Week 8 - R&W
Week 8 - R&W
Complete the Weekly Lesson Plan outline for the entire week. Each lesson should have clear measurable ‘higher order thinking skills’
(HOTs) objectives. Once completed, email the Weekly Plan to your Supervisor before your first session on Sundays of each week.
Note: The fields will expand as you type your lesson plan. Please adjust the print range before printing.
A. GENERAL INFORMATION
Enter Dates for this week🡪 Beginning Date: TBC Ending Date TBC
Teacher’s ELSD ID
Course Logistics
M193794
Teacher’s Name Section No. Course ID Time Class
Guled Omar Farah 78781 (9am) English 111 Begins:
61037 (1pm) 9:00 - 10:15
13:00 - 14:15 (T:
14:00 - 15:15)
Building Classroom No. Textbook Category Time Class Ends:
Science QSkills 4 A 9:00 - 10:15
13:00 - 14:15 (T:
14:00 - 15:15)
STRAND: READING AND WRITING This week’s ELSD Curriculum Pacing Schedule:
(Refer to pacing schedule on portal.)
Week No. Unit No. Page Nos.
8 1 3-31
● Ss are asked to read an essay on ‘role model’ and discuss the topic in class Ex. Reading 1, on P.4. (groups)
● T explains previewing & predicting to the class and checks their comprehension. Ex “Previewing Skills” Pg.4 (whole class)
● Ss write “what qualities a good role model should possess” then discuss this with a partner. Ex C. Pg. 5 (in pairs)
● Ss check their understanding of the vocabulary words and locate the words in the essay. Ex. D Pg. 5 (Individual)
● Ss change the forms of the vocabulary words and write them next their correct definition. Ex. B Pg. 7 (Individual)
● Ss write the answers of the given questions Ex. C Pg. 8 (In Pairs)
● Ss read the sentences and number the main ideas in the order they developed in the essay. Ex. D Pg. 8 (Individual)
Productive Activities:
● Ss write “what qualities a good role model should possess” then discuss this with a partner. Ex C. Pg. 5 (in pairs)
● Ss change the forms of the vocabulary words and write them next to their correct definitions. Ex. B Pg. 7 (Individual)
Reflection (POS/NEG):
● Ss read the essay and complete the chart “what role model can teach us?” Ex G Pg. 10 (In group of 3)
● Ss write down the qualities, a good role model should possess. Ex. H Pg. 10 (In Pairs)
● Ss discuss questions from reading 2 “Everyday Heroes” given on Pg. 10 Ex. A (n groups)
● Ss gather information from the interview about “what makes someone admirable?” Ex. A Pg. 12-14
Productive Activities:
● Ss write down the qualities, a good role model should possess. Ex. H Pg. 10
● Show the video on Pg. 18 and ask Ss about the profession/s they like the most.
Practice Exercises: (Controlled and Semi-controlled)
● Ss cross out incorrect definitions after reading the words from reading 2 Ex. B Pg.15
● Ss write true or false and correct the false statements to make it true Ex. C Pg. 16 (Individual)
● Ss complete the chart with information about the heroes from the article. Ex. D Pg. 16 (Individual)
● Ss fill the columns with the names of heroes that describes the focus of their company Ex. E Pg. 17 (Individual)
● Ss answers questions related to the paragraphs in the article. Ex. F Pg. 17 (In Pairs)
● Ss watch the video and answer the question “what profession do you admire the most?” Ex. A Pg. 18 (Individual)
● Ss learn video vocabulary and write notes in the chart after watching the video. Ex. B Pg. 18 (Individual)
● Ss analyze the most trusted professions in the US and in England. Ex. C Pg. 18 (In pairs)
● Ss write a paragraph of 5-7 sentences in response to given questions Ex. 19 Pg.19 (Individual)
● T-Ss explains the information that can be found in the dictionary for a given word. (Vocabulary Skills) Pg. 19 (Class)
● Ss identify the information given the dictionary for a word “mentality” Ex. A Pg. 19 (Individual)
● Ss look up words in the dictionary and answer the given questions. Ex. B Pg. 20 (In pairs)
Productive Activities:
● Ss write a paragraph of 5-7 sentences in response to given questions Ex. 19 Pg.19 (Individual)
● Ss analyze the most trusted professions in the US and in England. Ex. C Pg. 18 (In pairs)
Reflection (POS/NEG):
● Ss comprehend the information of organizing and developing an essay. (Writing skills) Pg. 22 (Class)
● T asks Ss to read the model essay and follow the steps. Ex. A Pg. 23 (In pairs)
● T describes “ordering ideas” first, second third etc., (critical thinking strategy). Pg. 24 (class)
● Ss read the sentences and number them to make a logically ordered body paragraph. Ex. C Pg. 25 (In pairs)
● T clarifies restrictive relative clauses and CCQ Ss. Ex. “Grammar” Pg. 26 (Class)
Productive Activities:
● Ss complete the chart about “successful people” Ex. B Pg. 24 (Individual)
● Ss read the model essay and follow the steps. Ex. A Pg. 23 (In pairs)
Reflection (POS/NEG):
Carryover:
● Ss combine each pair of sentences using a relative clause with who, that or which Ex B Pg. 27 (Individual)
● Ss practice omitting relative pronoun in sentences in activity B. Ex. C Pg. 27 (In pairs)
● Ss brainstorm and fill the chart with names of 3 people with admirable qualities. Ex A Pg. 28
● Ss use their notes to write an analysis essay about the qualities that make a person admirable. Ex. C Pg. 29 (Individual)
● Ss read each other’s essay and then use the peer review worksheet and discuss with each other. Ex. A Pg. 30 (In pairs)
● Ss complete self-assessment check list and discuss their essays in class. Ex. C Pg 30 (In groups)
● Ss identify the skills and strategies they learned during the lesson. (Track your success) Pg. 31 (Individual)
Productive Activities:
● Ss brainstorm and fill the chart with names of 3 people with admirable qualities. Ex A Pg. 28
● Ss read each other’s essay and then use the peer review worksheet and discuss with each other. Ex. A Pg. 30 (In pairs)
Reflection (POS/NEG):