PDP Lesson Plan “Moving” Teaching Time: 50 Minutes Target Students low intermediate middle school ESL students in Hawaii Target Language English Overview: Students will focus on and dissect the language from the short story “Moving”. Key Words: House, rooms, dogs, living room, rugs, bathroom, dresses, toys, papers, real estate agent Language Skills: Listening Ss will listen to the short story “Moving” SLO: By the end of the lesson, SWBAT demonstrate their comprehension of the short story "Moving" by writing their own story about moving and retell the story to a two different partners When/how in the lesson will you check Ss progress toward the above learning objectives? What behaviors/activities will show me whether they have mastered the material? They would be tested by telling story they created without notes ( without language support) Preliminary considerations:

a) What do your students already know in relation to today's lesson?

Some Ss already may have moved and may be familiar with some of the actions or objects.

b) What aspects of the lesson do you anticipate your students might find challenging/difficult?

Ss may find the past tense difficult because it is still new two them, certain vocabulary as well.

c) How will you avoid and/or address these problem areas in your last?

T will make sure the Ss demonstrate an understanding of the past tense and vocabulary by checking with Ss at certain points throughout the lesson and have them answer questions to check student comprehension

Procedural Portion of the Lesson Plan Time Min.

Stage Procedure/ Steps Interaction Purpose of Activity

5 P 1. Greet Ss and ask Ss questions about if any have moved, know someone that has moved or Ex: Have you ever moved? Do you know anyone who’s moved? How was it? What did you do? *start ppt

T – Ss T prompts Ss to provide information about moving, Ss use prior knowledge to explain what is going on and learn new vocabulary

7 P 1.T introduces vocabularly presented on the ppt slides 2. T has students listen to and then repeat the vocabularly words *slides 2-12 vocab w/ pictures ( words listed in key word section)

T – Ss T focuses on certain words the Ss might encounter in the short story. T further explain difficult vocab

8 P 1. In pairs, Ss are given a worksheet with pictures and a word bank. They are then asked to match the pictures with the words in the word bank. 2. Ss then partner up and compare with other Ss 3. Ss compare and check their results to on the powerpoint Worksheet #1 *slide 13 w/ answers

Ss – Ss Ss – T

Ss have the pictures then matching the vocab words. The Ss will also be working with a partner

6 D First Listening Task (GCQs)

1.T reads passage to the students T asks Ss General Comprehension questions Who are the characters in this passage? What are they talking about? Where are they? 3. Ss answer these questions with another student

Ss – Ss Ss – T

Ss are exposed to the material for the first time

4. T shows questions on board and leads a discussion Slide 14 Activity #1

5 D Second Listening Task (T/F) 1. T hands out worksheet #2 2. T reads worksheet to Ss 3. T reads the story to the Ss 4. Ss check answer with partner 5. T covers answers and answers questions

Activity #2 Worksheet #2

T – Ss Ss – Ss

Ss have to remember the short story but just went over the answers with a partner as review. They now have to choose T/F but will still have help from the story and previous worksheets.

6 D Third Listening Task (Fill in the Blanks) 1.. T gives fill in the black worksheet • Instructions: Ss listen to a sentence and follow along on a worksheet,

the students will then fill in the missing story based on what they hear about the story.

3. T reads sentences again 4. T prompts Ss to check their answers and correct the ones that were incorrect 5. Ss talk with a partner to compare answers 6. Ss switch partners and check answers on ppt Activity #3 Worksheet #3 Slide 15

T – Ss Ss – Ss

Ss students must notice the gap and fill in with the knowledge they have acquired through listening and prior activities

7 D Fourth Listening Task (false reading) 1. T introduces next activity as a false reading

• Instructions: students will go through and circle the incorrect words based on what they know about the reading already

2. Ss check answers with another Ss 5. Ss then check answers against T’s answers on the ppt Activity #4 Worksheet #4 Ppt Slide #16

T – Ss Ss - Ss

Ss use their knowledge of the passage identify incorrect words within the passage

7 D Fifth Listening Task (SLO; Picture Support and Dialogue) 1. Ss are given an envelope with 10 pictures depicting words from the story 2. Ss arrange the picttures in order from beginning of the scene to the end 3. Ss use pictures to tell story 6. Ss compare pictures to the answers on ppt Activity #5

T – Ss Ss – Ss S

Ss demonstrate their knowledge of the story “moving” by recreating and retelling the story

8 P Post Activity 1. T gets Ss attention 2. T gives students prompt “ If you ever moved why did you” If Ss have never moved pretend they did

2. Retell story to 2 different partners

S Ss demonstrate understanding of moving by creating their own stories using the vocab learned and practiced in the lesson

