LESSON TITLE: _Reading Strategy: Engaging/Interacting with a text or reading w/ post-

its____________ Lesson #: __1___

TEACHER NAME: _Duc Le_____________________ DATE:___________________

Attach any handouts or materials required for this lesson.

Preparation/Planning
ESL Course: Eng 47A
Level Beginning Intermediate Advanced Multilevel
Topic/Theme: Social Media

Listening Critical listening to others ideas in order to expand on ones own

Objectives connections
Speaking Explaining connections made with readings and classmates ideas.
Connections can be personal, global, or academic in nature.
Reading Active reading/ engaging with a text using post-it notes
Writing Responding/Connecting to a text/ talking with a text using annotations
on post-its
Bridging
This activity is meant to be Students should have some background knowledge of the text they are
done after a pre-reading about to read (covered in another pre-reading activity). For this lesson,
activity or before an in-class students were already familiar with the theme of social media and were
reading beginning to read the next article (link here)

It is also possible to have students read a portion of the book or the text
before class (previous meetings homework).

(L, S): Pair/small group
discussions based on
questions for the reading
Discussion about the pre-reading information or what students read
before class. This can be done either in pairs/small groups/as a class.
For most of my classes, discussions typically occur in small groups
first, followed by a class discussion. For this courses reading, some
discussion questions were:
Who uses social media?
Why is social media so popular?

Before the class discussion, let students know that you will be writing
down their thoughts on post-its as they share their ideas. Hand out post-
its. A small stack per student.

The discussions can be based on broad (Did you like the

book/reading?) or specific questions (What happened in chapter 1?).
Engagement with New Material
(S, L, R): Instructor modeling Instructor models for students how to write down ideas onto post-its
and sticking them to the corresponding segment of text. This is done as
students are sharing what their groups discussed. As a group they will
be using post-its in the text.
(R, W): Students practice After a couple of examples, have students think back on the things they
discussed in their groups and write those ideas down on their own post-
its and stick them to the corresponding segment.

As students are writing, create a list of things (categories) student can

put onto post-its (or use Appendix B for student examples).

Application
(S, L, R): Class discussion + When students have written some ideas down, ask volunteers to share
list review/generation with the class. Instructor notes which categories students are
mentioning, and either marks or adds them to the list.

*Instructor can also, have class generate the list during the discussion,
but if there are certain goals that are planned, then having a baseline
list is a good idea.

*The post-its can also be geared towards specific grammar points if the
class is at the beginner or intermediate levels.
Assessment
(R, W, S, L): Students can spend the next part of class, individually reading the next
Students write their chapter or a new reading (link here). This time, they will be writing
own post-its for the down their ideas onto post-its as they read. Keep the list of categories
next reading/chapter on the board/screen, so students can refer to them.
(do not collect)
Informal assessment: Next, students return to their original groups and have a discussion.
listen to group This time the discussion should be based on the ideas they wrote down.
discussions and note Encourage students to write a new post-it if their group members
things of interest mention something new.
Closing
(L, S): Explicit instruction of Explicitly explain to students that writing and reading are linked. When
activities purpose they are writing as they read, even if the writing is just an opinion, it
shows that their brains are actively engaged with, or talking to, the
text. Ask students if they encountered any difficulties during the
process. Adjust future in-class readings accordingly.
Technology/Materials
Access to readings (first reading; second reading)
List of annotation categories (Appendix A)
Board/screen
Post-its (small stack per student)
Writing utensil

Notes
If in-class readings are not a
part of the course, then the
lesson can be done with a
sample or previous reading.
Students can then try for
themselves for homework
Activity is designed to lead
into essay outlining (mind
mapping, see Appendix C for
examples of mind maps using
categories)
 Appendix A

Things to annotate

Main ideas

Questions you may have regarding reading/topic

Interesting points

Connections to other readings

Connections to other situations

Audience

Purpose of article

Evidence the author gives

Statistics

Expert testimonies

Personal experience
Appendix B