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Find your name and create a box. Title it #1: Topic. Write your class topic.

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Create a new box.
Label it #2: SWBATs. Write your two SWBATs

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Taboos and Superstitions

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1.Students will be able describe some taboos and superstitionsin the Chinese society and learn new vocabulary
2.Students can work in groups and let them guess the words from the taboo words given which in turn will help them speak more describe things better and use different vocabularies

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You'll be assigned a partner. Find their name and create a third box. Label it Box #3: Comments from <your name>. Provide feedback about the SWBATs. Do they state (1) what the student will learn, (2) how they will demonstrate learning, and (3) how the teacher will support learning? Offer suggestions if necessary.

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Find your name again and label a new box Box #4 Warmup. Summarize your warmup activity in this box.

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Label the next box Box #5: First Learning Task. In this box briefly describe your first learning task. What will students do? What learning/teaching strategies are you using?

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Syllables - Stressed and Unstressed

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1. Students will be able to count syllables in English words.
2. Students will be able to recognize stressed or unstressed syllables when they hear them.

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Mise-en-scene

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Rhymes in English

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The phases of the moon and how it rotates around the Earth

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1. Students will be able to describe/identify the different components of mise-en-scene (lighting, color, framing) by labeling components on a projected image
2. Students will be able to compare two images and come up with an essay thesis through partner work
-------> worksheet to compare images (include emotion list)

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1. Students will be able to identify simple rhymes in English texts by first analysing a Chinese poem as a class, then identifying rhymes in sample English texts in smaller groups.
2. Students will be able to create and write simple rhyming phrases/lists of their own based on a specific assigned word.

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Metaphors and Similes

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Writing a story using the five senses

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1. Students will learn how to conceptualize the path of the moon through an active demonstration involving a flashlight and a tennis ball in order to remember by looking at the moon which phase it is in
2. Students will demonstrate remembering the vocabulary of each moon phase by matching pictures with phase names and can apply them to giving a short description of how the moon is in our orbit

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Planning a trip/ deciding where to go

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- Students can read a number of similes and metaphors (in increasing complexity) and practice distinguishing the two and thinking abstractly/metaphorically in L2. They will state what they think each means.

- Students are presented with some simple sentences/images and practice producing their own similes/metaphors out of what their given. The teacher will then break down their reasoning into simple language to affirm metaphorical process.

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Rhetorical Appeals

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Reading Comprehension through Nikki Giovanni's "Allowables"

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1. Students can describe the differences between ethos, pathos, logos.
2. Students can identify the three when presented with different examples.

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1. Students will learn strategies for understanding a text-based poem.
2. Students will be able to identify emotions in the poem.
3. Students will be able to write a reflection about the poem's message.

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The lesson focuses on practical travel knowledge, primarily utilizing the communicative approach.

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Sharing Information with Others

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1. Students will be able to exchange personal information to at least two others in writing by using verbal questioning by the end of the class period.

2. Students will be able to define and describe themselves and their cultures in a conversation involving one other person by asking and answering at least 3 questions about themselves and their culture at the end of the second class period.

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Students will gain useful vocabulary words by engaging in a role play dialogue with the teacher.

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Musical Instruments

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- Students will be able to decide where they would like to go
- Students will be able to identify important planning steps and vocabulary involved in planning a trip/vacation.
- Through simulation and/or demonstration, students will be able to come up with a basic itinerary for a trip they'd like to take

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French Revolution

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Simple greetings: for starters

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Students will gain an understanding of storytelling and narrative, since the teacher will ask them questions pertaining to the chronology of the trip.

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1. Student should be able to exchange simple greetings, support their understanding with a flash card game.
2. Ask them to add names to the greetings, engage them in simple dialogue and repeat

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Students will brainstorm their favourite Chinese poems in a whole-class discussion, then identify rhyming elements of those poems to preview the topic of rhyming in English.

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- identify the region, main figures, early causes and effect
- recognize and write about the main figures, dates and events

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1. Students will be able to name the musical instruments of the standard orchestra. This will be taught through repetition using a projection of the images and checked using a worksheet.
2. Students will be able to work out which 'family' these instruments belong. After describing the properties of the instruments in each family, students will decide for themselves which group the instruments belong to. After discussing it in pairs, students will have the opportunity to pair the instruments to their respective families on the board.

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1. Students will be able to draw a picture of themselves and write sentences about a fun trip using the five senses.

