LESSON PLAN

  • Date: Every Monday

50 minutes each class

  • Teacher: (Your Name)

Yen-Ju Chang

  • Level of Class:

High-Intermediate level students in the ESL classroom.

  • Identify the Aims of the Lesson:

Developan interesting learning environment and so thatlearners can learn in many places.

Use many visual pictures to attract learners’ eyes and so they become interested in learning.

Provide many opportunities to let learners interact with their peers.

Enable learners can learn anytime.

Combine authentic activities and Americanliteraturefor application in the real world.

Make learners familiarwithusing computersand other tools.

Make certain that learners can read information and listen to podcasts as many times as they like.

Increase learners’ four essential skills: reading, writing, listening, and speaking.

  • Identify the socio-cultural context:

Learners read information or listen to podcasts, which provide information about a part of American culture.After they read or listen to the information, they will discuss this information with their peers and share their opinions withthe other members. Sometimes, learners’ opinions are related to their own culture backgrounds. Through communication, learners can gain more information or knowledge from each other.

  • Prerequisite Knowledge:

Learners should know sufficient vocabularyto read information and have communicative abilities so that they can interact with each other appropriately. In addition, they should know how to operate computerswith some level of diligence.

  • Materials:

Word files, podcasts, online resources, Audacity, online dictionary.

  • Interdisciplinary Connections

The website is related to a certain part ofAmerican culture, such as history or fashion (clothing).

  • Technologies Integrated

Computer, podcast, MSN, Skype, e-mail,and Audacity.

  • Procedures and Activities:

What the teacher should do:

  1. Explain why she wants learners to read the book.
  2. Instruct learners how to use the website.
  3. When they have difficulties reading the information, the teacher will tell students that they can use an online dictionary.
  4. Explain how they can listen to podcasts or and they can save it listen many times.
  5. Tell learners when they need to do the activities.
  6. Tell learners how to participate in the activities effectively.
  7. Explain how they can use the computer and other tools to learn English.
  8. Explain that the lesson is focused on the four skillswith the use of technology.
  9. Remind learners that if they have questions, they cansend an e-mail to the teacher anytime.

What the students should do(Highlight in BOLD words – Reading, Writing, Listening,Speaking)

Webpage 1 –Homepage: learners can click on the picture to read the online novel. If they have vocabulary for which they do not know the meaning, they can check the online dictionary; or if they have any questions, they cansend an e-mail to the teacher. This is a focus on reading section.

Webpage 2 –History: this webpage is going to make learners read four parts of historiesrelated to the book. They also can use the online dictionary to check the words they do not know. Then, they need to write a summary for each history and what they think about after reading. This is a focus on thereading and writing sections.

Webpage3 –Culture: learners can listen to short podcastsand read the information about the focus culture.Then, they will share what their thoughtsand talk about their own cultures with their peers to find differences and similarities. Next, they need to record for about five minutes to introduce their culture. Finally, they will e-mail the recording to the teacher. This webpage combine thereading, listening, and speakingsections.

Webpage4 –Clothing: learners also read more information and listen to podcasts. Next, they will be assigned to small groups to discuss some questions. Then, each group need to give a short presentation to their classmates. This uses thereading, listening,and speaking sections.

Webpage 5 –Life: this webpage provides short podcastsin addition to more information. After they read and listen to the information, they will be assigned to small group and discuss the questions and share their opinions. In addition, they can use MSN, skype, etc. to communicate with each other at home. Then, each student needs to give a presentation in the class. This webpage combines thereading, listening, and speaking sections.

Webpage 6 –Food: learners can listen to the podcast in order to understand what the focus culture’s diet usually consisted of. Additionally, they can read more information from different websites. This webpage focuses on thereading and listening sections.

Webpage 7 –Multiple choice feedback: when learners read information from various web pages, they will read this webpage and take the multiple choice quizzes to test themselves to see whether they know the all information. This is a focus on the readingsection.

Webpage 8 –Reference: to see all references that make the web pages successful.

Each webpage has an online dictionary and e-mail to the teacher functions. Therefore, if students have any questions, they can e-mail to the teacher anytime; moreover, if they do not know the vocabulary, they can check the online dictionary.

  • Standards

ACTFL:

1.2/ 2.1/ 3.2/ 4.2/ 5.2

Technology Standards for Students:

1.B/ 2.C/ 3.A/4.B/ 5.B/ 6.B

Technology Standards for Teachers:

Ⅰ.B/ Ⅱ.D/ Ⅲ.B/ Ⅳ.C/ Ⅴ.D/ Ⅵ.B

  • Assessment – each activity:

Class: Name:______

For “History” activity

Grade standard: 1 point—poor; 2 points—fair;

3 points—good; 4 points—excellent

1 point / 2 points / 3 points / 4 points
Reading (comprehension, connecting knowledge)
Writing
(grammar,main point, and paraphrasing)
Subtotal
Total points

Class: Name:______

For “Culture” activity

Grade standard: 1 point—poor; 2 points—fair;

3 points—good; 4 points—excellent

1 point / 2 points / 3 points / 4 points
Speaking
(pronunciation, clear expression, explicit ideas, and fluency )
Subtotal
Total points

Class: Name:______

For “Clothing” activity

Grade standard: 1 point—poor; 2 points—fair;

3 points—good; 4 points—excellent

1 point / 2 points / 3 points / 4 points
Reading (comprehension, connecting knowledge)
Listening
(comprehension, ability to interpret the ideas to their peers)
Speaking
(interaction with peers, actively express their ideas, and confidence)
Subtotal
Total points

Class: Name:______

For “Life” activity

Grade standard: 1 point—poor; 2 points—fair;

3 points—good; 4 points—excellent

1 point / 2 points / 3 points / 4 points
Reading (comprehension, connecting knowledge)
Listening
(after listening, if they share what they hear)
Speaking
(pronunciation, eye contact, vocabulary)
Subtotal
Total points
  • Reflections on the lesson (What you would have done if you would have had more time):

If Iwould have had more time during the class, I would haveasked students to write a brief summary about what they learned and what they understand aboutAmerican culture thus far. Also, I would have let learners share whether they liked the activities or the lessons, and ask why or why not. The teacher can then use reflective thought to modify activities in the future.