“Moving” Taken from http://fog.ccsf.edu/cgi-bin/cgiwrap/lfried/quiz.cgi?quiz=moving Susan and Henry have a nice house. They moved into the house ten years ago. They like it very much. It has one big problem. It is very small. They have four rooms. They have three children and two dogs. The children are seven, nine, and twelve years old. Susan and Henry want to move to a big house. They decided to sell their house and buy a big one. They wanted to clean the house. Henry painted the living room and the kitchen. He painted the living room light blue and the kitchen white. Susan vacuumed the rugs in all the rooms. Then she scrubbed the kitchen floor. She scrubbed the bathroom floor too. They decided they had too many things. Susan had three beautiful dresses, but they didn't fit. She gave them to her sister. The kids had some nice baby toys. She gave them to her friend. The kids had some old school papers. They didn't want the papers anymore. They recycled them. Now Susan and Henry's house is very clean and neat. They are going to sell it next week. They asked a real estate agent to help them. People are going to come and look at it next Sunday. They are looking for a new house too.

Name:__________________ Date:___________________

Worksheet #1 Matching

Match the pictures below to the corresponding word in the word bank. Write the word below the picture.

House Rooms Living room Rugs Bathroom Dresses Toys Papers Real estate agent

Name:___________ Date:_____________

Worksheet # 2 True/False Questions

Below are true false answers. Try to figure out if each sentence is true or false. Circle the correct answer.

1. Susan lives in a big house C F 2. Susan doesn’t want to move C F 3. They don’t have enough things in their house C F 4. Susan gave away three dresses C F 5. The kids wanted to keep their papers C F 6. Susan and Henry’s house is very clean C F 7. They are having a friend sell their house C F 8. Susan didn’t clean their house C F 9. They have 2 dogs C F 10. Susan and Henry have no children C F

Name:_________ Date:__________

Fill in the blank Worksheet #3

1. Susan and Henry have a __________ house. 2. They decided to sell their ___________ and buy a big one. 3. Henry painted the _________ and the kitchen 4. Susan vacuumed the ______ in all the rooms 5. The kids had some nice ________ toys.

“Moving” false reading answers Susan and Henry have a nice house. They moved into the house ten years ago. They like it very much. It has one big problem. It is very small. They have four rooms. They have three children and two dogs. The children are seven, nine, and twelve years old. Susan and Henry want to move to a big house. They decided to sell their house and buy a big one. They wanted to clean the house. Henry painted the living room and the kitchen. He painted the living room light blue and the kitchen white. Susan vacuumed the rugs in all the rooms. Then she scrubbed the kitchen floor. She scrubbed the bathroom floor too. They decided they had too many things. Susan had three beautiful dresses, but they didn't fit. She gave them to her sister. The kids had some nice baby toys. She gave them to her friend. The kids had some old school papers. They didn't want the papers anymore. They recycled them. Now Susan and Henry's house is very clean and neat. They are going to sell it next week. They asked a real estate agent to help them. People are going to come and look at it next Sunday. They are looking for a new house too.

Name:________________ Date:_________________

False reading Worksheet #4

Below is the passage on moving. Identity the words that do not belong. Susan and Henry have a nice house. They moved into the room ten years ago. They like it very much. It has one big problem. It is very small. They have four houses. They have three children and two cats. The children are seven, nine, and twelve years old. Susan and Henry want to move to a big house. They decided to sell their house and buy a big one. They wanted to clean the house. Henry painted the bathroom and the kitchen. He painted the living room light blue and the kitchen white. Susan vacuumed the couches in all the rooms. Then she scrubbed the kitchen floor. She scrubbed the kitchen floor too. They decided they had too many things. Susan had three beautiful shoes, but they didn't fit. She gave them to her sister. The kids had some nice baby clothes. She gave them to her friend. The kids had some old school pens. They didn't want the papers anymore. They recycled them. Now Susan and Henry's house is very clean and neat. They are going to sell it next week. They asked a friend to help them. People are going to come and look at it next Sunday. They are looking for a new house too.

Items to cut out

PDP Rationale

I first choose to teach this lesson to a low intermediate level preferably in a middle school in Hawaii. I wanted this group of

ESL students for a number of reasons including; this is the location I will remain to teach in, I would want to teach middle school level

or higher, and finally I chose low intermediate level, because while the story is relatively easy to follow the students might not yet be

comfortable with the past tense of words. The lesson “moving” was chosen because I felt it was something that most people

experience at some point in their lives. Being ESL learners in Hawaii it is quite possible they are originally from another country. The

vocabulary used in “moving” provides the students a way to talk and interactive with native English speakers and explain their own

move to the country.

