User:Charles Jeffrey Danoff/Mr. Danoff's FWE 8A Lesson 10

Topic

 * identify: opinion / fact and argument / conversation
 * Briefly review context.

Focuses

 * Listening Set Skill = 6. Listen for gist in passages and conversations.
 * Listening Curriculum Statement = c) Follow discussion to identify fact/opinion.
 * Speaking Set Skill = A. Awareness of context.

Definition

 * Opinion = What a person thinks.
 * Fact = What a person knows.
 * Context = What a person or people is/are talking about.

Why?

 * Because knowing the difference between fact and opinion is important for making decisions.

Example
Questions:
 * Draw two stick figures on the board. Explain that the two of them are having a conversation. These are not questions for the students.
 * A: “Xi yang yang is a cartoon. Do you like it?.” B: “Yes! It's great!”
 * Which sentence is a fact?
 * Which is an opinion?
 * What is the context?

Lesson Question

 * Is this fact or opinion?

Word(s) of the Day

 * extinct
 * Animals that are all dead.
 * endangered
 * Animals that are few in number and may all die, soon.

Question of the Day

 * What animals do you like?

Contact Information

 * QQ ID 867996874
 * QQ Name Danoff
 * e-mail danoff.charles@gmail.com

Teaching Materials

 * FUN WITH ENGLISH 8A Textbook
 * Lessons Notebook
 * Stopwatch

0 Prior to the Bell

 * 1) In classroom at least 30 minutes before my first class of the day.
 * 2) Before class, make sure chairs are set up correctly
 * 3) Write Lesson plan, Lesson, Definitions, Example, my contact info, words of the day and that it's OK to say “I don't know” or “No reason” on the board.
 * 4) Ask if everyone has their textbooks and pens. If they don't tell them to go get them.
 * 5) Have the students write down where they sit on my seating chart.
 * 6) Depending on who is in the class, hand around my notebook and have them write down their names. Do not announce it, just give it to one student.
 * 7) Stopwatch ready to go before class.

1 Coversation
6 Minutes
 * 1) If the kids don't respond, ask them the questions directly.
 * 2) Are you hot?
 * 3) What do you like to do when it's cold outside?
 * 4) Make a list on the board.
 * 5) Talk about myself, and what I like to do in the winter.
 * 6) Are you tired?
 * 7) Are you hungry?
 * 8) Is it anyone's birthday today in class?
 * 9) What are you going to do this weekend?
 * 10) Any questions for me? Add that the longer we talk here, the less time we have to spend on the textbook.

2 Joke
2 Minutes
 * Piano joke.

3 Introduction
4 Minutes
 * 1) Make sure they understand the word “introduction.”
 * 2) Point out the Lesson Plan, mention if we move fast, we can get to the game quicker.
 * 3) Tell them my contact info, and say that “I am busy. I want to talk to you, but if I can't it is not because I don't like them, it is because I am busy. I like all of you. Please say hello again or e-mail me. E-mail is much better.”
 * 4) Mention that if ask a question and they don't know the answer, it's fine to say “I don't know”. Write “No why” and “No reason” ask which is correct if I ask “Why?” cross out “No reason” explain that it is Chinese, not English.
 * 5)  What animals do you like?
 * 6) Ask directly to 1 to 3 students?
 * 7) Ask for any questions.

4 Speech
5 Minutes
 * 1) Give my speech about my life in Anqing, so far. Other teachers could use any 3 to 5 minute speech they write or find.
 * 2) After finishing, ask them the questions, but tell them to listen more carefully, as I am going to give the speech again.
 * 3) When I finish reading the speech the second time, have them answer the questions in a row & column type format.

5 Page 38 Let's get ready A & B
7 Min
 * 1) Walk around the class, help the students who are struggling.
 * 2) Ask the students if the statements are facts or opinions.
 * 3) If they don't know those words, go through the definitions on the board.
 * 4) When they get to the words “extinct” and “endangered” go through them on the board.

6 Page 39 Let's listen 1 A - Tapescript Page 90
2 Min
 * 1) I read it through. Stop at the end of each section and ask the students the answers.
 * 2)  Read the animal blurbs out of order, but do not tell the students what I am doing. Let them figure it out.
 * 3) Ask the students if the statements are facts or opinions.

7 Page 40 Let's listen 2 B - Tapescript Page 91
6 Min
 * 1) I read it through.
 * 2) When checking for answers, do it as a class, the activity is too strange to ask individual kids.
 * 3) Ask the students if the statements are facts or opinions.
 * 4) What is the context of Lisa and the reporter's conversation?
 * 5) If they do not know context, go through it on the board.

8 Page 41 Let's listen 3 A - Tapescript Page 91
6 Min
 * 1) I read it through.
 * 2) Ask the students if the statements are facts or opinions.
 * 3) What is the context of Nancy, David and Helen's conversation?

9 What's the Question?
7 Min
 * 1) Form two teams (three will work, but two seems to add just the right amount of competitive tension).
 * 2) Explain the game, with a few examples of answers in search of questions. Ask, 'What's the question?', and get students to correctly say the corresponding questions for your answer.# Have two players--one from each team--come to the front. Style it like a game show if you like, with the students standing side-by-side. If you have access to bells or buzzers, it's even more fun.
 * 3) Next, read an answer to a question and say, 'What's the question?' The fastest player to respond wins a point for her/his team. New contestants come to the front for a new round.

Extra Time

 * Competitive Hangman
 * Rows & Columns
 * 20 Questions
 * Ball Self-Introduction Game
 * “How high can you clap?“ Game
 * Simon Says
 * Telephone

G8 C7
AFLS Teaching Journal 4 Inside of the Back Cover
 * had the class with 3 girls whose names relate to the weather.
 * that girl who ran out of class b4 sat up front and really seemed to be giving me a chance, even laughed at something I said
 * answer game works well, but I need to think of more answers

Next Week

 * 1) identify: argument / conversation
 * 2) Review:
 * 3) identify: opinion / fact
 * 4) Context
 * 5) formal v. informal discussion

0.1 11 Nov 2009

 * 1) Chose the textbook questions to use in a meeting with Mr. Brown.

0.11 12 Nov 2009

 * 1) Crafted the lesson plan around the questions.

0.2 November 17, 2009 9:59 PM

 * 1) changed the example sentence to something related to the day's lesson.
 * 2) dropped “# What animals do you like?“ & “# What fish do you like?“ from the opening convo, because they are part of the question of the day.
 * 3) combined Page 38 Let's get ready A & B, because for the advanced students doing 1 at a time is too slow, and while they are working it gives me more time to work 1-on-1 with the slower students.

0.3 November 18, 2009 9:59 PM

 * 1) Changed the opening conversation questions to be more relevant to what we are talking about in class, now.
 * 2) Added “speech“.
 * 3) Added “Read the animal blurbs out of order, but do not tell the students what I am doing. Let them figure it out.“
 * 4) Added a new joke.
 * 5) Moved “words of the day“, example & deinition to more logical places in the lesson plan as opposed to arbitrarily at the beginning.

0.31 24 August 2010 16:53 -

 * 1) Changed the formatting to align it with media wiki code.
 * 2) Removed some student's names.

0.32 17 February 2011

 * Did some wikignoming to get ready for publication.

Page 38 Let's get ready B
4 Min
 * 1) Walk around the class, help the students who are struggling.
 * 2) Select two or three students to talk about what they selected, and ask some follow up questions.