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Interaction
(for
example: SST)
Activity 1: Office
Space Listening
Transition to #2:
Have students discuss
their worst jobs, but
the things that at least
they were allowed to
do during those jobs.
Time
6:307:00
Transition to #3:
Have students identify
some of the sentences
from the comic. Have
them identify subject,
verb, object, etc. What
makes a sentence?
7:00
7:30
Activity 3: Writing
Topic Sentences
7:30
8:00
in their writing.
Introduce writing a paragraph. Have students
complete the part of writing a paragraph and
identifying the parts of a paragraph (topic
sentence generally = main idea)
Post-Stage: Have students talk about their
favorite singers and why they are their favorite
singers. Go over topic sentences, and what
makes a good topic sentence
- Introduces the main idea of the
paragraph
- Is argumentative/presents a point
Tangible Outcome: Completed packet
Activity 4: Reading
for definitions
Transition to #5: To
refresh what they
learned last time, put
verbs on board and
have them make
sentences. Do error
correction when
necessary.
8:00
8:40
8:50
9:25
9:25
9:30
Materials: Office Space (Amazon Prime), computer and projector, whiteboard, copies of
the reading, Hyperbole and a Half online, Writing packet.
Anticipated Problems & Suggested Solutions: For those students who finish early, have
them do practice with grammar that was learned for the midterm (auxiliary modals:
might, must, cant, may, could) and link them with the reported speech elements. Have
students discuss whether this is in the past or present, etc.
Contingency Plans (what you will do if you finish early, etc.): If there is no computer/it
isnt working, have students use Smart Phones to look at pre-loaded clip of Office Space
on the website and in groups complete the listening. This can also be done for Hyperbole
and a Half.
Post-Lesson Reflections: Students really loved Office Space and wanted to keep
watching, so I let them for a couple of minutes. I should bring in more comedies/movies
that I think they can relate to, because it will encourage them to watch on their own.
Hyperbole and a Half was successful with the scaffolding and discussing their childhood,
but students were reluctant to divulge too much information, because of embarrassment,
until after I had told my story.
Writing packet was boring, and students did not like it. Many students did not even know
what a sentence was, and thought any punctuation made a sentence, so more explanation
there is needed.
The reading took waayyyyyy too long. I will tell them that this is a timed exercise, take
out some of the words to define, and try to make them see it as a scanning exercise rather
than deep reading. I can even split it up so students work in pairs, and have only half of
the words to define.