The communicative approach is when knowledge becomes automated through practice, creating time limits in which a student

have to complete a specific assignment or task students will have to create their own utterances(Thornbury 2005). The practice for this

is prevalent in all stages of the lesson but really shines through at the end when students are asked to share about their own move.

Students will have to create their own phrases and utterances in order to accurately talk about their own move because simply no other

student was present at the time of their move (unless of a rare circumstance such as siblings, etc.).

Autonomy is created more and more throughout the during lessons. Teachers gradually provide less and less assistance to the

students which allows students freedom to succeed (Thornbury 2005). It is important for the students to feel self confidence in order to

succeed in learning their second language because without confidence a student may be afraid to speak in front of the class in general,

therefore will never be able to transfer their language skills into real life use. Furthermore, a student’s ability to self-regulate is also

important. Even native speakers make mistakes and have to correct themselves on a daily basis. This is something that can only

develop over time and lots of practice. It is important that students feel encouraged throughout their language learning experience.

I also chose to have students partner up rather than in groups. This is because I feel it provides a more real life operating condition.

While yes, the conversation was still prompted, the students were able to speak one on one about a topic. In most situations

conversations are one on one. It is argued in everyday life you will encounter group conversations but it is more likely the

conversations will be the one on one type. In the last activity where students prepare their own story about moving they are asked to

switch partners twice. So during the class, although they may have been with one speaking partner the whole time, in the final activity

this will not be allowed. Ideally the two partners used for this activity would be partners the student has not previously encountered in

this lesson.

Picture and word cues are given where students are given drawings as memory aid and use the drawings in order to formulate

the correct situation and/or match the object (Thornbury 2005). This is demonstrated in a few of the activities. To start with the pre-

activity is an activity in which the students are given a number of pictures as well as a word bank and must match the words with the

pictures. Students had previously seen the same pictures on the PowerPoint presentation presented to the class just minutes before.

They use the pictures as a cue to help them select the correct match for the picture from the word bank. Another activity in which the

picture is the cue in the 5th task of the during stage. Students are given picture cue cards and asked to create the story in order of how

it was told. They are also expected to be able to communicate what is going on in the picture. While for this lesson it will not be

critical that they follow the story word for word, it must be close enough to be understood as the same.

Demonstrating in which the teacher (myself) demonstrates how the activity works by first modeling it for the students, so in

turn they will follow it and do it correctly as well (Harmer 2007). It is important for all activities done in class that they must first be

demonstrated, unless it was an activity that was previously done in the classroom and if the students are still familiar with the activity.

There are a number of ways an activity can be done in order to avoid the task trying to be accomplished so therefore it is important

that as a teacher I first demonstrate how the students should be doing their activity so it provides them with more direction, it will also

be important to go around to the different groups, pairs, or individual students in order to make sure the activity is being done

correctly.

Repetition is when students are asked to repeat, in this case a word, together (Harmer 2007). Repetition is probably one of the

best ways to learn a language it is near impossible to speak a language if you have never practiced, therefore when introducing new

vocabulary students will be expected to listen and repeat specific words several times throughout the course of the lesson, although

most of the repetition will take place towards the beginning of the lesson.

Discussion comes up in almost all the activities. The best class discussions may be the ones that trigger a spontaneous conversation.

Personal experiences from a student may cause debate among the rest (Thornbury 2005). As long as their discussion pertains to the

relevant subject I’m okay with students talking about other things in their L2 (in this case English). For example, students may finish

their activity early and proceed to talk about something else that happened while they were moving. As long as it is not disruptive I

would encourage this time of spontaneous discussion. There is also the teacher prompted discussion in this lesson plan at the very

beginning and then throughout the rest of the lesson plan.

The social dimension is highlighted throughout the lesson plan- having conversations in the target language (Flowerdew &

Miller 2005). The main goal of most students is to be able to communicate socially with other speakers of their L2, again in this case

English. The ability to feel comfortable communicating with native speakers in the goal of most of these learners, not to speak

“perfect", being no native speaker uses language the prescriptive way 100% of the time. Humans are social beings and therefore just

want the ability to communicate with one another.

With feedback and correction of the students I feel also working in pairs helps them out with this. Almost any student will

automatically correct another without disrupting that particular student’s fluency. Interrupting students who are “in full flight”

(Thornbury 2005), only to be counterproductive when it comes to helping students. Students often times will take the correction the

other student had just offered and then will repeat it and continue on with their sentence, phrase, or story.

