CEP Lesson Plan Template

Teacher/s: Carolyn Dunn

Level: A5 Date/Time: Monday, June 16, 9:30 AM 12:00PM

Goal: To continue exploring the weeks theme of jobs and mentorship; to continue to practice
with the subjunctive by giving career advice; to clarify any remaining issues using the
subjunctive and review for the unit test

Objectives (SWBAT):
Students Will Be Able To
1. Practice using the subjunctive and activate schema for the weeks theme by giving career
advice to Rachel
2. Extend the weeks blog discussion into the classroom and deepen engagement with the
weekly theme by writing and answering discussion questions about careers and mentors based on
Ss interests and the blog
3. Review and clarify the rules of subjunctive use through peer teaching, brainstorming and T
feedback and mini-lessons (as needed)
4. Practice correctly using the subjunctive to give advice through an advising/counseling/therapy
role-play
Theme: Jobs and Mentorship
Extensions: Additional materials available on the website and blog

Aim/Skill/Microskill Activity/Procedure/Stage Interact
ion
Time

Review or Preview (if
applicable)


Ss pair chat about their weekends or
other topics as brief speaking warmer


Announcements/Attendance/Admin
---T directs Ss attention to the
final project section of the website,
where they can find the detailed
instructions, assessment rubric,
materials and resources.
---T directs Ss attention to the
final project workshop section of the
blog, where they may get peer/teacher

S-S



T-Ss



Start: 9:30
Finish: 9:35
(5m)

Start: 9:35
Finish: 9:45
(10m)

advice and feedback, and post helpful
resources for the class. T announces
that grading rubric for final
presentation is posted; Ss may review
and come to class tomorrow with
questions

Activity 1: Blog Discussion
Extension


Transition to #2: Now that
weve thought about the
theme of the week and
remembered what we began
discussing last week about
job advice, lets return to
giving Rachel some job
advice.
1.1 Pre-Stage: Ss discuss in teams
what they remember learning about
each other from the class blog this
week (discussion about mentors/career
choices). Each team writes 4 (if there
are 4 teams) or 5 (5 teams) open-ended
questions about their classmates posts
on butcher paper. T reminds Ss to
leave space between the questions for
answers.

Instructions:

1. With your team, discuss what you
remember from the blog. Write 4
(or 5) questions, leaving space for
answers.

T models open-ended/discussion style
questions on doc cam:

Examples:
--Several Ss wrote about books as
mentors. Do you think that a book can
be a mentor, or does it have to be a
person? Why?
--Someone wrote about how her bad
teachers when she was young were like
reverse mentors. Have you ever had
a reverse mentor? Tell the story.

T and class brainstorm a few more
examples on doc cam to clarify type of
question. T elicits good ways to
formulate the questions, i.e. your
opinion and tell the story

T explicitly tells Ss that the goal of this
activity is to further the discussion in
T-S
Ss-Ss
Start: 9:45
Finish: 10:00
(15min)




































the class, NOT to check if everyone
read the blog

T shows the question on doc cam
How many people wrote about their
parents? and elicits from class that
this is NOT a good question for this
activity

1.2. During Stage: Ss rotate with their
teams to write bullet-point answers to
ONE question on each of the posters,
so that all the questions are answered
once the teams have rotated 4/5 times.
5mins/station. T encourages
discussion, monitors and assists.

Instructions:

1. With your team, move to the
next table. Pick one question
to discuss for 5 minutes, and
write some bullet points on
the poster.
2. After 5 minutes, you will
rotate to the next table and
repeat.

1.3 Post-Stage: Gallery walk to view
all posters; brief class share

Instructions:

1. Have a walk around to read each
others answers. You have 5 minutes.


Tangible Outcome & T. feedback/peer
feedback: posters; informal peer
feedback though group/pair work and
responding to questions; informal T
feedback as necessary while
monitoring and though brief class share










Start: 10:00
Finish: 10:20
(20min)
















Start: 10:20
Finish:
10:25/10:30
(5 min)


Activity 2: Career Advice
for Rachel
2.1 Pre-Stage:
Ss pair discuss Have you ever had a
S-S
Ss-Ss
Start: 10:30
Finish: 10:35




Transition to #3: So now
that weve had a chance to
warm up our subjunctive by
giving Rachel career
recommendations, lets turn
to the grammar exercises
you did for homework.



job that was totally wrong for you?
Why? What did you do? Did the job
require skills that you didnt have? Did
you have trouble meshing with the
other people at the office? What advice
would you have for someone who was
in the wrong job? What is a career
counselor? Brief class share.

