Since I teach HB students, I wanted to keep this assignment as simple as possible so that students could be successful. As a result, I didn't really use the template to design a mini-lesson. Instead, I used an assignment in the book, which was the "Solve the Problem" scenario on p. 68. In this short reading, students were asked what a woman (Sandra) should do since she couldn't find her car in a parking lot. The choices were:

--call her husband

--look some more for the car

--call the police

--other (fill in your answer)

I asked the students what answer they chose, and asked them to respond verbally. I then asked a follow-up question, which was, "why did you choose that answer?" Most students were able to respond, but some weren't sure, or didn't have the words to reply.

The checklist was a helpful structure, but the spaces weren't big enough for me to put my students' names in the spaces, or to fit all the names of all my students. I had to use my students' initials, which I wouldn't find useful later, since I don't often use students' last names and I haven't memorized their initials. I might use this same checklist design, but I would make my own document in Google so that I could make the cells larger to record more information.

Mock interview (pairs), career presentation (individual), or compare jobs debate (two or three students).

Each option came with specific guidance and examples. Students have time to prepare, they are allowed to have posters or slides, but they are not allowed to read word by word.

They will be using persuasive language and other vocabulary we have learned.

we have been practicing daily, as a warm, how to support and defend our opinion since the second week of this term. For example, I share a statement or a quote, and have them discuss it in pairs or small groups, agree or disagree with it, then they will have an open discussion as a whole group. I have used that time to evaluate them as well.

They may not be able to present until Thursday/ Friday.

To get my students talking and thinking critically, I was able to generate specific, open-ended questions. This let them discuss things they already know, like the positive and negative aspects of their current jobs, and really express their nuanced opinions about familiar work experiences.

The structured template was very helpful. It organized the information and gave a concrete, expected language output (like a clear model for expressing opinions or comparing things). Best of all, it made it super easy for me to check if the students were meeting the standard or if they needed more time to practice.

I too go back and forth on whether / when/ how often to use grammar terms when talking about real life occurrence. Replacing them with everyday words make it seem less intimidating for students.