2. Students will be able to use those sentences they wrote to build a story about their fun trip.

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- How exactly will the students demonstrate their understanding of the presented concepts?
- The French Revolution is a rather long and dense history topic. What exactly do you plan on teaching in one lesson? (specifics)

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video clip w/o context and ask students to freewrite about what they think is going on and why and how they felt watching

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Will you discuss poems at all and define them in an English context?
Basic poetry words could be useful to teach, like rhyme, rhythm, poem

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Maybe if you give the students a specific topic to relate the five sentences to, that might direct them towards sentences that function in a story setting.

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1. Is the content the type of food or a description of the food?
2. Will students demonstrate this by interrupting a partner (e.g., during a role play?) What type of teacher support will be provided for this?

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The game seems a little hard so maybe if they are unable to do it be prepared to help out with clue words.

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Keep in mind how you are showing these instruments to your students. The best way would be to show pictures of the instruments on a projector or to have color printouts of those instruments.

After showing the students the different types of instruments, then the students can have an activity where they stick the different instruments under the different types of instruments.

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After providing examples of advertisement materials, students can identify the differences between ethos, pathos, logos. Students can demonstrate their understanding by generating their own examples

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Which country brochures?
How many steps?
Any hazards, regulations, or recommendations? (Visa, safety, water)
Which touristic places? (Main interest of the person)
Numbers they can call in emergencies
Travel websites

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Including games
- Ninja (modified): have students stick labels to their body parts and as they play, they call out the body parts they have targeted
- Matching game: have students match body parts to functions by having lists (ex. arm --> throw a ball)
- Theater puppet game: have students create a skit by puppeteering a partner - both students will write out actions in a screenplay/script

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Play La Marseillaise, a short video and show some pictures (Bastille, Versailles, Marie Antionette, Louis XVI, guillotine, Robespierre, Napoleon

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Hand out pictures of figures and events which students will identify and write about it as a group. They'll use the information provided by the video and the interactive lecture.

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Simple greetings: for starter

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1. Students should be able to exchange simple greetings, support their understanding with a flash card game.
2. Ask them to add names to the greetings, engage them in a simple dialogue to enhance the learn and practice it.

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Learn everyone's names. Introduce them to the idea of clapping through syllables (My name is Eh-muh). Have them do their own names. Have everyone introduce themselves to two people, clapping through the syllables and repeating the other person's name as well. Should be noisy and fun.

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- if possible, find a video about the indecisiveness of deciding wheter to go

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To be able to understand and use some key adjectives in useful sentences by using class students as examples. (He is tall.)

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To be able to understand and use some key adjectives in useful sentences by using class students as examples. (He is tall.)

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To be able to make comparisons between two people, places, or things. Based off teacher's powerpoint, students can construct a key sentence. (The elephant is bigger than the mouse.)

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To be able to make comparisons between two people, places, or things. Based off teacher's powerpoint, students can construct a key sentence. (The elephant is bigger than the mouse.)

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Introduce them to the concept of stressed and unstressed syllables. Model incorrect stressing of syllables with own name and a couple words from a list. I will project a list of words on the board. Each student writes 1, 2, and 3 on pieces of paper. I will point to a word and have everyone raise the card they think corresponds to the proper stressed syllable. After each word I will elicit the correct answer from the class and we will say it together. This task will use formative assessment and modelling behavior.

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In this task we will write haikus together to practice breaking words down into syllables and to get a creative aspect into the lesson. We will go over the structure of a haiku and then spend several minutes writing. Depending on time, I will either have them read them aloud in small groups and then see if anyone would like to read aloud in class, or I will simply have the large group read aloud if they feel comfortable. At the end of class, I will collect the haikus, type them up, and put them on a Padlet and send them out to the students so that they can share the haikus with others. This also functions as a sort of assessment of their ability to break words down and use them.

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The Human Body - Function and sensory awareness.

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-Students will be able to name sensory organs and external body features and basic descriptions of body features (i.e. blue eyes, curly hair, long arms)
-The functions of organs and features using the structure:- "I use/need my ________ to (action verb)."

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Have you ever read a poem? What is the last poem you read? If not, have you ever read something that made you feel emotional? That you connected with? Think for a minute then share with the person next to you.

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Teacher reads the poem out loud as students follow along. Teacher reads the poem a second time, this time asking students to underline action in the poem and circle emotion words.