Course Concept Map

Course Concept Map-ESOL 20 Reading, Writing, and Grammar

This course is offered over seventeen weeks with six hours of in class meetings per week. Students are expected to attend all classes in order to be successful in this class. Students may be dropped after missing 6% of the class (two 3-hour sessions) and WILL be dropped after missing 12 % (four 3-hour classes). Students have 4 paragraphs, 4 in-class paragraphs, homework assignments, quizzes, and in-class exams. Grammar in this course is organized following the Course Outline of Records for ESOL 20 and the course units are based off chapters from Effective Academic Writing.

No unitWeek One: An introduction to the course will be given. Students will be introduced to our online Yahoo Groups page where all course assignments and handouts will be uploaded. A grammar diagnostic will be given in class and a diagnostic writing assignment is for

homework. Students must also join the ESOL 20 group on Yahoo Groups for homework.

Week one: Orientation to the course student/teacher introductions and Yahoo Groups

Diagnostic grammar test is givenDiagnostic writing assignment as homework submitted through emailHomework: join ESOL 20 group on Yahoo

Unit One: Paragraph OrganizationWeek two: Students will learn about basic paragraph organization and topic sentence creation. They will also learn about supporting details in their paragraph and a strong conclusion.

Week two: Introduction to basic paragraph formLesson: choosing a good topic sentence with a controlling ideaLesson: supporting details and quotation activity

Homework: workbook- paragraph organizationQuiz: quotations

Week three: Students will learn grammar associated with the past tense. They will write a non- graded in-class paragraph using past tense. They will also learn sentence variation.

Week three: Past tenseLesson: past tense review using video clipLesson: 4 types of complete sentencesHomework: paragraph 1.

Unit Two: Descriptive paragraphsWeek four: Students will work on descriptive paragraphs. They will learn basic grammar of pronouns and forming questions with the simple present tense and the present progressive. They will have their first graded in-class paragraph #1.

Week four: Descriptive paragraphs, pronouns, question formationsLesson: writing descriptive paragraphsLesson: pronounsLesson: question formation using simple present and present

progressiveHomework: pronouns practice 15, question formations practice 3 and 8.Quiz: past tense

Week five: Monday is a holiday for Presidents’ Day! Our grammar topic for this week is past progressives. Paragraph #2 is assigned as homework for this week. I will give time in class to begin writing paragraph #2 and allow students to peer edit.

Week five: Past ProgressivesLesson: past progressives reviewLesson: paragraph 2 and peer editingHomework: past progressives practice 35-37 and paragraph #2Quiz: on question formation using simple present and present

continuous

Unit 3: Example ParagraphsWeek six: This week students will get to see example paragraphs as models for good work and bad work. We will have a review for the in-class writing. Grammar will cover adjectives versus adverbs.

Week six: Example paragraphs; grammar focuses on adj. vs. adv.Lesson: showing example paragraphsLesson: adj. vs. adv. moving activityLesson: in class paragraph reviewHomework: adj. vs. adv. practice 31Quiz: past progressives

Week seven: Students will continue work with example paragraphs. We will learn possessive forms and have a midterm grammar review.

Week seven: Continue with example paragraphs; possessive forms and midterm grammar reviewLesson: example paragraphsLesson: possessive forms (very brief)Sample midterm: students will complete a sample grammar midtermHomework: possessive forms practice 16 and 18 and study for midtermsQuiz: adjectives using ing or ed.

Week eight: Midterm grammar exam and midterm paragraph exam.

Week eight: MidtermsStudents will have the entire class Monday and Wednesday for their midterm exams. Quiz: possessive forms

Unit 4: process paragraphsWeek nine: This week students will have a post-exam review. We will learn about process paragraphs and modals.

Week nine: Post exam review; process paragraphs; modalsLesson: process paragraphsLesson: modalsHomework: modals practice 38-45

Week ten: Students will continue with modals. We will move on to present perfect tense and will have in class paragraph #3.

Week ten: Modals; present perfect; in class paragraph #3Lesson: modalsLesson: present perfectHomework: present perfect practice 46-51.

Week eleven: SPRING BREAK- NO CLASSESHomework: paragraph #3

Unit 5: Opinion ParagraphsWeek twelve: Continuing present perfect and new unit working on opinion paragraphs.

Week twelve: Opinion paragraphs; continuing present perfectLesson: opinion paragraphsLesson: present perfectQuiz: modals

Week thirteen: This week will focus on opinion paragraphs. Students will have time to revise

their paragraph #3 in class. Students will write in class paragraph #4 and have time for peerediting and revisions.

Week thirteen: In-class writing paragraph 3 revisions and in-class paragraph 4Lesson: opinion paragraphs reviewQuiz: present perfect

Unit 6: Narrative ParagraphsWeek fourteen: Students start a new writing unit this week on narrative paragraphs. We

work on adj. clauses and rel. pronouns.

