Lesson Plan for Unofficial 2 ( 7th Graders)

ACTIVITY       & AIDS	INTERACTION	PROCEDURE	STUDENTS	COMMENTS	TIME
Pre-activity Guessing   Pictures about the letter	T®C C®T	T greets the students, and asks them how they are. T shows three pictures which are related to the text they will read later using powerpoints, and asks the Ss what the each picture tells them.	Ss greet the T too. Ss look at the pictures and try to guess what might be happening in the pictures.	This will help the T to have good relations with the Ss. Using pictures will activate Ss’ schemata.	5 min
Main Activity Reading & Underlying the “wish statements” Pen and paper, Slides & Blackboard	T®C C ®T	T distributes a regretting boy’s letter to his teacher. T asks the Ss to underlie the sentences which show the regrets and wishes of the student in the letter. T asks the Ss comprehension questions by using “wish clauses”. T retells the sentences she elicited from the Ss and writes them on the board. T shows three more slides to the Ss. The use of “wish clauses” is written on the slides.	Ss read the text individually. Ss underlie the sentences which show regret and wish. Ss answer the questions the T asks, and try to make sentences with wish clauses. Ss read the slides and try to remember wish clauses.	While the Ss are reading the letter, they will have the chance to learn the target form in a context, and it will be very effective for the Ss to learn. As the T retells the sentences using wish clauses, the Ss will pay more attention to the target form. Writing the sentences on the board will help the Ss to learn the “wish clauses” more quickly. Using only three slides will give brief information to the Ss about the target form and will not get the Ss bored.	14 min
Post Activity Reading	T®C S®S	T makes groups of three and gives each group a situation in which the characters are regretting some kinds of behaviors. T wants the Ss to prepare role-plays of these situations and perform it on the board.	Each group read their situation. Ss prepare a role-play by writing some sentences and each group comes to the board and performs their role-plays.	This will help the Ss to make comparisons between their own endings and the real ending of the story, and see the differences between the endings. Ss will have the chance to use the target form in a real-like life situation, so it will be a very effective activity. Ss will communicate in the target language, and this will enhance their social skills.	20 min
Homework Writing a letter to Santa Claus	T®C	T gives homework to the Ss. She distributes a sheet of paper to each student and asks them to write a letter to Santa Claus telling him their regrets about the last year and wishes for the New Year.	Ss listen to the T, take the sheets.	This will help the Ss to reinforce their learning.	1 min

Lesson Plan for Unofficial 1 ( 4th Graders)

ACTIVITY       & AIDS	INTERACTION	PROCEDURE	STUDENTS	COMMENTS	TIME
Warm-up Broken Telephone Game	T®C S®S	T greets the students and asks how they are. T makes groups of five and gives one S in each group a different sentence. The sentences were taken from the story T will distribute to the Ss later. T wants those Ss to whisper the sentence to the S next to him/her. T makes the last S in the groups write the sentence they heard on the board and they see whether the sentence was correct or not.	Students listen to the T and respond to him/her. Ss listen to their friends and whisper the sentence to other students. The last S in the group writes the sentence she/he heard on the board.	This warm-up activity will create a mild atmosphere in the class and motivate the students.  In addition, it will help the T to have a good rapport with the students.  Moreover, as the sentences are chosen from the story, the Ss will have an idea about the story.	4 Min
Pre-activity Reading Pictures about the story First part of the story	T®C C®T	T sticks the pictures about the story on the board and asks the Ss questions about the story. T shows Ss main character of the story’s photograph and tells the Ss her name. T hands out the copies of the first part of the story and asks the Ss to read it individually. T asks some comprehension questions about the story.	Ss look at the pictures on the board. Ss individually read the story. Ss answer the comprehension questions about the text.	Showing the pictures will activate Ss’ background knowledge, and the Ss will have an idea about the story. This will improve their reading, comprehension and speaking skills.	6 min
Main Activity Write an end to the story & Role-play Pen and paper	T®C S ®S	T asks the Ss whether the story ended or not. T asks the Ss to write an ending to the story in their groups. After they have finished writing, T makes the Ss role-play what they have written. T asks each group to present their endings to their students one by one.	Students listen to the T’s explanation. Ss write an ending to the story in the groups. Ss role-play their own endings in the groups and the other groups watch their performance.	This activity will motivate the Ss because they like creating an ending for the story. Furthermore, it will enhance Ss social skills because they are supposed to work in groups, collaborate and cooperate with the Ss in the group. In addition, Ss will have the chance to communicate with each other in the target language.	25 min
Post Activity Reading The other part of the story	S®S  T®C	T distributes the real ending of the story to the Ss and asks them to read it. After Ss have finished reading it, T asks Ss to compare it with their own endings.	Each S reads the real ending of the story individually.	This will help the Ss to make comparisons between their own endings and the real ending of the story, and see the differences between the endings.	5 min
Extra Activity Creating a new story. Speaking & Listening	T®C S®S	T tells the Ss that they will create a new story. T says the first sentence and calls on a S and asks him/her to add a sentence to the first sentence. The activity goes on like that and the lesson comes to the end.	Ss listen to the T, their friend and make sentences one by one.	This will create a very enjoyable atmosphere in the class and the students will listen to their friends carefully because the T calls on the Ss randomly.