CLAUSES Day Four: Reviewing Present Perfect and Integrating Verb Tenses in Discourse Course Summary: IESOL 431:

Emergent Language and Identity: This course is a reading and writing for academic purposes course for advanced ESL students and it is the last course before they matriculate into mainstream classes. This is one of six ESL courses provided at the school and this course complements the advanced writing seminar. The content of this course will be on the notion of identity in education, coming of age, and other philosophical questions about the purpose of life. Lesson Unit: This lesson is the first lesson (taking place on a Monday) of the four focusing on clauses throughout the week. The concepts reviewed in this Day 1: 1. What are clauses? 2. What are independent and dependent clauses 3. What are sentence connectors? 4. What kinds of sentences can be made using clauses? Day 2: 4. Review clause, sentence types and connectors. 5. Coordination vs. Subordination Day 3: 6. Review clause, sentence types and connectors. 7. Parallelism Day 4: 8. Looking at good and bad use of sentences with clauses. 9. What are choppy sentences and how do we fix them? Setting: Cheshire Academy is a private boarding high school with a population of 360+ students in Southern Connecticut. The school has an intensive English as a Second Language program to prepare students for American universities and prepare them to take the TOEFL. Students: There are about 30-40 ESL students enrolled in ESL classes. ESL students come from China, France, Germany, Hong Kong, Japan, Korea, Pakistan, Romania, and Taiwan.

Length of session: There are 4 sixty-minute classes each week (No class on Wednesday) for an academic school year. Level: intermediate-medium to advanced students. Materials: White board Dry erase markers Smart board Smart Board markers Over-head projector PowerPoint presentation Ts laptop Ss will bring their laptops to class (personal laptops) Terminal Objective: Students will be able to identify the independent and dependent clauses and the difference between simple, compound and complex clauses. Enabling Objectives: By the end of this lesson, Ss will be able to: 1. Identify and demonstrate understanding of the different types of clauses. 2. Identify sentence connectors. 3. Distinguish independent / dependent, simple/ compound / complex clauses. 4. Produce sentences using different types of clauses. Lesson Plan: Stage/Time Description [10-15 min] Warm up presentation and writing. Welcome students. Warm up task One student will present a five-minute presentation on a historical figure from their home country that they admire. Students will do several presentations throughout the year. Objectives Addressed 4 Materials

Whiteboard, markers, overhead projector, Smartboard, Ts laptop

Ss will then write a brief summary and Writing task comment on how well the speaker presented the material. The T will collect these writing samples and correct them. T will use these samples later in the week for students

to analyze strengths and weaknesses in writing clauses. 25 min Introduce Clause (FOCUS ON MEANING) The T will discuss why we use clauses and sign post what will be reviewed in the lesson. The T will discuss independent and dependent clauses, sentence connectors and different types of sentences using clauses. The teacher will give a brief introduction of Kalih Gibran and the Prophet. The text and activity Ss will collectively choose one of three preselected poems and then Ss will read the text aloud. Ss comment on the text and express their opinions. Ss will complete an activity in pairs where they will rearrange sentence fragments (using their mouse to drag pieces into place) in a jigsaw puzzle in the PowerPoint presentation to recreate the original text. Ss will review answers. Ss will identify if a block is a clause and what type of clause it is. Closing Time remaining Homework For the next class, Ss will be asked to write: 3 Simple sentences 3 compound sentences 3 complex sentences 1 compound complex sentence Ss should then underline the independent clause, bold the dependent clause and italicize the sentences

2, 3

PP slides 4-8

PP slides 9

[15 min] Pretask

1, 2, 3, 4

Discussion Activity

Overhead projector, Smart board, Personal laptops, Ts laptop Pp slides 1018

Analysis

[5 min]

Overhead projector, Smart board, personal laptops, Ts laptop Pp slide 19

connectors in each sentence. Students may write these sentences independent of each other. For the week, students will be asked to write a one to two page essay on a book (poetry or prose) that changed their lives. Why this book is important to them? What they gained from reading it? Students will choose a quote from the book and explain why it is important. Students will also recommend a book that is similar for people who want to read more. (To be peer edited in class on Friday. Second draft to be submitted to T is due Monday). Extra time