Jigsaw activity is when prior to the lesson the teacher prepared flashcards to depict a story and the students must put them in the right

order (Thornbury 2007). In the last during activity the students will be doing just this. They will also be required to provide a

dialougue along with the pictures. I think this is a great activity for students because it provides the freedom yet still gives a subtle hit

that may trigger certain words or phrases. I also feel this is an acitivty that students would enjoy because it is not just the typical

worksheet.

The worksheets were provided because it is important to add reading and writing into language learning. Worksheets are pages

of exercise which students have to fill in or write on to complete a task (Harmer 2007). While a worksheet could include listening,

which in this case in does it; they do not prompt the students to speak in these instances. A worksheet can also be used for practice

outside the classroom. When a student goes home and is having trouble trying to remember something covered in class they can

simply pull out the worksheet to refer to the word or phrase trying to be remembered, opposed to if the class was all electronic and the

student did not have copies of the presentations. Another benefit of having the students do worksheets would be to also be used as

review for an exam or quiz. An added beneficial to this may even be, because of the fact students self-corrected this worksheet in class

they may be more aware of their mistakes and the types of mistakes they make and therefore would be more conscious of these. Being

conscious of your mistakes is important if a student wishes to continue to develop and further learn their language.

One of the worksheets had a fill in the black activity; this is where sudents have to write in a word in the blanks of a sentence

or text (Harmer 2007). This is a great exercise for students to be able to recall or elicit information about a particular word in order for

them to better bring that word to mind. Having students fill in information gaps on worksheets is a great way of testing comprehension

as well. Students will have to remember key points and words in the story in order to complete the worksheet. This require students to

first recall the main points of the story, and then figure out what the type of word the specific blank is looking for. This activity still

provides some support in the form of context clues. When a student is struggling they can read the sentence containing the fill in the

blank and look for context clues that may lead them to find the answer for the blank. These context clues may provide enough

information for the student to in turn elicit the correct information for the fill in the blank.

True or false questions were also added to my lesson plan in the form of a worksheet. This provides students with both true and

false statements, and students should be able to easily identify the correct or true statement on the worksheet. This provides enough

language support, but it is up to the student to make the connection between the statement on the worksheet and the short story

“moving”. All the true or false questions on the worksheets are opposites, meaning if the true answer was sally likes to read, the false

answer would be sally doesn’t like to read. These questions still make the students think and question what they had previously heard,

but the language and support is still present in this stage of the lesson plan.

There are also a number of the eight dimensions (Flowerdew & Miller 2005) I tried to cover in my lesson plan. It is important

to try and cover as many of these as possible in order to have something available for all types of learners. The final activity provides

the individual variation dimension for the students. This is one of the most important dimensions because it gives students the freedom

to talk about themselves and their own experiences opposed to describing someone else’s. The cross cultural dimension could be

argued for in this case because it is not necessarily assumed that all people who are getting ready to move sell their items before their

house is to go on sale. This could be a cultural aspect, but I am quite unsure of what it is like moving in another country other than the

United States. The social dimension is very prevalent, they are talking to another student as well as when the teacher and even in some

cases eavesdropping onto other conversations, these are all very real aspects of the social dimension. Listening, writing, and answering

questions are characteristics of the contextualized dimension, meaning it is not just limited to one area of language and has more than

just the face value. There is an ultimate goal the students are trying to achieve being , in the end they will composed their own

dialogue about moving, but have gotten to this point of success because of all the other corresponding activities within the lesson.

Last but not least learners are asked to listen to the information, in this case a short story, presented critically. The critical dimension is

displayed in all the activities because of the relevance of the text to it. In order to do the activities one must fully (almost) understand

the text.

Some dimensions not covered were the affective and its four main characteristics; attitude, motivation, affect, and physical

feelings. One way in which I could have incorporated this more would have been to share an experience of my own and be aware of

situations and why the students may have moved, if they have newly moved unwillingly this is something to take into consideration

when teaching this lesson. The strategic dimension is also not covered and could have been by providing a recording in which the

speaker varies their pitch and innotation throughout the recording. Intertextual dimension could have been covered as well by editing

the short story and inputting more common idioms that may be used in this moving situation depicted. Although students did

previously encounter the short story “moving” a numerous amount of times and therefore may be able to better draw connections

between real life applications and the texted studied in class.

For the final activity having a student write their own story about moving and retelling it to two different partners is a great

way to allow guided freedom. What I mean by guided freedom is letting a student be able to say what they want but about a particular

subject. Sometimes having too many topics to choose from can cause students to feel overwhelmed and not even know where to start.

Therefore I feel it is important to give them enough guidance to get started while still providing students with creative freedom.

References

Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice.

Cambridge: Cambridge University press.

Harmer, J. (2007). How to teach English. Essex, UK: Longman.

Thornbury, S. (2005). How to teach speaking. Pearson Longman