REEP Lesson Plan Form (revised 0310)

REEP LESSON PLAN FORM

TEACHER'S NAME: Ruth Sysak REEP LEVEL(s): 300 LIFESKILLS UNIT: Writing LESSON OBJECTIVE: Students will be able to write a 3-paragraph narrative story describing a keepsake. This lesson is the culminating project of an extensive lesson on the past continuous. TECHNOLOGY INTEGRATION (if any): The New York Times online article Belongings by Sam Dolnick: http://www.nytimes.com/interactive/nyregion/27belongings.html LANGUAGE SKILLS TARGETED IN THIS LESSON (X all that apply):

__X__ Speaking __X__ Listening __X__ Reading __X__Writing

ESTIMATED TIME: 6 ¾ - 9 hours / 3-4 classes RESOURCES AND MATERIALS NEEDED:

1. Example keepsake / photo of keepsake (teacher)

2. Belongings / online New York Times article by Sam Dolnick Dolnick, S. Belongings. The New York Times. Retrieved from http://www.nytimes.com

3. Belongings Chart Worksheet / Belongings Chart Worksheet Answer Key

4. Keepsake Project Instructions

5. Sentences Sheet

6. Extension Reading Activity: My Favorite Dress by Delia Soriano Magy, R. & Mrowicki, L. (1991). Stories from the heart: a reading and writing book for adults.

Palatine IL: Linmore Pub.

7. Partner Checklist

8. Editing Symbols

9. Listening Comprehension Worksheet

10. Presentation Day Warm-Up Activity (Subject Pronouns / Possessive Adjectives)

REEP Lesson Plan Form (revised 0310)

LESSON PLAN AND TEACHER’S NOTES

DAY 1

Motivation/Background Building: Write the definition of a keepsake on the board: A keepsake is an object that has an interesting story about a person or an event. A keepsake usually doesn’t have monetary (money) value. Ask for some examples of keepsakes and write examples / non-examples on the board. On another part of the white board or on a different white board, pre-write the 12 vocabulary words from Belongings for students to use to fill-in on their blank chart. Example below.

Belongings ballet slippers diploma kitchen knife / boti metronome

mother’s wedding ring pink teddy bear prayer bracelet sister’s diary

a small spoon Spanish-English

dictionary stainless-steel jugs wooden map of

Burundi

Pass out the Belongs Chart Worksheet. Use the LCD projector to project the article from the website (computer) to the white board. Pause a few moments at each photo to give students time to identify the object / write the name of the object on their paper, and if time permits, for the teacher to read the description of why the object is important to the person. When finished, brainstorm other examples of keepsakes and have students write these examples under “Other Examples” on the Belongings Chart. *At the Syphax Education Center, student keepsake stories (and photos of keepsakes) are located on the wall in front of the main hallway. A class walk would be another way to build background knowledge. Presentation: Distribute Keepsake Project Instructions Worksheet / display document on white board via the LCD projector. As a class, read the directions and read questions in order. Model Presentation: Show students example of your keepsake or a photo of a keepsake. Invite students to ask you questions using the same questions on the Keepsake Instructions Worksheet starting with the first question and going in order. After each question, students write notes about your keepsake (the teacher’s) in the space provided. Provide example notes/sentences on the white board (on the Keepsake Instructions paper) by asking for student feedback. Ex. What should I write here? After each question is answered, give a check mark under “YES” to reinforce that the question has been answered and that students will need to follow this same step when they take notes about their keepsakes.

REEP Lesson Plan Form (revised 0310)

Practice: Practice 1: Have student use their notes from the Keepsake Instructions worksheet to write sentences on the Sentences worksheet. This can be done individually or possibly as a homework activity. Practice 2: Once the sentences are complete, students work with their table to write the story (with name / date / title) and three model paragraphs on the white board. Show students how to indent (or give a “little jump”) to the first sentence of each paragraph. Have students include three indents and sentences that are written one after the other (not one sentence per line). This serves as practice with paragraph form. Practice 3: When the story is finished, distribute copies of the Partner Checklist. Make sure there is space to project this document on the white board using the LCD projector. Have students use the Partner Checklist to check their work (dry erase markers take place of pencils here!) Go through the Partner Checklist as a class. A photo can be taken of this class-generated story to preserve work so it can be used during the Application / Evaluation phase of the lesson. Before leaving, students talk about their ideas for their keepsakes. Walk around the classroom and make sure their ideas are good examples to write about. For Homework: Students bring their keepsake or a photo of their keepsake to class the next day. Some suggestions for collecting photos…

• If students can email a photo of their keepsake to you, offer to print it.

