Minnesota Literacy Council, 2012 2 Shopping Unit Shopping Unit: Objectives Learners will be able to… Materials Life skill/Literacy: Read short informational paragraphs related to shopping. Listening/speaking: Ask and respond to simple wh- questions. Transitions: Determine the author’s purpose of a short paragraph using a graphic organizer Grammar: Construct if-then conditional statements using pictures. Make Student Copies Handout: Graphic Organizer Handout: Writing Bad Checks Handout: If-then Conditional Statements Make Single Copies or Reference Volunteer Manual, 2012: Ball Toss, p. 46 Cash is Best Lesson Plan Warm up: Listening/Speaking (20mins) Description: Ss will write their answers to questions about shopping and then do the ball toss to ask/answer them. Materials/Prep: reference Volunteer Manual, 2012: Ball Toss, p. 46. Activity 1: Life Skill/Literacy/Transitions (50mins) Description: Ss will read two paragraphs about cash and checks and determine the author’s purpose (entertain, inform, persuade) with a graphic organizer. Materials/Prep: copies of Graphic Organizer and Writing Bad Checks; one copy of Cash is Best Activity 2: Grammar (30mins) Description: Ss will look at pictures and write “if-then” sentences about them. Materials/Prep: copies of If-then Conditional Statements Wrap-up: Time permitting, ask Ss what they learned today and write their answers on the board.
11
Embed
Lesson Plan - Literacy Connects€¦ · Grammar: Construct if-then conditional statements using pictures. Make Student Copies Handout: Graphic Organizer Handout: Writing Bad Checks
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Minnesota Literacy Council, 2012 2 Shopping Unit
Shopping Unit: ,ÅÓÓÏÎȢρ
Objectives Learners will be able to… Materials Life skill/Literacy: Read short informational paragraphs related to shopping. Listening/speaking: Ask and respond to simple wh-questions. Transitions: Determine the author’s purpose of a short paragraph using a graphic organizer Grammar: Construct if-then conditional statements using pictures.
Make Student Copies
Handout: Graphic Organizer Handout: Writing Bad Checks
Handout: If-then Conditional Statements Make Single Copies or Reference
Volunteer Manual, 2012: Ball Toss, p. 46 Cash is Best
Lesson Plan Warm up: Listening/Speaking (20mins) Description: Ss will write their answers to questions about shopping and then do the ball toss to ask/answer them. Materials/Prep: reference Volunteer Manual, 2012: Ball Toss, p. 46. Activity 1: Life Skill/Literacy/Transitions (50mins) Description: Ss will read two paragraphs about cash and checks and determine the author’s purpose (entertain, inform, persuade) with a graphic organizer. Materials/Prep: copies of Graphic Organizer and Writing Bad Checks; one copy of Cash is Best
Activity 2: Grammar (30mins) Description: Ss will look at pictures and write “if-then” sentences about them. Materials/Prep: copies of If-then Conditional Statements Wrap-up: Time permitting, ask Ss what they learned today and write their answers on the board.
Minnesota Literacy Council, 2012 3 Shopping Unit
Teacher Directions: Warm Up
Materials: Volunteer Manual, 2012: Ball Toss, p. 46
Step 1: Prep
Write these questions on the board before your Ss arrive:
1. Do you like to shop?
2. What things do you like to buy?
3. Do you pay with cash, check, or credit card?
4. Do you think credit cards are good, bad, or both? Explain your answer.
Step 2: Writing
Have your Ss read each question on the board; then briefly discuss what the question is asking and
how to respond to it. Then tell your class to write down their answers to the questions in their
notebooks. Allow them 10 minutes for this. This will provide a buffer for the late Ss.
Step 3: Ball Toss
Do the ball toss to go over the questions/answers. Reference the Volunteer Manual, 2012: Ball
This activity is great for quickly assessing learners' speaking skills and understanding
of unit vocabulary while keeping everyone active and engaged.
OBJECTIVE:
MATERIALS:
DESCRIPTION:
to assess learners' speaking skills and reinforce previously
practiced phrases and vocabulary
A soft ball or bean bag
1. Tutor writes a question on the board and elicits a few possible
answers from learners to check comprehension of the question.
2. Learners stand in a circle.
3. Give one learner the ball. He or she should answer the question on the board. (ex. On the board: What are you going to do after school? Learner says: I am going to buy some food.)
4. Tutor gestures for the learner to throw the ball to the tutor. Tu
tor repeats what the learner said. (He is going to buy some food .) and adds their own response to the question (I am going to play soccer in the park) .
5. Tutor throws the ball to a different learner. He or she must repeat the tutor's response and then give their own response.
6. Continue the pattern until everyone has responded to the ques
tion . Remind learners to listen to every response carefully because they never know when they will be thrown the ball.