LESSON PLAN FORMAT 4

Name: Diana Massengale # of Days class meets per week: 5

Level: Intermediate # minutes in the lesson: 15
Source: Ur 14.2.4
Check one: __X__ Close to original ____ Invented ____ Hybrid

Learning Objectives (Student Focused Goals); Students will be able to

Work as a pair to create a cohesive and creative background for a story.

Use past progressive tense to write the beginning of a story.
Draw on past vocabulary words to describe an imaginary scenario.

Personal Teaching Objectives [e.g., these are teaching matters you personally are working on and
trying to improve in your own teaching (e.g., giving directions, volume of voice, providing feedback to
students, fielding questions from the class, tailoring your vocabulary to the proficiency level of the class
etc.]:

Balancing with time management

Allow the students to produce more output (last lesson was very teacher-
centered).
Handle stress better if activity doesnt go as planned!
Work on grading speech and how I speak (maybe not as informal and keep an eye
on pitch usage).

Language Focus [e.g., Vocab, Pronunciation, Grammar point]:

This lesson will focus on primarily Past Progressive and when to use it in language.
However, it will include aspects of oral communication and writing.

Anticipated knowledge & problems (i.e. what will students have to know before this
lesson and what have they had trouble with?)

The students will have learned the past progressive and simple past tense (there may be
issues discerning between the two).
Some vocabulary issues, especially with my story and providing their own vocabulary
output.
The students may not understand initially what the point of the lesson is since I am
starting it with my own story.
Writing together as a team can be difficult. Some students take more control, and I would
like the students to engage together as a balanced group.
Solutions:

I will start my lesson with a story so they can hear how past progressive is used in
writing.
I will provide a brief review of past progressive and the differences between singular and
plural progressive.
I will briefly explain how this relates to story telling (describing a scene/incomplete
action).
I will also describe what a cliffhanger is and why you use it in a story. This will relate
to the lesson because the students will create their own cliffhangers and understand what
the term is for my own writing.
The writing will only be 5 sentences long, so it will hopefully not be too difficult to write
with a partner (and also to condense for microteaching.)

Materials:
The board to write the formula for past progressive (past to be + present
progressive ing verb), singular (was), plural (were).
They will use pen and paper for their activity.

What did you change/adapt from source material (e.g. Ur, Klippel,)

I wrote my own scary story to start the activity with so they have an example of the
task. It is also an ice breaker and a way to initiate the lesson in a more natural manner.
Since it is designed for a 20-30 minute lesson, the students must write only five
sentences. They also must finish the paragraph with a simple past tense verb so it seems
similar to a cliff hanger. The students will share their stories with the class, and we will
vote on which story has the best beginning.

Procedures Timing Interaction Purpose

Start off the class
asking about their
weekend. I will
reference to the
American holiday
Halloween and how I
read a scary story the
night before. I will
share the story with
them, and the story will
include past progressive
verbs.
Patterns
To provide listening
activity for them to hear
the different verb endings
in the past progressive
02 min verbs without explicitly
T>Ss stating the grammatical
lesson. To practice
listening skills and see if
they can visualize the
story. To provide a
framework for the
upcoming activity.

02 min T>Ss To refresh their memories

Review of the story. on how to create sentences
Ask if how the verbs using grammar technique.
sounded in the lesson To iron out any confusion
and a brief review the
past progressive (how
its written and where it
is used in the English
language). Visual aid
for the verb ing they
heard in the story.
Directions about 01 min
activity, including the
reason why they must
use a cliff hanger and
what it means.
06 min
Students divide into
pairs and write their
own stories using the
past progressive.
04 min
Gather together as a
class again. Pairs will
read stories out loud
and students will vote
on favorite story.
and questions regarding
the lesson material. To
learn when and where it is
appropriate in the English
language. If they had
difficulty visualizing the
story, they can see
examples of the verbs on
the board as well to see
how its written.
Provide an activity for
T>Ss them to practice the
material. To draw back on
past lessons regarding past
tense. To learn literary
terms in the English
language and how to create
their own.
To practice grammar
S>S lesson in groups. To share
ideas and collaborate on a
potential story line with
another person. To practice
creative writing in a
foreign language and apply
it to a grammar lesson. To
recall vocabulary and
intertwine them with
current grammatical
functions
Ss>Ss
To see if students
understood material and
were able to apply it
themselves. Teacher will
listen to lesson and provide
constructive feedback if
necessary. To practice
reading foreign language
aloud. To share stories and
students creative
expressions. Students can
express their ideas of
cliffhangers and
appreciate peer writing.
 Scary Story!

Sarah was walking home alone after work. Night

was coming, and the streetlights were slowly turning on.

The leaves were brushing across the street. Owls were

hooting in the dark, and the air was growing colder.

The swings were creaking in the wind. As Sarah was

opening her door, a man jumped out behind the

bushes!