Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out

Level_B_Describing_ a_ Busy Street Scene

VIEWS: 120 PAGES: 16

									  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills


                       Describing a Busy Street Scene


CASAS Competencies:
• 0.1.2  Identify or use appropriate language for informational purposes,
         e.g. to identify, describe, state needs, etc.
• 7.4.2  Take notes or write a summary or an outline

Outcomes:
• Name different people, food, and things in a supermarket
• Describe actions performed by different people in a busy street scene
• Practice using the simple present and present progressive verb tenses
• Form 8 complete sentences with 16 sentence fragments
• Compose a paragraph about a busy street scene

Teacher Preparation and Materials:
• Overhead projector
• Transparency marker
• Overhead transparency and class copies of Handout 1: A Busy Street Scene *
• Overhead transparency and class copies of Handout 2: People, Places and
      Things *
• Overhead transparency and class copies of Handout 3A: Picture Descriptions *
• Overhead transparency and class copies of Handout 3B: Picture Descriptions *
• Overhead transparency and class copies of Handout 4: Which Person? *
• Photocopies of Handout 5A: Sentence Fragments (enough for partners or
      small groups, copied on plain paper, cut up, and paper-clipped)
• Photocopies of Handout 5B: Sentence Fragments (enough for partners or
      small groups, copied on colored paper, cut up, and paper-clipped)
• Class copies of Handout 6: Writing 8 Complete Sentences *
• Class copies of Handout 7: Writing About a Busy Street Scene

* During the “Do!” section of this lesson, the teacher should distribute a stapled
worksheet packet to each student that contains copies of Handout 1, Handout 2,
Handout 2A, Handout 2B, and Handout 4.

Why?

Greet the students and tell them that today’s lesson is going to give them many
different opportunities to write about the different people, things, and actions they
see in a drawing of a busy street scene. Explain to students that the exercises
they do today in class will increase their vocabulary and help them to describe a
variety of actions in the simple present and the present progressive verb tenses.
These exercises will help them to be better speakers and writers of English.

Warm up: Begin the lesson by asking students how many of them have ever
spent time in a downtown area of a city. Work with the students to make a list of
A. Shank - 2008                               1
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills


the people, places and things that they would expect to see in picture of a
downtown area. Use a blank transparency and the overhead projector to record
their ideas in a simple chart.

Step-By-Step

Say: Today you’re going to have a chance to practice and improve your
writing skills by describing a drawing of a busy street. Before I show you
the picture, I’d like you to tell me what you think you will see in a drawing
of a busy street. Will you see trees? Will you see animals? What things
do you see in a downtown area? Students? Adults? Trains? Let’s make a
list of some of the people and things you expect to see in the drawing I am
going to show you of a busy street scene.

Do: On a blank transparency, make a simple chart with three headings: People,
Places, and Things. Encourage the students to name the different people,
places, and things they expect to see in the drawing of the busy street and write
down their ideas in the corresponding columns in your chart. Students should
just be sharing ideas verbally at this point, not writing. Once the students have
helped you to list about 15 nouns, proceed with the lesson.

Thank you. You just helped me make a great list of nouns that represent
different people, places, and things that you might see on a busy street.

What?

Explain to students that today’s lesson is going to give them a chance to write
about a picture of a busy street scene. Put the transparency of Handout 1: A
Busy Street Scene on the overhead projector and tell students that this is the
picture they will be writing about in today’s lesson. Explain to the students that
they are going to use this picture to complete a variety of exercises with the
whole class, in small groups, and by themselves. These activities will give them
a chance to learn some new words and to practice writing short, complete
sentences in the simple present and the present progressive verb tenses.

Do!

Distribute the stapled worksheet packets with copies of Handouts 1, 2, 3A, 3B,
and 4 to all of the students. Use these handouts, in order, to practice using the
grammar and vocabulary in this lesson as a whole class, in small groups, and
independently.

Step-By-Step

Vocabulary Review



A. Shank - 2008                               2
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills


With the transparency of Handout 1: A Busy Street Scene still on the overhead
projector, review with the students how many of their predictions about what they
would see in the drawing are correct. Identify with your transparency marker any
people, places, or things that the students did not already mention (e.g., a
sidewalk, a crosswalk, a traffic light, etc.). Keep the transparency of Handout 1
on the overhead projector and direct students to list the different people, places,
and things they just named on Handout 2: People, Places, and Things on a Busy
Street.

Say: Let’s look at this drawing together for a few moments. Are any of
your predictions correct? What are some things that you expected to see
in this drawing that we can see in the picture now?

Do: Repeat aloud the nouns that are depicted in the drawing that the students’
guessed would be there during the warm-up chart activity.

Are there people and things in this drawing that you did not mention
earlier? Tell me what new things or new people you see in this picture.
Also tell me if you don’t know the word for something you see in this
picture.

Label any new nouns on the picture with your transparency marker. Be sure to
include “intersection,” “crosswalk,” and “sidewalk” because these words will help
students to describe the action in the picture at a later stage in the lesson. Tell
students to copy any new words onto their own copies of Handout 1. When it
appears the students have finished copying new vocabulary onto their copies of
Handout 1, put the transparency of Handout 2 on the overhead projector.