Instructions:
1. Remember back to Thursday
and the discussion we began
to have about jobs that may
not be the best match for
some people. Discuss with
your team what you
remember.
2. To discuss: What does a
career counselor do? Have
you ever been to one or know
anyone who has?

2.2. During Stage:
1. Ss view video of Rachel at work. Ss
pair discuss:
1. If Rachel is in the right job
2. Why or why not?
3. What should she do?
2. Ss work in teams to create butcher
paper posters with advice for Rachel.
Ss write 5 sentences; T shows model
on doc cam using We recommend
and other expressions that require the
subjunctive

Instructions:

3. View the video. Think about
the following questions and
take some notes:

1. Is Rachel is in the right job?
2. Why or why not?
3. What should she do?

4. Discuss the questions with
(5mins)






















Start: 10:35
Finish: 10:55
(20m 5 to
view, 10 to
discuss, 5 to
make posters)

















your team. You may also
discuss other parts of the
video that were interesting,
and talk about your own
funny job experiences and
what you did.
5. Write 5 pieces of advice for
Rachel on your poster.

2.3 Post-Stage:
Gallery walk and brief class share

Instructions:
6. Have a walk around to see
what the other teams have
recommended that Rachel do.

Tangible Outcome & T. feedback/peer
feedback: posters; informal peer
feedback though group/pair work and
responding to questions; informal T
feedback as necessary while
monitoring and though brief class share










Start: 10:55
Finish: 11:00
(5 min)










Activity 3: Grammar
Workshop

Transition to #4 (time
permitting): Now that we
have a good understanding
of the grammar for the week,
lets do one more fun
practice to help you prepare
for the test.
3.1 Pre-Stage: T clarifies two issues
from Exit Tickets:
(1) Exercise 3 p. 87
(2) Use of should with the
subjunctive, per website
[Any Grammar Blog Issues]

3.2. During Stage: Ss work in teams
to peer-check the homework and
discuss any questions/discrepancies.
Each team decides on one question for
the class.

3.3 Post-Stage: T answers team
questions and provides grammar mini-
lessons as needed

Tangible Outcome & T. feedback/peer
feedback: Corrected homework;
follow-up blog posts; peer-correcting;
T mini-lessons and responses to team
questions
T-Ss
Ss-Ss
T-Ss
Start: 11:00
Finish: 11:10
(10m)




Start: 11:10
Finish: 11:25
(15m)



Start: 11:25
Finish: as
needed up to
remainder of
class
(variable)


Activity 4: Counseling
Roleplay

Transition to Wrap-Up:
Ok, so the homework for
tonight is to keep on
practicing with the
subjunctive to get ready for
the test.


4.1 Pre-Stage:
1. T directs Ss attention to Ex. 3 in the
textbook, which has some examples of
counseling situations. Elicits
additional situations from class, e.g.
You have a broken heart and are
going to your therapist for advice

2. T models writing a mini role-play
scenario on the doc cam, e.g.

Student A: You are brokenhearted
because your boyfriend dumped
youetc. [T elicits more substance
from Ss]
Student B: You are a therapist that
specializes in relationships. Someone
comes to you.

3. Ss work in pairs to create scenarios.
T tells Ss they may use ideas from the
book or doc cam

3. T redistributes scenarios to other
pairs

4. T writes subjunctive language
support on board, and models using the
subjunctive in the example role play

4.2. During Stage: Ss role-play in
pairs. T monitors and assists.

4.3 Post-Stage: Brief class share; T
elicits corrections for errors overheard
while monitoring.

Tangible Outcome & T. feedback/peer
feedback: Error corrections on doc
cam; peer interaction; T monitoring
and final error corrections

T-S
S-S
T-S
Variable
timing, as
needed
Wrap-up

Direct Ss to website for the evenings
homework assignment (study for Unit
Test), and remind them to use the
T-Ss


Start: 11:55
Finish: 12:00
(5m)
Grammar Blog when studying

EXIT TICKETS

Lesson Evaluation Procedures: Exit
Tickets; monitoring of blog for Ss
questions and concerns



S


Materials: Model of Subjunctive Advice for Rachel poster for doc cam; printed instructions
sheet for doc cam; class website; butcher paper; markers; index cards

Anticipated Problems & Suggested Solutions: Ss didnt read blog they will work in teams to
fill each other in. Ss have trouble understanding the Friends clip they will be working in
mixed-ability teams and can pair-teach we can also re-view sections of the video as a class if
Ss are confused.

Contingency Plans (what you will do if you finish early, etc.): The final activity (role play) can
be extended by having Ss switch partners if we finish early. If we run out of time, it can be
moved to tomorrow as a warmer/subjunctive review before the Unit Test.