Technology requests

1 Big question

2 Do we need technology? How does it affect us?

3 Lesson objectives

4 Students will understand…

5 - how the role of technology in daily life

6 - the value of expressing your desires

7 Students will know…

8 - the vocab for technology

9 - how to form a negative expression

10 - how to make a request

11 Be able to…

12 - use the negative expression

13 - make a request

14 - role play an argument over TV

15 Assessments

16 Formative Assessments

17 -Compare with each other the things you thought you needed versus what you wanted

18 -Quiz the students on making a request and being able to making the response negative

19 Summative Assessment

20 -Pull up an ad on the projector, and then have two students debate over features they would and wouldn’t want (with a rubric).

21 SLA other rationales

22 -Comprehensible input

23 -Negotiation of meaning

24 Type of activity

25 Content for this lesson

26 4MAT for procedures

27 Quadrant 1R

28 Includes an activity that is emotionally engaging; bringing students into the theme. May require physical movement of student. Emphasis is on INPUT. This activity serves as a focus throughout the cycle.

29 Watch an ad for buying a TV

30 Quadrant 1L

31 *Differentiation based on student readiness

32 Activity asks students to process input. Students may be asked simple comprehension questions (yes/no), for instance.

33 *Discussion questions

34 -Would you buy the TV?

35 -Do you want the TV? or Do you need it?

36 -What would you use the TV for?

37 Quadrant 2R

38 Activity asks students to show more comprehension. Activity should revisit Input and use nonverbal output to show understanding.

39 -Draw a TV

40 -Label the parts you need in blue and the parts you want in red, including channels (e.g. news, sports, etc.)

41 Quadrant 2L

42 Activity offers more input. Original Input is revisited as example of broader theme. May include explicit instruction. Draws attention to patterns, form focused information. Gives more models.

43 -Tell them the technology vocabulary and label their picture

44 - Introduce the negative expression and request grammar in pieces

45 Quadrant 3L

46 *Differentiation

47 Activity moves to directed output.

48 Guided practice.

49 Following input models

50 for development.

51 -*Role play telling the cable people what channels you need them to give you versus those you want

52 OR

53 -*Role play telling the cable people what channels you don’t need them to give you versus those don’t you want

54 Quadrant 3R

55 Activity calls for more output.

56 Output given in different forms. Practicing variations of formulaic dialogues, for instance. Acting out scenes. Evaluate forms.

57 -Compare with each other the things you thought you needed versus what you wanted

58 -Quiz the students on making a request and being able to making the response negative

59 Quadrant 4L

60 Activity focuses on formative independent work. For instance, students write and edit their own stories.

61 -Have students label a technology ad, and then they must tell what features they would like and write a request for it.

62 Quadrant 4R

63 Activity includes performance which demonstrates student’s command of desired skills and knowledge.

64 For instance, students share stories.

65 -Pull up an ad on the projector, and then have two students debate over features they would and wouldn’t want (with a rubric).

DMU Timestamp: March 15, 2012 22:35