LessonAim: to use a lexical approach in exploring an informational text. Ss will be introduced to nine vocabulary words, their lexical categories, root words, word families (morphology), what words they co-occur with, and how to use the words in a sentence (syntax). They will do research on the topic online and then write an essay related to the text. They will have an opportunity to practice writing an essay with a main idea and supporting details. Students will be required to cite something in the text at least once in their essays. Warm-up, names, class rules, and new QPL ALC rules! (25 minutes) Welcome! Ss converse in pairs about their summer. They must think of one word to describe their summer! Each person reports their partner's word. Informational Text: The Evolution of the Grocery Bag (1 hour and 30 minutes, 90 minutes) BRING IN A PRODUCT CODE (UPC). Realia • Ss read silently. • T asks, What's a good title for this text? • Ss read text again and circle words they don't know. • THINKALOUD frustration, manually, appeal, fascinated, versatile, commercially, patented, paradigm, preclude • Ss circle the nine words in their text. • Ss write each word on a piece of paper at their table. • T draws chart on board. • Ss volunteer to come up to board and tape word in correct part of speech in chart • Teacher models filling in another POS. Example: fascinated – fascinating • Ss volunteer, two or three at a time to write in other POS in chart.
SCAFFOLDING: • in a future class, each S can take one of the words and find root word, suffix, prefix, how to make other POS from word, how to uese a word in a sentence, collocations, etc. • Chart: label d.o., i.o, preposition, verb, etc. Start with nouns and verbs and then scaffold up to other POS as the term goes on.
Questions for discussion (also CCQ's: concept checking questions) (30 minutes)
• T writes invent on board. • T gives out dictionaries and asks Ss to look it up and discuss with tablemates. • Ss look up in dictionaries and discuss for a few minutes. Can they think of any great inventions?
• word family/morphology: to invent something / invention/ inventor (someone who invents) ( verb, d.o., noun) • Is a patent related to an invention? • What are your favorite inventions that have been patented? (my favorites: photocopies, post-it notes, kleenex tissues, TP) The Main Idea (30 minutes) • Divide paragraphs 1 and 2 among the 4 tables. • They must come up with the main idea in 20 words or less. • Ss choose spokesperson to write their main idea on board. • Groups debate which main idea is better. • T writes main idea for last paragraph. • Ss try to write main idea for entire text in 20 words or less. can be more than one sentence!!! • Ss volunteer to write main idea on board. • Discussion
Back-up plan: • Paragraph 1 – the brown paper bag was an invention that helped people get through the checkout line faster. • Paragraph 2 – Francis Wolle invented a machine that made paper bags in a clever, geometrical way. • Paragraph 3 – No invention is perfect, and for any invention, each new version might be better than the previous one. • Entire text – Inventions make life easier for people. The first bags were made by machine. Inventions can improve over time.
Break (20 minutes) Techsection (30 minutes) • Google: list of best patents in history • Research one of the patents • Which do you think was most useful? Why? Writing (30 minutes)
• Ss write an essay about the patent they researched. • Main idea: Ask Ss to write down their main idea on a separate piece of paper. • Supporting details: why do you think this patent was important? Give reasons. • Why is it more useful than other patents? • Ss must cite text (mention something from text) in their essay. EXAMPLE: In the first paragraph, the writer talks about how the useful the paper bag was. It helped people go through the checkout line faster. http://listverse.com/2008/03/31/10-really-great-american-patents/ http://inventors.about.com/od/famousinventions/tp/topteninvention.htm Mathsection: (optional)
• Have ss create a small paper bag out of photocopy paper from recycling box.
• While Ss are making bags, T can take a look at Ss writing. T could measure (photocopy rulers with cm measurement) • T draws diagram of flat paper bag on board and assigns letters to all the dimensions (panels) of bag. • Which panels is the smallest? Which is the largest? Comparatives and superlatives • Work with fractions: Panel A seems to be half (1/2) of Panel B, etc.
Closing Thank Ss for all their hard work and tell them how impressed I am with them! Home work: Ss can make paper bags! http://www.wikihow.com/Make-a-Paper-Bag
Future Class: food and nutrition
Have Ss keep track every day of the percentage they eat at each meal (or just for one day?) of vegetables and meat.