OK, now you’re ready to begin writing. I’d like you to find Handout 2:
People, Places and Things in your worksheet packets. Take a few
moments now to write down the names for the people, places and things
you see in the busy street scene (e.g. a shopper, a driver, a sidewalk, a
street, an intersection, a crosswalk, a grocery bag, etc.). Be sure to put
each noun in the correct column in your chart (e.g. write “a woman” under
the heading “People,” not “Things.”

Give students about 5 minutes to list the nouns that are illustrated in the busy
street drawing by themselves. Then ask them to tell you the different words that
wrote down on their worksheets. As they tell you their words, copy the words
onto the transparency of Handout 2, being sure to categorize each noun correctly
in the chart.

Great job. Now that we’ve named the different nouns in this picture, you’re
ready to start writing sentences about what you see happening in the
drawing.




A. Shank - 2008                               3
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills


Controlled Practice (Whole Class): Put the transparency of Handout 3A:
Picture Descriptions on the overhead projector. Look at each image with the
class and invite students to describe what they see or what is happening in each
drawing. Help students to express themselves correctly and then invite them to
help you write one descriptive sentence on the lines below each image. Make
sure the sentences you choose to write on the worksheet are offered by different
students in class. Instruct them to then copy these sentences onto their own
worksheets under each image, one by one.

Step-by-Step

Say: Here are four images from the larger picture. We’re going to look at
each of the pictures together, and you’re going to help me write one
sentence that describes each picture on the lines below it. After I write the
sentence on the transparency, I’d like you to copy it onto your own copy of
Handout 3A. Let’s begin.

Do: One by one, look at each of the pictures on Handout 3A, and encourage the
students to describe the separate images by asking them leading questions.

Let’s look at #1 together. Do you see someone in this image? Is it a child?
What is the person doing? Where is he?

Choose one short, correct response offered from someone in the class and write
it on the transparency on the lines below the image of the angry driver (e.g. This
man just had an accident. This man is angry. This man is yelling, etc.) Tell
students to copy this same sentence onto their own worksheets. Repeat for the
remaining images on Handout 3A and the four images on Handout 3B. After you
write all four sentences on the transparency of Handout 3A, walk around the
room briefly to check to see that students have copied the sentences on the
correct lines. Also check to see that students are using capitals, correct spelling
and periods at the end of each sentence. Do the same after writing sentences
under all of the images on Handout 3B.

Example Responses for Handout 3A:

       1.   This man is yelling. The driver is very angry.
       2.   This man is handicapped. The man is afraid. He is in a wheelchair.
       3.   This lady is carrying some groceries. She needs help. She isn’t safe.
       4.   This woman is riding a motorcycle. She isn’t wearing her helmet.


Example Responses for Handout 3B:

       1.   The boy is rollerblading on the sidewalk. He is moving fast.
       2.   A little girl is riding her bike in the street. She is happy.
       3.   There are a lot of cars. There is a truck, a bus, and two cars.
       4.   This man has too many boxes. He is holding boxes. He’s afraid.
A. Shank - 2008                               4
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills




Individual Practice: To stress to students how important it is for them to be
clear about whom they are referring to in their writing, direct them to complete
Handout 4: Which Person? Allow only about a minute for this activity and then
use the transparency of Handout 4 to review correct answers. Underline the
words in each sentence that are key to understanding which image is being
described (e.g. a woman, an angry driver, the boy).


Controlled Practice (Small Group and Individual): Give each pair of students,
or each table group, an envelope containing a paper-clipped packet of sentence
fragments copied on colored paper (Handout 5A) and a paper-clipped packet of
sentence fragments copied on plain white paper (Handout 5B). Direct the
students to lay all of the slips of paper face-up on their tables and then match
different fragments to form complete sentences. The sentences they form will all
be about the busy street scene. Visit the different partners / table groups to
make sure all of the students understand the activity and are matching the
sentence fragments correctly. Once each group finishes the task, check their
work for accuracy and then tell students to copy their sentences onto Handout 6.
Circulate and check for accuracy with capitals, periods, spelling, and agreement.

Step by Step

Say: You did a great job writing descriptive sentences for the eight
images we just looked at together. Now, you are going to work with a
partner, or classmates at your table, to create 8 complete sentences from
the slips of paper I give to you. Each sentence will start with a white piece
of paper, and each sentence will end with a colored piece of paper. Here’s
an example of what I would like you to do:

Do: Using a blank transparency, write the beginning part of three short
sentences. Next to that list, in different order, write logical endings to those
same sentences. Invite students to help you match the sentence beginnings and
endings to form three complete sentences.

Fragments: The little boy isn’t                       is yelling
           The lady with the dog                      paying attention.
           The angry driver                           isn’t using the crosswalk.

Complete Sentences:           1. The little boy isn’t paying attention.
                              2. The lady with the dog isn’t using the crosswalk.
                              3. The angry driver is yelling.

