1/25/2021 Lesson Plan

Objectives:

  • Students will practice speaking skills and listening comprehension at the intermediate to advanced level
  • Improve student fluency and assist instructors in gauging student skills
  • Group discussions, one-on-one dialogues and post hoc discussion of recorded media

10 Minute Warm-up: Two Truths and a Lie

  • Students tell two truths about themselves and one lie.
  • Students guess which of their classmates’ statements are lies.

Activity 1: Quote Exercise

  • Students choose a quote that resonates with them from the list. Each student will explain their choice. Instructor will ask questions and encourage students to expand if appropriate.

Activity 2: Discussion

  • If you were stuck on a deserted island, what would you bring?
  • In groups, students must agree on three items. Upon returning to the main classroom, members of each group will explain the reasons for their choices.

Activity 3: Listening and Discussion

Exit:

  • Before leaving, students must tell the instructor something they learned about a classmate

Lesson Plan 2/3/21 

Objectives:

– By the end of the lesson students should be able to identify the main theme and other aspects of the plot

Warm-up:

– Word ladder

Activity 1: Reading

– Instructors take turns reading the story (Powder) aloud and discuss each paragraph with the class.

– Students ask vocabulary questions and clarifying questions about plot details

– After reading, instructors ask students to identify aspects of plot, such as conflict, themes, characterization

Activity 2: Discussion

Instructors write students’ suggestions in the box

– Characterization: Father / Son

– Conflicts

– Resolution

Resources:

– Useful info for discussion: Online Guide for Analyzing and Understanding Power: https://argutelegacy.blogspot.com/2018/03/tobias-wolff-powder.html

– Comprehension Questions: https://moodle.tru.ca/pluginfile.php/1563532/course/section/507406/Powder_1.pdf

Exit:

– What was your favourite part of the story?

2/22/2021 Lesson Plan

Jennelle Young & Jean-Luc Lemire

Objective:

  • By the end of the lesson, students will engage in intermediate English conversations focused on making tv show recommendations. Students will practice vocabulary and increase their comfortability with speaking English in a group setting.

Warm-up (15 minutes):

  • Story time: Students take turns adding one word to a sentence, repeating all previous words each time a new one is added. E.g., Student 1: “I…,” Student 2: “I went…,” etc.
  • One instructor writes the sentence down to keep track but does not share it with the class
  • The game terminates when a student fails to accurately repeat the sentence
  • Repeat so all can participate

Discussion (25 minutes): Television Recommendations

  • Instructor asks students one by one for recommendations on what TV show to watch and asks questions. For example:
    • What do you like/dislike about it?
    • Who is your favorite/least favorite character?
    • Do you agree or disagree with the message?
  • In two groups students discuss their recommendations and agree on one to recommend to the class. Instructors will join a group and help facilitate conversation.
  • Each group chooses a leader who will present their recommendation to the rest of the class

Evaluation:

  • Students will be evaluated based on their participation and contributions to class discussion.

Exit Ticket (5 minutes):

  • Roll call-style, based on the recommendations from class, what show will you watch?

Lesson Plan 2/24/21

Objectives:

  • By the end of the lesson students will encounter be introduced to vocabulary through the presentation of Feng Jicai’s The Street Sweeping Show. Select words will be reinforced through a matching exercise, and students will exercise critical analysis and verbal communication in a post-reading discussion.

Warm-up (10 minutes):

  • Pictionary
  • Instructors will send a word to one student
  • That student draws a picture
  • Everyone has 30 seconds to guess what it is
  • If you guess correctly, you get a point
  • The person with the most points at the end of the game wins (instructors keep track in shared notes
  • Continue for 3-5 rounds

Activity 1 (40 minutes): Reading

  • Instructors take turns reading the story (The Street Sweeping Show) aloud and discuss each paragraph with the class.
  • Students ask vocabulary questions and clarifying questions about plot details
  • After reading, instructors ask students to identify aspects of plot, such as conflict, themes, characterization

10-minute Break

Activity: (10 Minutes): Vocab Matching

  • Students match select vocabulary words from The Street Sweeping Show to their correct definitions

Activity: Breakout Room Discussion

Exit Ticket (10 minutes):

  • Based on your discussion groups, tell us something you learned about another culture.

April 7, 2021 – ESAL 0570 – Lesson Plan

Objectives: Students will engage in critical thinking by analyzing the symbol of light in the short story “Araby” and discussing its metaphorical significance. Students will address major symbols from the text by engaging in discussions. Students will gain experience analyzing and interpreting texts for essay writing.

Class overview: Students will discuss the few occurrences of the lamps and discuss their potential meaning.  Students will engage in discussion, in a variety of ways, on the relevance and significance of the theme of light and dark and how it can relate to hope.

Check in: review “Araby” and have a brief discussion – 15 minutes – Jennelle

  • Ask student to summarize
  • Ask class what they thought of the story, what they think it means, how do they interpret the ending, first impressions and general thoughts

Warm-up: matching to review vocabulary from “Araby”  – 10 minutes – Jean-Luc

Slide – The Lamp – 15 Minutes – Jennelle

  • Interactive whiteboard
  • Students will discuss what they think light can symbolize using the interactive whiteboard to write down brief descriptions
  • Instructors perform an explication on an excerpt from the text

Slide – Mangan’s Sister and The Light:  Jean-Luc/Jennelle

  • Instructors perform an explication on an excerpt from the text

Slide – Colored Lamps – 15 minutes – Jean-Luc

  • Interactive whiteboard Students will use the interactive whiteboard to write down their thoughts about what the coloured lamps could represent.
  • Instructors perform an explication on an excerpt from the text

11:30 – 10-minute Break – Jennelle

Slide – Lack of Meaning/Substance in Cafe Chantant – 10 Minutes – Jean-Luc/Jennelle/Jean-Luc

  • Instructors perform an explication on an excerpt from the text

Slide – Total Darkness – Jennelle

  • Instructors perform an explication on an excerpt from the text

Activity 3: Kahoot quiz – 10 minutes – Jennelle

Activity 4: Breakout room discussion – 10 minutes – Jean-Luc

  • Students will be put into 3 breakout rooms to discuss how the protagonist’s view changes after his realization in the bazaar.

Exit ticket – 10 Minutes – Jennelle:

  • After considering the symbol of light in Araby, how has your understanding of the story changed?

Assessment: In our check-in we will assess students’ familiarity with the text and gauge who has completed the assigned reading in advance of class. Using the whiteboard we can analyze the depth of the students analyses as well as note participation. Kahoot! Will allow us to test students’ critical thinking by asking them to interpret symbolism.