Lesson objectives

All learners will be able to:

Read a review and do the preparation task
Read a review and circle the best answer;
Write a review in accordance with social media review structure.

Most learners will be able to:

Provide unprepared speech to answer a variety of questions at sentence level 
and  in conversations with some flexibility;
Write a social media review with minor mistakes.

Some learners will be able to:

Read and write a review and do all the reading, writing tasks without mistakes;
Assist less able learners during pair and class work. 

Languageobjective

Vocabulary related to social media review
Present, Past and Future Simple tenses

Assessment criteria

To understand  meaning from context with little support
To construct paragraphs and use cohesion within and between paragraphs;
To write accuracy and follow the order

Value links

Transparency, cooperation, academic honesty

Crosscurricular links

 ICT

Previous learning

Reading and talking about  “mass media”

Useof ICT

Projector or Smart board for showing a presentation, using on-line dictionaries

Pastoral Care

Student centered teaching: respect, support and scaffolding;
To create a friendly atmosphere for collaborative work.
Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Planned timings

Planned activities

Resources

5 minutes

 Before reading (develop a plan for reading by

 [1] activating and building upon prior knowledge and experiences [1] predicting what text is about based on text features, visuals, and text type [1] setting a purpose for reading)

Warm-up THE MASS MEDIA This is a guessing game to revise ‘the media’ Vocabulary. Through a multiple choice exercise the students will revise some vocabulary related to the theme. Thin and Thick Questions. Two teams. ‘5 fingers’ They are invited to choose one of the answers: if it’s the wrong one they must go back if it’s the correct one they maycontinue to the next.

Lead-in  ”The Basket of Ideas”  T-CL What do these signs mean?

Write ideas and put them into the basket. Then share ideas

Learners together with the teacher come to the lesson theme and objectives. Each student  writes down everything he knows about on the given paper. This stage does not last long — 2-3 minutes. Work in groups. Students exchange information, finding out what their opinions have coincided with, and what are the disagreements.  At this stage, each group expresses their opinion on the topic, brings their knowledge or expresses ideas on this issue. And the answers should not be repeated. All statements the teacher briefly writes down on the blackboard.

In the «basket» everything that has to do with the topic of the lesson comes off: ideas, names, terms, etc. Important! Suggestions, assumptions and ideas are not criticized or evaluated. At this stage, just collecting information.

Positive Reinforcement: T-P1, P2… “Nice, Well done”, “Great Job”

Pre-Teach (Vocabulary and Grammar Work)   “QUICK RIGHT”

Write down what kind of things you have “liked” on Facebook the past week. Be as specific as possible. 3 minutes to write as many things as possible. If you don’t have Facebook, write down which websites you have visited. (New and drilling V is based on grammar structure Past Simple)  Then read. Sharing ideas

Positive Reinforsment: T-P1, P2… “Nice, Well done”, “Great Job”

Assessment criteria: to check accuracy of Vocabulary and Grammar ; to understand main idea

Peer assessment “2 Stars and one wish”

PPP slide 1, 2 

PPP slide 3-10

Appendix 1

Main part

10 min.

15 min.

The main part of the lesson

 (P) Before learners start reading, teacher let them choose the reading task according to their language level (* — easier task) or (** — more challenging task). After that teacher asks them to sit with a partner with the articles and do the preparation exercise in pairs. Preparation exercises are also differentiated according to the learners’ language level.

Teacher together with the learners check the answers in open class.

Before reading teacher discusses the assessment criteria together with the learners:

During reading

Descriptors:

To construct and confirm meaning and interpret texts by

 [1] connecting new texts with prior knowledge and experiences

[1] checking predictions for accuracy

[1] determining key vocabulary

[1] self-monitoring difficulty in decoding and comprehending text

Reading task  “The value of social media”.

(I) Teacher suggests reading activities to the learners. Learners read the texts Easier task – 11 out of 14 should be done correctly (80 %)

“Scanning”

Assessment criteria To categorise information with column and headings. GROUP work. Change the answer sheets with groups.
Clue on the screen after finishing.

Differentiated Task2 “Intensive reading”

Group #1 “Scrambled Paragraphs”   Share a paragraphed text with students and ask them to identify why each paragraph starts where it does. For differentiation, students could match given reasons to paragraphs

More challenging task)   — 13 out of 16 should be done correctly (80%)

“Scrambled Paragraphs”   Share a paragraphed text with students and ask them to give each paragraph a sub-heading that summarises what the paragraph is about.

During the reading task learners are allowed to use on – line dictionaries.

The texts and reading exercises are differentiated according to the learners’ language level.

Peer assessment

(I W) Teacher shows the right answers on the board. Learners exchange their worksheets with a partner and check themselves according with the assessment criteria.

Teacher asks learners to explain the right choice in reading tasks.

After reading

Speaking on social media review structure  

(W) Teacher suggests learners to discuss a social media review structure asking them the following questions:

What  should we mention when we write RAFT in a social media review?

What should we write in “Role”, “Auditory”, “Form” “Theme”?

 Descriptors

Students summarize the key ideas

connect and compare information from texts to experience and knowledge   R.A.F.T.

Teacher suggests learners to write a review of social media. The

R.A.F.T. Assignment Assessment and Feedback Rubric

Assessment criteria:

Accuracy. How correct is your information?  

Perspective.Do you stay in role?

Focus Do you stay to assigned format?

Mechanics Does your writing contain a minimal of mechanical errors?

Benchmark How is the overall quality of your work compared with both past work and ever increasing expectations of better work?

Optional: during writing task teacher may provide learners with vocabulary bank.

