CEP Lesson Plan Template

Teacher/s: ____________Kim Edmunds__________________________

Level: ____A5_______
Date/Time: __11/13/14_______
Goal: To complete a listening task and reflect on the usefulness of inferring and
targeted note-taking
Objectives (SWBAT):
Students Will Be Able To
1. Engage in productive error correction to increase awareness and accuracy
2. Infer questions posed based on listening to answers in an NPR clip
3. Appropriate take Q&A style notes
Theme: _________________The Time of Your Life____________________________
Extensions: _____________________N/A_______________________________

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for example:
SS-T)

Activity 1: Homework and

Gerund/Infinitive Practice
(55)

1.1 Pre-Stage:
o Review homework w/ SSs;
take any questions (point
out issue with likely)
o Provide SSs for them to
correct

SS-SS, SS-T

Transition to #2: Okay!

Today, were going to
complete the NPR listening
activity, so please get out
your notes.

1.2. During Stage:

Provide SSs with two practice
exercises for gerunds/infinitives
o Provide SSs with prompts for
discussion to elicit gerunds vs.
infinitives (may confer with
partner beforehand; give them
time to think)
1.2 Post-Stage:
o Have SSs write down 1
remaining questions they
have on a note card
o Re-distribute note cards to

Time

25
min

10
min

15
min

pairs; have each pair work

together to try to answer the
question and present with
doc cam
Tangible Outcome & T. feedback/peer
feedback: note cards
SS-SS, SS-T
Activity 2: NPR Listening: 2.1 Pre-Stage:
Can Working the Graveyard
Ask SSs to work together to
Shift Cause Cancer?
write a 2-3 sentence summary
(continued from previous
of what weve learned so far
lesson) (1 hr)
Review key terms verbally
Compare their predictions to
the actual questions that were
asked: were they relatively
close? In meaning or in
structure?
30 sec (what is a
Preview: better safe than
circadian rhythm)
sorry
Ask: has anyone tried using
fewer notes? How is it
56 (how much science)
working?
2.2. During Stage:
Play quick intro first
1:43 (what is a night shift
Listen to each answer 2x
exactly)
Have time to talk w/ group to
compare notes and compose a
Q for each. Class takes a vote
2:11 what is melatonin
on which is the most likely one?
Or listen again before? (do this
for each)
2:52 melatonin tablets?
After each A has been analyzed,
well listen to the whole thing
once
3:25 how much darkness
If we have time, close-listening
with scripts for certain words
do you need? what
should you do?
4:20 how could this
impact the business
world?

2.3 Post-Stage:
Discussion Question: what can
be done in this situation?
Tangible Outcome & T. feedback/peer
feedback: notes; completed graphic
organizer

15

35

15

stop @ 4:52or, whats

the bottom line?
Cut at 5:16;
Transition to #3: Great job
with this everyone. I know it
was challenging, and you all
worked hard.
3
Wrap-up

Lesson Evaluation Procedures:

Exit tix: something you learned
Something that you still have questions
about
Any other comment:

Materials:
Note cards
Textbook
Listening segment
Extras of NPR sheet
Anticipated Problems & Suggested Solutions:
Bad audio qualityuse personal speakers
Contingency Plans (what you will do if you finish early, etc.):
Early finishdo close listening with clip
Ask for Qs on upcoming final exam

Post-Lesson Reflections:
Audio quality better today; students seemed more amenable, and gained a lot of content
knowledge as well