• Offer to take a picture of the keepsake if students can bring it to class.

• If students do not have their keepsake with them or prefer not to bring it to class, suggest drawing a picture. Collecting keepsake photos / objects is a process and usually one that is not finished in one class.

Day 2

Practice: Practice 1: Students work in pairs to discuss their keepsakes (hopefully they brought them!) Discussion questions include: A: What is your keepsake? B: Describe the size, color, and material. C: Where did you get it? D: Who gave it to you? E: Why is it important to you? Practice 2: Students use new copy of Keepsake Project Instructions to answer questions about their keepsake (in pencil) using notes/sentences. For this activity, students work independently. Check comprehension by asking students what they need to do after they answer each question: Yes! They need to mark “YES” on the instructions paper so that they know (and the teacher knows) that they have answered that question. Practice 3: Students use notes/sentences to write new clean sentences on Sentences sheet.

REEP Lesson Plan Form (revised 0310)

Practice 4: In pairs determined by when students finish, have students review partner’s sentences using the Partner Checklist. When the Partner Checklist is complete, students staple Partner Checklist to top left corner of the Sentences worksheet. Practice 5: Now, students transfer sentences to paragraph form. Instruct students to write a title for their story at the top (center), to indent three times, and to write one sentence after another instead of one sentence per line. When finished, students turn in their first draft of their keepsake story to the teacher for editing. For students who finish early, provide copies of My Favorite Dress as an extension reading activity. *If students still need to bring in their keepsake or a photo of it, give a reminder again.

Day 3 Application and Evaluation: Application 1: Teacher edits stories using editing symbols and returns to students. Students use edited version of their stories to write final version.

Day 3 or 4

Application 2: Table presentations: On the day of the table presentations, students complete the Presentation Day Warm-Up to reinforce grammar. Review answers as a class. Explain to students that they will be giving speaking presentations during class and during the presentations they will evaluate (or check) each other. Use the LCD projector to show the Listening Comprehension worksheet on the white board. Go over who the evaluator will be (the class!) and the questions. Use the original example story (the teacher’s keepsake) to model this activity. Read this keepsake story again and have students evaluate YOU! Give students a few minutes to talk with their table and decide what to write. Then, ask for volunteers to come to the white board and complete the evaluation. For the table presentations remind students to speak slowly, clearly, and loudly. Check for comprehension by modeling the opposite of this. Before starting the presentations, give students at least 5 minutes to practice reading their story aloud twice. Encourage students to find a place in the classroom or in the hallway where they feel comfortable reading their story aloud. In pre-selected table groups (4 or 6 students per table), students talk with their table to decide who will evaluate each presenter. Only one person will evaluate each presenter. When finished, the presenter checks the answers to make sure they are correct. During each presentation all group members listen by looking at the presenter (not doing work or talking with other group members). Questions are asked after each presentation as a sign of listening. Walk around the classroom to check-in with each group to see the order of the presentations.

Extension Activities for the Classroom and Beyond: Students can present their stories on the last day of class as well or “publish” their work in the classroom.

Belongings Chart # Name City / Country Item Brought

Other Examples

1 Jessica Lane

Perth, Australia

2 Abdul Rafiq Karachi, Pakistan

3 Milton Ming

Kingston, Jamaica

4 Huan Zheng

Fujian Provence, China

5 Nancy Khan

Dhaka, Bangladesh

6 Ruth Heiman

Nuremberg, Germany

7 Thein Myint

Yangon, Myanmar

8 Albert Barawandika

Rwanda

9 Istvan Makky

Tejfalusziget, Hungary

10 Luz Andriana Villegas

Medellin, Colombia

11 Gendaris Tavera

Dominican Republic

12 Zongluan Ouyang

Fujian Provence, China

Belongings Chart # Name City / Country Item Brought

Other Examples

1 Jessica Lane

Perth, Australia ballet slippers

2 Abdul Rafiq Karachi, Pakistan

stainless steel jugs

3 Milton Ming

Kingston, Jamaica

sister’s diary

4 Huan Zheng

Fujian Provence, China

metronome

5 Nancy Khan

Dhaka, Bangladesh

kitchen knife, “boti”