Week fourteen: Narrative paragraphs; adj. clauses and rel. pronounsLesson: narrative paragraphsLesson: adj. clauses and rel. pronouns

Week fifteen: This week marks the beginning of finals. Students will have a review on Monday

for the final writing exam. On Wednesday they will have the in class writing exam. The finalwriting exam will count as their paragraph #4.

Week fifteen: Final writing exam review; in-class final writing examHomework: study for final writing exam

Week sixteen: This week we will have the final grammar exam review on both Monday andWednesday. Students will have the opportunity to take a practice grammar final in class and

askquestions about the test.

Week sixteen: Final grammar exam reviewIn-class practice grammar finalHomework: study for final grammar exam

Week seventeen: The final grammar exam will take place on Monday. On Wednesday students

will receive their final course grade and we will have a celebration of our learning this semester.

Students are encouraged to bring food, snacks, and drinks to class and may talk about their food

in relation to their culture.

Week seventeen: Final grammar exam; receive final course grade and celebration of learning.

Unit Lesson Planning

ESOL 20: A sample two-week Unit Plan

Unit Theme: Paragraph OrganizationUnit Objectives: Students will learn to:

Write a good topic sentence with a controlling idea Understand the basics of paragraph form Learn how to use supporting details in their paragraphs Use quotations in their paragraphs effectively Learn sentence variety Analyze other writings through peer editing and group critiques Write a story paragraph for homework using past tense Write an in-class paragraph using past tense

Prior Objectives: This is Unit 1 therefore no prior objectives will be recycled from this course. Objectives from ESOL 19 course may be reviewed. The teacher will have evaluated students’ diagnostic paragraphs prior to this class to determine their needs.

Preview Work: model story paragraphs and model point by point paragraphs. Students volunteer their own essays for a whole class critique. Introduction to “I Love Lucy” video clip. The teacher will explain background about the TV show and introduce the characters. The video clip will be used to practice past tense.

Week two

Monday Wednesday

Whole class: basic paragraph organization and formatting lesson presentation of a model paragraph; topic sentence; supporting details; conclusion; formattingSmall groups: Writing a good topic sentenceWhole class: voting on a good topic sentenceWhole class: using quotations reviewSmall groups: using quotations activity handoutHomework: workbook- paragraph organization

Whole class: Story paragraph introduction versus point by point.Small group: critiquing sample paragraphs; are they point by point or story paragraphWhole class: volunteers critique sample paragraphs; teacher uses document camera so the entire class can see the paragraph.Whole class: supporting details lessonHomework: past tense review practice 12-14 in workbookQuiz: quotations

Week Three

Whole class: story paragraph review and paragraph form reviewWhole class: past tense lessonSmall groups: past tense speaking activityWhole class: introduction to paragraph 1 topicsIndividual: Extra time allotted in class for homework paragraph 1; students choose from 3 topics; my first date, embarrassing moment, my happiest moment. The teacher may remind the students to think back to the “I Love Lucy” video clip activity as the characters in the clip experienced a very

Whole class: Turn in paragraph 1 with scoring sheetWhole class: review past tense using video clip; vocabulary explanations, grammar past tenseSmall groups: talking about the video clipIndividual: writing a good topic sentenceWhole class: best topic sentence debateIndividual: 20-30 minutes to write non-graded paragraph using the winning topic sentence from the debate about the video clip in past tense; students may submit their paragraph to the teacher for non-graded feedbackWhole class: four types of complete sentences

embarrassing moment.Small groups: Peer review paragraph 1Small groups: explain revisions to peersWhole class: critique volunteer essaysHomework: paragraph 1 due the beginning of next class

lessonSmall groups: complete sentences handoutHomework: review past tense for a quiz the beginning of next class.

Detailed Lesson Plan 1

LESSON PLAN TEMPLATE NAME: Marie Webb ESOL 20- Reading, Writing, and Grammar

Background Information Provide a brief overview of the student group, class situation, methodology to be incorporated, and scope of lesson (i.e. how is this lesson fitting in to what is happening in the class to date):

The students must cover certain grammar points to help with their reading and writing skills based on the Course Outlines of Records for ESOL 20. Modals will help the students prepare for a future writing unit focused on opinion and process paragraphs. Because modals change the meaning of a sentence and help express opinions, the students will learn how to more accurately say what they are thinking.

Lesson Objective(s) clearly define objective(s) and method(s) for evaluation:

Enabling Objectives: brainstorming as a class, review worksheet,Q&A speaking/writing activity, picture based writing activity, music modal quiz (If time permits).

Terminal Objectives: to understand a basic overview of modals and related expressions.