Now you are going to work with a partner to make 8 sentences about the
busy supermarket drawing. Use the white pieces of paper to start your
sentences and the colored pieces of paper to finish your sentences.

A. Shank - 2008                               5
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills


Walk around the class to make sure students are completing the task correctly
and to offer assistance.

Matches:          A woman is riding a motorcycle.
                  The driver is angry because he had an accident.
                  The man with boxes is afraid of the girl on her bike.
                  The boy is having fun, but he needs to pay attention.
                  There are many problems in this picture.
                  There is an accident at the intersection.
                  A lady dropped some food in the middle of the street.
                  The police will arrive at the accident soon.

Raise your hands when you think you have formed 8 complete sentences.
When you make all of the sentences, I will check to see if they are correct.

When students have successfully completed the matching exercise, tell them to
copy their 8 sentences onto their copies of Handout 6: Writing 8 Complete
Sentences. Give them enough time to complete this worksheet, about 8-10
minutes. Circulate and check for accuracy in spelling, use of periods and
capitals, etc. If needed, write the sentences on the transparency of Handout 6.

Now that you’ve successfully formed 8 complete sentences, copy those
sentences down onto your copy of Handout 6. Be sure to use capital
letters and periods where necessary. Be very careful with your spelling.
When you have finished, let me know, so that I can check your work.


So What?

Assessment: Students will have 15 minutes to compose a paragraph
independently about the busy street scene in Handout 7.

Step by Step

Do: Tell the students to put their dictionaries and worksheets away and then
Distribute a copy of Handout 7: Writing About a Busy Street Scene to each
student.
Say: You’ve done a great job today, and now you’re going to have 15
minutes to write about the same busy street drawing by yourself. Take
some time to think about what you want to say. Try to describe what the
different people in the drawing are doing. Be careful to use capitals at the
beginning of each sentence and periods at the end of each sentence.
Remember that it’s better to write 4-5 short sentences well than it is to write
many long sentences that contain a lot of mistakes. Good luck!

After 15 minutes, instruct students to put their names on their papers and collect
all of the writing samples.

A. Shank - 2008                               6
     Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills




Follow-up Activity Suggestions:

1)        Edit the students’ writing samples and then return these “first drafts” to the
          students with a clean copy of Handout 7. Instruct the students to write a
          corrected “final draft” of their busy street paragraphs on their new copy of
          Handout 7. Check to make sure students make all necessary corrections.

2)        After class, review all of the writing samples, and identify examples of
          some common errors from students’ writing. Type up 6-8 of these
          incorrectly written sentences. When the class meets again, give each
          student a copy of this list of 6-8 student sentences with errors, and invite
          them to try to rewrite these sentences correctly as a warm-up activity.




A. Shank - 2008                                  7
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills



                  Handout 1: A Busy Street Scene




                                      Art by Khun Lwin




A. Shank - 2008                               8
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills



                     Handout 2: People, Places
                    and Things on a Busy Street


Use the chart below to list some of the different nouns you just
identified in Handout 1: A Busy Street Scene.


        PEOPLE                          PLACES                           THINGS



          A boy                     An intersection                   A traffic light


                                      A crosswalk                          A bus


                                                                           A taxi




A. Shank - 2008                               9
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills



                       Handout 3A: Picture Descriptions

1.                                                     2.




________________________ ________________________
________________________ ________________________

3.                                                     4.




________________________ ________________________
________________________ ________________________


A. Shank - 2008                              10
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills



                       Handout 3B: Picture Descriptions

1.                                                     2.




________________________ ________________________
________________________ ________________________
3.                                                     4.




________________________ ________________________
________________________ ________________________



A. Shank - 2008                              11
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills



                      Handout 4: Which Person?

                          A.                                   B.


The woman with
long hair isn’t
wearing a helmet.



                          .
                          A.                                   B.


An angry driver is
yelling.




                          A.                                   B.

The young boy on
the sidewalk is not
paying attention.




A. Shank - 2008                              12
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills



              Handout 5A: Sentence Fragments
                                (copied on white paper)




          A woman is                               The driver is angry




  The man with boxes                                The boy is having




      There are many                              There is an accident




A lady dropped some                               The police will arrive




A. Shank - 2008                              13
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills



              Handout 5B: Sentence Fragments
                               (copied on colored paper)




  riding a motorcycle.                             because he had an
                                                       accident.




 is afraid of the girl on                         fun, but he needs to
        her bike.                                    pay attention.




      problems in this                             at the intersection.
          picture.




  food in the middle of                           at the accident soon.
       the street.




A. Shank - 2008                              14
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills




        Handout 6: Writing 8 Complete Sentences


 1.     ______________________________________


 2.     ______________________________________


 3.     ______________________________________


 4.     ______________________________________


 5.     ______________________________________


 6.     ______________________________________


 7.     ______________________________________


 8.     ______________________________________




A. Shank - 2008                              15
  Writing Lesson Plan - Level B: Describing Busy St. – Basic Comm/Thinking and Learning Skills



                    Handout 7: A Busy Street Scene




     Art by Khun Lwin




A. Shank - 2008                              16

								
To top