TESL 582: Methods 2 Unit Plan Discourse Markers Lesson 2

07/2013

Dee Matchett

Lesson Title: Discourse Markers, Lesson 2 Grade Level: Advanced Intermediate Time Allotted for the Lesson: 45 minutes Short Description of Lesson (50 words or less): Part 2, Using Discourse Markers to Build the Connection: goes into deeper discussion of the types of discourse markers, their syntactical position and effective use. The lesson uses authentic reviews that students analyze for the perspective of the author and write discourse markers to effectively connect ideas. Students will be attending a production of this You Cant Take It With You this weekend and taking notes. Classroom Layout and Grouping of Students: : Desks in U-shape facing Smart Board. PairWork. State Standards met in this lesson (see http://www.state.tn.us/education/ci/esl/doc/ELL_Standards.pdf): R.6.2 Understand relationships between parts of a text (e.g., cause and effect, compare and contrast, chronological ordering) R.7.2 Identify authors opinion, perspective, point of view, purpose, motivation, stance or position. Materials, Resources and Technology (needed for teaching lesson): 1. Power Point/ Part 2 Building the Connection 2 Play review handouts for Midsummers Night Dream and High Society 3. Media Equipment to stream https://www.youtube.com/watch?v=25_n-Zvz6kI

Learning Objective(s): Students will be able to recognize why an idea is being connected: to contrast, to compare, to show causal relationship, to indicate consequence, to confirm (with additional information or examples), to create continuity (order items), to show commonality, to restate, to accent, to conclude. Students will be able to connect ideas using effective discourse markers. Instructional Procedures: 1. Lesson Set Students will be engaged in todays lesson through warm up questions. Power Point: Building the Connection will serve to review Lesson 1, but expand into greater detail about the purpose of discourse markers. 2. Techniques and Activities:
A. 5 min Warm Up Questions: Did anyone read a review on line? Was it primarily a teaser meant to encourage attendance? Primarily a synopsis? A critics analysis? What did you notice about the authors use of discourse markers? B. 15 min Power Point Instruction ( I will email this to you.) C. 15 min Pairs activity (switch partners for 2nd Activity) i. Hand Out Sample Review of High Society ii. Explain Instructions & Divide into Pairs iii. Share choices made iv. Repeat for Sample Review of Midsummers Night Dream, but switch partners

TESL 582: Methods 2 Unit Plan Discourse Markers Lesson 2

07/2013

Dee Matchett

3. Lesson Closure: 10 min Notetaking (serves as a review of notetaking skills) https://www.youtube.com/watch?v=25_n-Zvz6kI entitled The Absolute Last Draft from curlzgonewild75 This is a 1.5 min video. View in entirety. Then view several more times, stopping to allow students to take notes. The video tells them what they need to be considering as they observe a play and what to include in a review.
Assessment of student learning (based on objectives):

Informal observation Extensions, if any: Students are required to attend one of the weekend performances of You Cant Take It With You and take notes. Remind them that note taking will need to take place primarily, before the play (from program and cast/director interviews), during the intermissions, and immediately afterwards. This is a three act play with two intermissions. They will come back to class on Monday and use those notes to write their review of the play