Appendix 2

PPP slide 5

PPP slide 6 

Appendix 1

PPP slide 7,8

Appendix 4

PPP slide 9,10

Additional resource

5 min.

Reflection “Exit tickets” have been around for a long time because their appeal to students and teachers alike is powerful. Try some of these sentence starters to engage all of your students. You could even post these for students to refer to during the class

• Today I learned… 
• I was surprised when… 
• I’m beginning to wonder… 
• I think I will… 
• I would have liked…
• Now I understand 
• Class would be more interesting if… 
• I can be more successful in this class if I…
• I wish… 
Then teacher gives some comments for better achievements.

Home task

Prepare for discussion. Fill in the T-Chart. “For” and “Against” social networking sites

Appendix

PPP slide 11

PPP slide 12

   End

1min

Feedback: Teacher asks learners what task was difficult to them and which pair worked well.

Additionalinformation

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Critical thinking

 Less able learners: provide less able learners with vocabulary bank list. “Scrambled Paragraphs”   Share a paragraphed text with students and ask them to identify why each paragraph starts where it does. For differentiation, students could match given reasons to paragraphs

(Additional task in case the time is piled up “A Hidden Message”(with a support) Find the right answer e.x.

How many social medium accounts have British users got?

       a)1   b) 2     c) 3    d) 4  )

More able learners: make analysis of their work and help weaker ones to arrange information.

 “Scrambled Paragraphs”   Share a paragraphed text with students and ask them to give each paragraph a sub-heading that summarises what the paragraph is about.

(Additional task in case the time is piled up “Word Detectives”: Thesaurus and dictionary activities. Task 2 Find words or expressions from the text with the following meanings:

attractive

staying in touch with 

trying persistently to persuade someone to do something

grown or developed rapidly

hardly

approximately

excited interest or talk about something

get someone’s attention and prevent them from concentrating on something)

During the reading task learners are allowed to use on – line dictionaries.

The texts and reading exercises are differentiated according to the learners’ language level.

Did all learners manage to do the reading exercises correctly? If not, why?

Peer assessment

(I W) Teacher shows the right answers on the board. Learners exchange their worksheets with a partner and check themselves according with the assessment criteria.

Teacher asks learners to explain the right choice in reading tasks.

Critera Assessment

Reading Comprehension Rubric

Monitor learners to check they can write a social media review.  RAFT

Observe learners when participating in Readind and Writing.

The

R.A.F.T. Assignment Assessment and Feedback Rubric

Assessment criteria:

Accuracy. How correct is your information?  

Perspective.Do you stay in role?

Focus Do you stay to assigned format?

Mechanics Does your writing contain a minimal of mechanical errors?

Benchmark How is the overall quality of your work compared with both past work and ever increasing expectations of better work?

RAFT to encourage learners to write creatively, to consider a topic from a different perspective and to gain practice writing for different audiences.

Such activities as “The Basket of Ideas”, “The Mass Media” guessing game Scanning and Intensive Reading: “Scrambled Paragraphs”, “Thin and Thick Questions”, “Exit Tickets” provide critical thinking while working  and answering to them.

Criteria

Advanced
4

Proficient
3

Basic
2

Below Basic
1

B

E

F

O

R

E

Sets a Purpose

Previews Text

Accesses Prior Knowledge

Makes Predictions  

Establishes a clear and focused

purpose independently

Previews text thoroughly with focused intent

Makes numerous connections

which activate prior knowledge 

 Makes insightful predictions using prior knowledge

Establishes a purpose independently

Previews text purposefully 

Connects prior knowledge with selection 

Makes meaningful predictions

Establishes a purpose when

reminded

Previews text randomly and/or incompletely 

Accesses prior knowledge when prompted

 Makes predictions inconsistently

Relies on an explicitly stated purpose

Previews when reminded.

Requires activities to activate prior knowledge

Makes vague or unjustified predictions

D

U

R

I

N

G

R

E

A

D

I

N

G

Confirms/Adjusts Predictions

Visualizes 

Makes Connections

 Asks Questions 

Determines Importance

Monitors Comprehension

Uses Fix-up Strategies

(Re-read, reads on, adjusts rate,  uses word parts and context clues) 

Checks accuracy and adjusts predictions continually

Visualizes elaborately through writing, drawing, or verbal communication.

 Makes elaborate and valid textto-self, text-to-text, and text-toworld connections

independently 

 Asks questions of self or text that demonstrate higher level thinking and raises issues to ponder

Distinguishes important ideas from details consistently

 Monitors comprehension  automatically to clarify confusion or answer questions about the text 

Applies fix-up strategies in the reading process naturally

Checks accuracy of

predictions most of the time

Visualizes with increasing detail 

 Readily makes text-to-self, text-to-text, and/or  text-to- world connections 

 Asks questions of self or text and considers things to ponder 

Distinguishes important ideas

from details 

 Monitors comprehension most of the time to clarify confusion or answer questions

Applies appropriate fix-up strategies most of the time

Checks to confirm predictions

Visualizes some details

 Makes personal connections to text when prompted 

 Asks questions of self or text

some of the time

Distinguishes important ideas from details inconsistently

Monitors comprehension with reminders to clarify confusion

Applies fix-up strategies with

limited, but increasing success 

Checks predictions when reminded

Visualizes with few details

Needs opportunity to hear others share personal connections before attempting to state own 

 Asks questions of self or text in a limited way

Lacks ability to distinguish important ideas from
unimportant details

 Monitors comprehension sporadically or ineffectively to clarify confusion

 Applies few or no fix-up strategies