Deanna House, Lesson Plan 5
Content Area: Language of Social & Instruction\
Grade Level Cluster: 9-12
English Language Proficiency Level: Beginning - Intermediate


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COMMON CORE STANDARDS: ELA
Conventions of Standard English* CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Knowledge of English
  • CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
THEME:
SWBAT carry on an oral conversation with a new/old acquaintance presented in The Time Machine using written notes for assistance. There are several contexts within the novel in which the characters are in social situations. From chapter 1 in which the Time Traveler invites his colleagues for afternoon tea at his house in London to meeting the Morlocks in their underground domain in 800,000AD. SW review a scene and reproduce it using props, as necessary. 


NOTABLE QUOTATIONS FROM THE TEXT:

That way lies monomania. Face this world. Learn its ways, watch it, be careful of too hasty guesses at its meaning. In the end you will find clues to it all. CHAPTER 5


I made what progress I could in the language, and in addition I pushed my explorations here and there. Either I missed some subtle point or their language was excessively simple - almost exclusively composed of concrete substantives and verbs. There seemed to be few, if any, abstract terms, or little use of figurative language. Their sentences were usually simple and of two words, and I failed to convey or understand any but the simplest propositions. CHAPTER 5
LESSON TOPIC:
Introductions and Greetings are determined by the social situation.
OBJECTIVES:
Content:
SW analyze a scene in the Time Machine in which the Time Traveler interacts with his British colleagues or in which he meets the Eloi, meets Weena, or meets the Morlocks. SW understand how the social situation presents different needs for communication. The social situations presented include:
  • meeting colleagues from your same social and cultural environment to discuss scientific breakthroughs and advancements.
  • meeting a groups of strangers from a different social and cultural environment who do not speak your same language.
  • meeting an individual from a different social, cultural, and language environment with whom you are establishing a new relationship.
  • meeting a group of individuals from a different social, cultural, and language environment who are not friendly and wish to harm you.    

Language:
SWBAT to orally present verbal interactions in English using appropriate level of discourse for the situation. 
KEY VOCABULARY:
Content Vocabulary:
(Words that about speaking) Chapter 1
expounding
argumentative
murmured
interrupted
exclaimed
suggested
explanation
retorted
objections
remarked

Cross-Curricular Vocabulary:
(Words about thinking) Chapter 5
Musing
Imagining
Dismayed
Anguish of Mind
Reasoning
Memory
Conclusion
Visions
Idea
Dreaming
SUPPLEMENTARY MATERIALS:
Students interdisciplinary notebook.
Props including the swimming noodles which can be used to create a quick setting.
MOTIVATION:
(Building background and explicit links to past learning)

LESSON SEQUENCE:
(Language and content objectives, comprehensible input, strategies, interaction, feedback

PRACTICE AND APPLICATION: MEANINGFUL ACTIVITIES
(Meaningful activities, interaction, strategies, practice and application, feedback)

REVIEW/ASSESSMENT:
(Review objectives and vocabulary, assess learning)

WRAP-UP: (Go over content and language objectives; closure of lesson)



(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.) SIOP® Lesson Plan Template 3 © 2013 Pearson Education, Inc.