Materials (describe the handouts, readings, technology, realia, etc. you will utilize to advance the lesson)

1. Modal handout- I will explicitly teach students the rules of modals. They will write down example sentences after learned grammar points. Students can work together as they write down their sentences. The teacher will ask for volunteers to share their

example sentences. The students will also work together on another modals section of the handout to figure out the meanings in small groups.

2. Q&A activity- Students will ask 8 different classmates the given questions and must write a complete sentence using their partners name and the modals given.

3. Picture activity- Groups of students will receive one picture in which they will have to write down sentences using modals of their choice to explain the image. They will present their image to the class if time permits!

4. Music activity- Students will fill in the blanks of a Beatles Song with the correct modals. The teacher will then play the song in class so the students can check their answers. (This is only if time permits/ it will most likely be assigned as homework or review for the next class)

Classroom Procedure: outline the lesson detailing the teacher and student plan. Provide an overview for how you will introduce the lesson as well as step by step how you will engage, instruct, interact, assess, and close the lesson with your students. Bulleted information or short sentences will suffice. Basically, I want you to talk/walk through the lesson detailing what you will do, what you expect the students to do, and how much time you allot for each segment of your lesson. Please complete pages 1-5 on the SDAIE Lesson worksheet to help you focus the step by step.

Class: ESOL 20 Time: 9:35-12:45 Date: March 21st Week: 9

Resources:1. Modal Review Handout and computer/projector/document camera2. Pictures for the picture activity3. Beatles song if time permits via internet4. Total time needed 95 minutes.

Lesson Aims:

Modals

Enabling Objectives: brainstorming as a class, review worksheet, survey activity, picture based writing activity, music modal quiz.

Terminal Objectives: to understand a basic overview of modals and related expressions.

Lesson Stages:

Review/Preview

(5 minutes)

Preview the lesson. Tell the students what they are going to be doing today. Write the agenda on the board. 1. Models conversation 2. Grammar review handout 3. Classmate survey 4. Picture

activity 6. Quick review 7. (music quiz for homework or review next class)

Warm Up

(40 minutes)

Presentation: 10 minutes

Show the students pictures of models. Let’s describe models. What are they like? What should they do to be successful? They must be tall right? They may be young. They should eat healthy. Why did I show pictures of models? Are we studying models today? No! we are studying modals Modals help us to share our opinions more effectively!

Go over the pronunciation of model and modal Brainstorming (Whole Class): What is a modal? It is a kind of auxiliary verb, (we already studied auxiliary verbs)

They are specific verbs that behave weirdly in English! Ask them for some examples of sentences using modals. Categorize the sentences based on obligation, ability, permission, likelihood- specific function or probability Ask the students what the sentences in one category all have in common.

Practice: 30 minutes

Go through the understanding modal verbs worksheet with the students. Have some of the students read outloud. Ask the students to make their own example sentences for each category as we go over it. They may talk work

with each other and talk during this time. For the next models category have the students work together to figure out the meaning of each model in each

sentence. Have the students share their examples with the class. Type these on the computer and edit as needed.

Main Body

(45 minutes)

Activity 1: Classmate Survey Activity -20 minutes

Give the students explicit directions for the activity. Have each of them stand up and get their activity paper from you. (This way they are already standing and ready to move around the room)

The students must survey their classmates using the provided questions. They should answer using modal verbs. The students must ask a different person each question and write the response down. After 10 minutes, spend 5 minutes sharing/correcting answers as a class Type the students answers on the computer-make corrections as needed.

Activity 2: Modal picture activity 25 minutes

First look at a sample images with the students and ask them to explain what the pictures mean and what modals can be used to describe the picture.

Then ask volunteers to read the directions out loud. (All above 5 minutes) Pair the students into groups of 4 and ask them to come up with their own sentences using modals to describe the

pictures. (10 minutes) Allow groups to present their pictures to the class 10 minutes

Activity 3:(Next class for review or assigned as homework) Grammar/Listening activity Introduce The Beatles song.

Have the students work in groups to fill in the blanks in the song lyrics for 5 minutes. Listen to the song once and let the students fill in the blanks. Correct the lyrics with the students and let them listen to the song one more time.

Review/Preview

(5 minutes)

Review the main points learned in this class. What are modals? What are some common modal verbs? What are some of the meanings of modals? (Ability, permission, advice, possibility, necessity, future time) Turn to your partners and tell them one thing you learned in this class today!

Materials

Understanding modal verbs (also modal , modal auxiliary verb , modal auxiliary )

Modals express special meanings such as ability, necessity, and permission. They change the meaning of a sentence! My favorite examples are below!

Can I please go to the bathroom? (Can be used for permission, but it’s not as polite) Do you have the ability to go to the bathroom? I hope so! Can is used for ability.

May I please go to the bathroom? (Always say this!) In this sentence, you are asking for permission to go to the bathroom and it is more polite. Yes, you may go to the bathroom. May is used for permission.

*List all of the modal words that can be used in each category.

