# Mr. Danoff's FWE 8A Lesson 8

Mr. Danoff's Lesson Plan Data (Dates relate to when lesson was administered) :
| Date: | Length (Min): | Location: | Textbook: | Chapter #: | Lesson #: | Topic: | # of Students: | Document Version: |
| | 45 | English Salon | FWE 8A | 7 & 8 | 8 | | 25+ | 0.42 |
Mr. Danoff's FWE Lessons
* Research Center
* Semester One Fall 2009 7A & 8A
* Semester Two Spring 2010 7B & 8B

## Preface

Lesson from a period when I was writing lots of information up on the board before class, as way to organize. I spent a few weeks trying to get through the idea of context with moderate success and this is one of those weeks.

## Lesson
### Introduction
#### Topic

* Talk again about context.

#### Focuses

* Listening Set Skill = "E" Listen for detail and specific information in presentations, narratives and conversations
* Listening Curriculum Statement = "6" Listen for detail
* Speaking Set Skill = "A" Awareness of Context
* Speaking Curriculum Statement = "1" Context & Register

#### Definition

* Context = What people are talking about in a conversation.

#### Why?

* Because if you know the context, you can understand a conversation even if you do not know all the words.
** e.g. If you know people are talking about food, you can understand phrases like "eggplant is delicious", even if you do not know what eggplant is.

#### Example

* A: "I love playing cf. Do you like cf?" B: "No, I hate cf. I like playing DNF."
** What is the context?

#### Lesson Question

* What is the context?

#### Contact Information

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

#### Teaching Materials

* FUN WITH ENGLISH 8A Textbook

### Plan

* with higher ability class, add page 31
   * 0 Before Class
   ** Before class, make sure chairs are set up correctly
   ** Write Lesson plan, Lesson, Definition, Example, my contact info and that it's OK to say "I don't know" or "No reason" on the board.
   ** Ask if everyone has their textbooks and pens. If they don't tell them to go get them.
* Coversation
** 4 Minutes
** Are you tired?
** Are you hungry?
** Is it anyone's birthday in class?
** Are you studying a lot for your upcoming tests?
* Introduce the Lesson
** 4 Minutes
** Have the class read the Lesson Plan
** Ask if they remember what we did last week? Mention we will be focusing on the same idea once again.
** Go over: lesson, definition and example.
** Mention that if ask a question and they don't know the answer, it's fine to say "I don't know". Review that if I ask "why?" they should say "no reason."
** Ask for any questions.
** Tell them my contact info, and say if I don't respond on QQ, I apologize, sometimes I am busy.
* Joke
** 3 Minutes
** "T" joke.
* Page 26 Let's get ready B
** 4 Min
** Explain to the kids if they have gone walking before, put a check. If they have gone on a boat put a check.
** Ask one or two kids to stand up and share what they have done.
* Page 27 Let's listen 1 A - Tapescript Page 84
** 4 Min
** I read the dialogue, ask the students to listen and circle the places the travel agent talks about.
** What is the context of the conversation?
* Page 27 Let's listen 1 B - Tapescript Page 84
** 6 Min
** Explain to the kids there are multiple answers for each person.
** Go through each person individually, asking what fits?
** What is the context of the conversation?
* Page 32 Let's listen 2 - Tapescript Page 86
** 8 Min
** Have 3 kids read the first time, and I will read the second time. With the kids who come up, go over the difficult words.
** After going through the answers, ask students "Where do you want to go?" and "Why?"
** What is the context of the conversation?
* Rows & Columns
** 7 Min
** Are there any parks near your home?
** How many rooms are there in your house?
** What is your favorite room in your house? Why?
** What kinds of music don't you like?
** Do you like books?
** What do you like more, books or movies? Why?

#### Extra Time

* 20 Questions
* Soccer Dialogue Illustrating Argument vs. Conversation
* British vs. American English Word Game - Review Chapter 5
* Ball Self-Introduction Game
* Competitive Hangman
* "How high can you clap?" Game
* Simon Says
* Telephone

### Lesson Review Notes
#### g8 c5

TJ 3 Page 1
* got through the textbook by 9:43
* abandon the textbook with this class?
* do activities where everyone is talking?
* this class really got me angry
* as soon as they stood for rows & columns they were talking
* when the kids came in, the few new ones scrwed up where everyone else was sitting

#### g8 c4

* 4 to 5 new kids in the class (screwed) over any hope for the seating chart
* got through everything in the textbook quick
* the kids were very, very quiet again
* class roster changed again

#### g8 c10

* The opening conversation went OK, a lot of kids were chatting, but the class as a whole responded to my questions.
* add the definition of context to the board

#### g8 c9

* working with 2 underachieving boys 1-on-1 was good. they seemed to honestly appreciate the help.
* I believe if I keep up with the seating, helping, introductions & what not, it'll make a big difference
* making a deal with the troublesome male leader to learn was a good idea
* surprised how well they did with page 27 ex B

#### g8 c6

* Name changes from pages 48 & 49 of my last notebook
* Class had a lot of absentees
* I really had some moments, where I started to lose it mentally, but I managed to keep it together
* surprised at times how the kids sometimes all get quieter when some others would get involved
* overall, not a great class, but not horrible, either
* One boy was totally gone today

### Next Week
#### g8 c10

* make sure the answers are out for this class.

#### g8 c9

* A girl wants to play rows & columns.