We can do a graph/chart on this when they come into class the following week.
Warm-up, names, class rules, and new QPL ALC rules! (25 minutes)
Welcome!
Ss converse in pairs about their summer. They must think of one word to describe their summer!
Each person reports their partner's word.
Informational Text: The Evolution of the Grocery Bag (1 hour and 30 minutes, 90 minutes)
BRING IN A PRODUCT CODE (UPC). Realia
• Ss read silently.
• T asks, What's a good title for this text?
• Ss read text again and circle words they don't know.
• THINKALOUD
frustration, manually, appeal, fascinated, versatile, commercially, patented, paradigm, preclude
• Ss circle the nine words in their text.
• Ss write each word on a piece of paper at their table.
• T draws chart on board.
• Ss volunteer to come up to board and tape word in correct part of speech in chart
• Teacher models filling in another POS. Example: fascinated – fascinating
• Ss volunteer, two or three at a time to write in other POS in chart.
SCAFFOLDING:
• in a future class, each S can take one of the words and find root word, suffix, prefix, how to make other POS from word, how to uese a word in a sentence, collocations, etc.
• Chart: label d.o., i.o, preposition, verb, etc. Start with nouns and verbs and then scaffold up to other POS as the term goes on.
Questions for discussion (also CCQ's: concept checking questions) (30 minutes)
• T writes invent on board.
• T gives out dictionaries and asks Ss to look it up and discuss with tablemates.
• Ss look up in dictionaries and discuss for a few minutes. Can they think of any great inventions?
• word family/morphology: to invent something / invention/ inventor (someone who invents) ( verb, d.o., noun)
• Is a patent related to an invention?
• What are your favorite inventions that have been patented? (my favorites: photocopies, post-it notes, kleenex tissues, TP)
The Main Idea (30 minutes)
• Divide paragraphs 1 and 2 among the 4 tables.
• They must come up with the main idea in 20 words or less.
• Ss choose spokesperson to write their main idea on board.
• Groups debate which main idea is better.
• T writes main idea for last paragraph.
• Ss try to write main idea for entire text in 20 words or less. can be more than one sentence!!!
• Ss volunteer to write main idea on board.
• Discussion
Back-up plan:
• Paragraph 1 – the brown paper bag was an invention that helped people get through the checkout line faster.
• Paragraph 2 – Francis Wolle invented a machine that made paper bags in a clever, geometrical way.
• Paragraph 3 – No invention is perfect, and for any invention, each new version might be better than the previous one.
• Entire text – Inventions make life easier for people. The first bags were made by machine. Inventions can improve over time.
Break (20 minutes)
Techsection (30 minutes)
• Google: list of best patents in history
• Research one of the patents
• Which do you think was most useful? Why?
Writing (30 minutes)
• Ss write an essay about the patent they researched.
• Main idea: Ask Ss to write down their main idea on a separate piece of paper.
• Supporting details: why do you think this patent was important? Give reasons.
• Why is it more useful than other patents?
• Ss must cite text (mention something from text) in their essay.
EXAMPLE: In the first paragraph, the writer talks about how the useful the paper bag was. It helped people go through the checkout line faster.
http://listverse.com/2008/03/31/10-really-great-american-patents/
http://inventors.about.com/od/famousinventions/tp/topteninvention.htm
Mathsection: (optional)
• Have ss create a small paper bag out of photocopy paper from recycling box.
http://www.wikihow.com/Make-a-Paper-Bag
• While Ss are making bags, T can take a look at Ss writing.
T could measure (photocopy rulers with cm measurement)
• T draws diagram of flat paper bag on board and assigns letters to all the dimensions (panels) of bag.
• Which panels is the smallest? Which is the largest? Comparatives and superlatives
• Work with fractions: Panel A seems to be half (1/2) of Panel B, etc.
Closing
Thank Ss for all their hard work and tell them how impressed I am with them!
Home work:
Ss can make paper bags!
http://www.wikihow.com/Make-a-Paper-Bag
Future Class: food and nutrition
Have Ss keep track every day of the percentage they eat at each meal (or just for one day?) of vegetables and meat.
We can do a graph/chart on this when they come into class the following week.