Ability, permission, possibility

Advice and necessity Expressing future time

The base form of the verb always follows a modal. Never use an infinitive! (ex. I should to clean my room.)

To form a negative put not after the modal. (ex. I cannot date you.) You can make a negative contraction with some modals. (I can’t date you.) But we

don’t use contractions for may or shall. Ex: Mayn’t Shan’t Some verbs are like modals in meaning: have to, had better, out to, be able to, be

supposed to, be permitted to, be allowed to (ex. He must go to school = He has to go to school)

A) Do the following sentences indicate ability, permission, or possibility?

1. I can fly an airplane.2. May I make a quick telephone call? 3. My ring could turn purple.

Your examples:

1. Ability:_________________________________________________________________

2. Permission:______________________________________________________________

3. Possibility: ______________________________________________________________

B) Do the following sentences indicate warning, speculation, or disbelief?1. You had better not go inside!2. You have got to be kidding me!3. Who might that be at the door?

Your examples:

1. Warning:________________________________________________________________

2. Speculation:_____________________________________________________________

3. Disbelief: _______________________________________________________________

C) Do the following sentences indicate advice or necessity?

Advice- A recommendation based on the speaker’s opinion.Necessity- Something the speaker considers to be “right.”

1. You ought to do your homework before 1 pm. 2. You should see a doctor immediately.3. I have to go to my parents tonight.

Your examples:

1. Advice:________________________________________________________________

2. Necessity:_______________________________________________________________

Remember* /have to/ and /must/ mean the same thing. Both indicate necessity and are followed by the base verb.For example: I have to make dinner. Modal base verb

I must make dinner.Modal base verb

Class Activity 1- Survey your classmates

Ask the following questions to practice using modal verbs. You must ask a different person each question. Then write down a sentence including their name and the required modal. So stand up and walk around! You may ask follow up questions and have brief conversation.

Example: What will you do after class today? –Marie will go to lunch with some friends.

1. What must you do this week?

2. What can’t you eat?

3. What are you supposed to do after class today?

4. When will you go to sleep tonight?

5. Would you rather eat snake or a spider?

6. Can you play a sport?

7. Could you date someone 10 years older than you?

8. May I take you out to dinner tomorrow?

9. __________________________________________________________?

10. __________________________________________________________?

Activity 2: In your groups come up with 2-5 sentences about your pictures using modals. If there is time in class, your group will explain your photograph using modals!

Activity 2: In your groups come up with 2-5 sentences about your pictures using modals. If there is time in class, your group will explain your photograph using modals!

Activity 2: In your groups come up with 2-5 sentences about your pictures using modals. If there is time in class, your group will explain your photograph using modals!

Activity 2: In your groups come up with 2-5 sentences about your pictures using modals. If there is time in class, your group will explain your photograph using modals!

Activity 2: In your groups come up with 2-5 sentences about your pictures using modals. If there is time in class, your group will explain your photograph using modals!

Activity 2: In your groups come up with 2-5 sentences about your pictures using modals. If there is time in class, your group will explain your photograph using modals!

Activity 2: In your groups come up with 2-5 sentences about your pictures using modals. If there is time in class, your group will explain your photograph using modals!

Activity 2: In your groups come up with 2-5 sentences about your pictures using modals. If there is time in class, your group will explain your photograph using modals!

Activity 2: In your groups come up with 2-5 sentences about your pictures using modals. If there is time in class, your group will explain your photograph using modals!

Class Activity 3: Modal Music Quiz! Fill in the blanks with the correct modal verb.

“With A Little Help From My Friends” by The Beatles- song lyrics

What __ you think if I sang out of tune, __you stand up and walk out on me.

Lend me your ears and ________sing you a song,And ___ try not to sing out of key.

Oh I get by with a little help from my friends,Mmm,I get high with a little help from my friends,

Mmm, I'm gonna try with a little help from my friends.

Do you need anybody?I need somebody to love. _ it be anybody?I want somebody to love.

What do I do when my love is away.(Does it worry you to be alone)

How do I feel by the end of the day(Are you sad because you're on your own)

No, I get by with a little help from my friends,Mmm, get high with a little help from my friends,

Mmm, gonna to try with a little help from my friends

Do you need anybody?I need somebody to love. __ it be anybody?I want somebody to love.

you believe in a love at first sight?Yes I'm certain that it happens all the time.

What do you see when you turn out the light?I tell you, but I know it's mine.

Oh, I get by with a little help from my friends,Mmm I get high with a little help from my friends,Oh, I'm gonna try with a little help from my friends

Do you need anybody?I just need someone to love.

_ it be anybody?I want somebody to love

Oh, I get by with a little help from my friends,Mmm, gonna try with a little help from my friendsOoh, I get high with a little help from my friends

Yes I get by with a little help from my friends,with a little help from my friends