6 Ruth Heiman

Nuremberg, Germany

mother’s wedding ring

7 Thein Myint

Yangon, Myanmar

diploma

8 Albert Barawandika

Rwanda wooden map of Burundi

9 Istvan Makky

Tejfalusziget, Hungary

a small spoon

10 Luz Andriana Villegas

Medellin, Colombia

Spanish-English dictionary

11 Gendaris Tavera

Dominican Republic

pink teddy bear

12 Zongluan Ouyang

Fujian Provence, China

prayer bracelet

Keepsake Project Instructions

Write a story about a keepsake. Answer the questions in complete sentences on Page 2. Mark “YES” after you finish each sentence. Use your answers to help you write a story with three (3) paragraphs. Use pencil.

Paragraph 1 YES

1. What is your full name?

2. Where are you from? (city / country)

3. What is your keepsake? (size / material / object)

4. Describe the appearance of your keepsake. (color/s)

5. Where did you get it? (specific location)

6. Who gave it to you and when? (name of person and date or month / year)

7. Was the keepsake a gift from a person? If so, why did the person give it to you?

Paragraph 2 YES

1. What do you remember about the day you got it? How was the weather? I remember the day was… (describe the weather / what season was it?)

2. How were you feeling right before you got the keepsake? Past Continuous: Specific Time I was feeling_______________ (specific time).

3. Describe the moment you got / found the keepsake. Past Continuous: Interruption

I was _______________ when _______________________________.

4. If a person gave you the keepsake, what did the person say to you?

5. What happened next? Then, I ____________________________________.

6. Describe how you were feeling and what you were doing after you got the keepsake? Past Continuous: Two Actions

I was feeling _____________ while I was __________________.

Paragraph 3 YES

1. Why is your keepsake important to you?

2. Where do you keep your keepsake?

3. How do you use your keepsake now?

4. Who / what do you remember when you look at your keepsake?

300-Level

Sentences

Paragraph 1 1. 2. 3. 4. 5. 6. 7. Paragraph 2 1. 2. 3. 4. 5. 6. Paragraph 3 1. 2. 3 4.

Partner Checklist

Writing Project: My Keepsake Writer: ____________________ Evaluator: _________________ Date: ____________________ YES NO

1. Did the person use pencil?

2. Did the person write the date in the top left corner?

3. Did the person start every sentence with a capital letter?

4. Did the person end every sentence with a period?

5. Did the person complete the story checklist with a “yes” for each question?

Partner Checklist

Writing Project: My Keepsake Writer: ____________________ Evaluator: _________________ Date: ____________________ YES NO

1. Did the person use pencil?

2. Did the person write the date in the top left corner?

3. Did the person start every sentence with a capital letter?

4. Did the person end every sentence with a period?

5. Did the person complete the story checklist with a “yes” for each question?

Editing Symbols

Symbol Description Example 1. t

Ξ

capital letter

today is monday. Ξ Ξ

2. N

lower-case letter

My Name is Maria.

3. �

period

I am married�

4.

∧

add something

I ∧two children.

5.

delete

I live in Arlington.

6. SP

spelling mistake

I live whit my roommate.

7.

have

change something

She have two

brothers.

8. hair

move something

He has hair .

have

SP

am am

has

brown

brown

Listening Comprehension

Evaluator: ___________________

Date: ____________________

Questions

Answers

1. Who is the presenter?

2. What is the keepsake?

3. Where did he / she get it?

4. Who gave it to him / her?

5. When did he / she get it?

Subject Pronouns / Possessive Adjectives Directions: Complete each sentence with a subject pronoun or possessive adjective. Subject pronouns come before verbs. Possessive adjectives come before nouns. Circle the correct choice.

Example: (I / My) story is finished.

1. (I / My) can answer any questions.

2. (You / Your) story was beautiful.

3. (You / Your) were a great presenter!

4. (She / Her) talked very clearly.

5. (She / Her) voice was easy to understand.

6. (He / His) question was interesting.

7. (He / His) asked a question about her keepsake.

8. (We / Our) thought about a question.

9. (We / Our) voices were silent.

10. (They / Their) questions were excellent.