Goal: Reviewing the past passive construction/learning about agents

Objectives (SWBAT):
Students Will Be Able To
1. Use the past passive voice to describe the results of events by comparing before and after
pictures
2. Compare the past and passive voice through grammar exercises
3. Use the passive voice successfully by writing about a process of their choice in groups

Theme: Processes

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time


Preview: Review past passive voice

Good! Now that weve reviewed our
homework, I have something to ask you
about this big event that happened in
the past.

Warm upDescribing a picture and then how it
has changed

T puts students in groups and hands them
one picture (messy room) and asks them to
explain to their partners what is the matter
in the picture.
T then gives SS the second picture (clean
room), and asks them to explain what has
changed. The garbage was taken out.
Etc.
T asks students to share what they said and
everyone agrees or disagrees






T-SS



SS-SS


SS-T;SS-SS






2min.



7min.


5min.


Activity 1: Learning about agents













1.1 Pre-Stage:
T asks SS if they have been to a party
recently. How was it? What did you do?
What was the party for?
Have you ever been at a party and the food
disappears way too fast? For example, my
friend went to a restaurant opening recently
and while there she saw a beautiful
chocolate cake that was made by their new
baker. However, the cake was eaten in no
time! When she went to get a piece, it was
all gone. It had just vanished!




T-SS













5 min.







10min.












Transition to #2: Now that weve talked
about agents, lets focus on how to write
a process.


1.2. During Stage:
T writes the sentences The beautiful
chocolate cake at the party last night was
made by the new baker. The cake was
eaten in no time! When she went to get a
piece, it was all gone.
T asks what the agent was and what word
comes before the agent in a passive
sentence (by). Explain it is needed to
complete the sentences meaning in some
cases, especially if the agent is famous or
important
Read pg. 79 together
Break SS into pairs and have them ask and
answer the questions.

1.3 Post-Stage:
S and T go over the answers together.

Tangible Outcome & T. Feedback/peer
feedback
--SS have answers in their book





15min.



Activity 2: How to write a process















Transition to #3: Now that we can
better tell how to write a process, lets
write up our own in groups.

2.1 Pre-Stage:
T asks SS to look at the process given to
them about how paper is made
In groups, the students should underline
the use of passive verbs
T asks what words they found and if they
were to put logical connectors in, what
would they write? (then, first, next,
afterwards, finally, etc.)
T and SS look at pg 84 togetherwhich
items should be included in a description of
a process? Why?

2.2. During Stage:
T asks SS if they had heard of PB&Jshave
you ever had one?
Hands out the sheet and ask students to
put them in order and then write it out in
pairs

2.3 Post-Stage:
T looks around and finds problem

T-SS





SS-SS


SS-SS





SS-T; T-SS

3 min.





10 min.


15 min.





5 min.







Materials:
Warm up pictures (before and after)
Process of how wood is made
PB&J Handout
Big paper (8)
Markers
sentences and writes them on the board

Tangible Outcome & T. Feedback/peer
feedback:
T writes ideas on the board and SS can copy on
their handouts

Activity 3: Finish using the passive
voice in explaining a process







Transition to Wrap Up:

Great work everyone.

3.1 Pre-Stage:
S are reminded of their processes they
started.
T hands back their WS and S are given time
to finish them

3.2. During Stage:
S create their own big posters explaining
the processes their group wants to explain,
drawing and writing

3.3 Post-Stage:
S put them on the wall and do a gallery
walk to see everyones processes

Tangible Outcome & T. Feedback/peer
feedback:
Large paper with their processes (peer feedback
if time permits)



SS-SS


10min.

Wrap-up


Lesson Evaluation Procedures:
Exit tickets

1 thing I still dont understand
1 thing I now understand

HOMEWORK:
Pg. 58 #4, 59 #5-6
Write the process of how to make
coffee




Tape
Exit tickets

Anticipated Problems & Suggested Solutions:
Go over timeassign the process as homework

Contingency Plans (what you will do if you finish early, etc.):
Do student peer corrections at the end of activity 3

Post-Lesson Reflections:

The warm up was PERFECT. I could see the students using the past passive perfectly (as opposed to
their confusion from they had during the previous class) and it provided an excellent lead-into for when
we do and do not use agents. I think this was my favorite grammar lessonI really felt like students
understood everything I said and had at least some basic control over the topic! Ill definitely use this
again to teach the passive voice since it went so well!

Also, the PB&J activity was funwe got off topic a bit because I explained to them how it is a staple in
American childrens diets and they were surprised. We then talked about food they ate when they were
little (fast and easy food their moms made them), which the class enjoyed, since they love sharing their
unique cultures. I would do this again to help introduce how to write processes.

We did not have a chance to finish the writing of processes, as the rest of the activities took longer. This
is a common theme in my teachingI tend to go over time and thus miss out on some activities I plan.
My action plan moving forward is to buy a timer and really try to stick to the limits!