Title and Subtitle

Thanks for this Kristen,

I enjoyed reading it and got a clearer picture of your course/lessons. I think you have a nice start here but also think there is a bit more work to do on this CDC.

I have a few suggestions and requests:

1. Please include timings for each stage/activity I can see you have them sometimes but more of this info would be helpful.

2. It is sort of tough to follow the stages of the lesson when you have things listed in bullet points. My suggestion here is to divide the lesson into a few digestible parts and then have bullet points based off that.

3. Please add more detail about what is happening and what you/and the students would be doing. Often when you wrote, “discuss” I didn’t really know what this means to you. I suspect it is a case of you having a clear idea of what you mean but it not being clear to an outside reader.

4. Please be sure to have a more thorough look in terms of editing and proofreading as there were quite a few typos (I pointed some out but there are more lurking)

5. I think you need to add more about why the unit is structured the way it is. You did a nice job to talk about why things are included but you didn’t include comments on the order or your rationale for organizing it in the way you did.

6. As I allude to below a key point for this assignment is that “The lesson plans should be detailed enough so that someone else in our class could teach from them.” I tried to point out areas where this might need to be reconsidered/added to but I also think you should keep this in mind as you make other edits and changes on this CDC.

These are changes that you will need to make in order to get full points on this CDC. Please let me know if you’d like me to check any new drafts/versions on this. If you can make these changes before the final project that is great but if

you include them in the final project/portfolio that is also fine. The important thing is that you include the changes.

I have pasted the CDC assignment below just for reference (and have also underlined some key points to keep in mind.) Please let me know if you have any questions on what I have written and we can talk about some aspects on Skype if you’d like. Please don’t be intimidated or defeated by all the green and all the requests, you are on the right track and just need to add a bit more. --Mike

Choose a unit from the scope and sequence of your course to design.The unit should be a minimum of five hours of teaching.  If your units will generally take less time than five hours, then prepare two linked units.  (For example, if a unit is 3 hours, then prepare two units.) If your units will generally take more than five hours, then prepare a five hour portion of the unit in detail and outline the rest.

Provide the following:

1) A title and subtitle.  The title shows what the unit is about, (e.g. Shopping, Xxxx, etc.)The subtitle gives basic context information, (e.g. “A 6 hour unit for 15-16 year old intermediate level Mexican students in a private bilingual school.”)

2) An introduction to the unit that includes:a) the objectives for the unit (The objectives should be clearly linked to your goals for the course.)

b) an explanation of why you designed and sequenced the unit the way you did (This reflects your understanding of context, learners, and your beliefs.)

3) A minimum of five linked lessons or a minimum of five hours of lessons 

The lessons can be linked by a theme (e.g. urban life), a life skill (e.g. getting around town), a process/product (e.g. creating a guide to our town), a genre (e.g. giving a presentation, writing an essay), or a combination of these (e.g. writing an essay about urban life)

Each lesson should include:a) A description of the step by step procedure for each activity and how long they takeb) A copy of any materials or handouts that accompany the lessonc) List objectives for each lesson.  (This is helpful to the reader.)

The lesson plans should be detailed enough so that someone else in our class could teach from them.  See the example titled “Unit: Telephone Technology” on pages 158-160 or the text.  The materials and handouts for the unit are on pages 264-270. 

Work Place Systems

This unit broken into three different sections and goes over three different weeks. Each week the class meets for a total of 8-10 hours. The class is for 18-65 year olds male or female students wanting to work in the restaurant or bar business. The majority of the class is Spanish speaking and the class meets in an administration building that has classrooms set up, located near public transportation and the next town over has many restaurants.

Introductions

This unit is designed to teach students about different types of alcohols in the bar/restaurant along with how to read words they don’t understand. The unit also touches on clarification questions and how to write an order down using a list. The lesson progress from breaking down words in a drink book to learning and taste testing different types of alcohol. To taking an drink order by making a list. The fourth lesson is about clarity questions such as did you want ________ with that? And the appropriate way to ask them. The last lesson is role playing in the classroom. These lessons progress and build on each other. There is room for review and staying longer on a topic if the class needs, or can be combined with the next unit it the class is picking it up fast. There are also a quiz at the end of the lesson or open book test to check for understanding. Since there are five lesson each lesson is about two hours give or take.

The overall objective for the three weeks of the unit is: Students will be able to read, write and comprehend forms, orders and menus in the restaurant successfully. One thing to think about here is the verb “comprehend” when used in an objective is not very strong (or measurable). You might want to revisit this and consider another term. My thought/suggestion here is to think about how you will know Ss have comprehended and use that to help you with the wording.

Lesson 1

Objective: Students will be able to identify words they do not know and use one of the three strategies they learned in class to figure out the words. I think this objective works well (in terms of wording and the idea)

Give a brief overview of the week and the topics that will be covered in each class.

Introduce class to a drink book from a local restaurant. Hand students photocopied pages for them to read/highlight and look over I wonder if there is

or could be a more specific task here. I also wonder how long you figure this would take? Explain the different sections of the book. And have students mark any words they do not

understand or know. Sometimes I wonder if framing it like “words you’d like to hear more about” or something like this might help make it a more positive thing and might create more room for students to share words without fear of embarrassment. This is really just a thought and not a suggestion to change anything .

Compile a list of the words on the board as a class.

Introduce the different strategies they can use to figure out the words -context clues- look for smaller words in the word- sound it out This might also be a good chance to elicit ideas from students.

Hand out worksheet on context clues. (students will use the worksheet to take notes in case they have not yet gotten a notebook)

Read through the first sentence with the students and use words in the sentence to help figure out the meaning a word they don’t know. Do two –three sentences with students and then have students try 2 sentences independently, and review

Hand out worksheet on looking for smaller words in word in word or words? (possible typo?) Take one –two words from the sentence and explain to the class that they can find small words

they know to help figure out words. Do a few together then have the students do a few by themselves I mentioned it above but I think it would be much easier to follow if you organized the lesson into sections/stages. As a reader it was not immediately clear to me that you were on to a new activity here. My suggestion here is just to make sure that you group the same parts of the lesson together.

Hand out a list of words of five words and demonstrate how to sound them out using the letter sounds to make the word. For example Carbs you would sound out each letter.

Go back to the list of words you made as a class on the board. Have students break up into pairs and go through the list to figure out the words using the three strategies they learned. This sounds like a nice way to tie it together.

After 15-20 minutes come back to whole group and have the students go through the list and say the word and which strategy used and how. How they used it?One thing I am wondering about here is if Ss are also going to share the meanings or just the strategy?

Discuss that sometimes these strategies may not always work and in that case, don’t be afraid to ask a co-worker if there is something on a menu they don’t know. Is this the teacher mentioning this? I wonder if discuss is the correct word if so.

Lesson 2

Objectives: Students will be able to identify different types of alcohol by smell, taste, and color along with acquire knowledge about the alcohol to answer customer’s questions.

Nice! I think “acquire knowledge” is not quite strong for an objective. My suggestion is to just cut this and make it “students will be able to….answer customers’ questions about types of alcohol.”

Quick review on the three ways to sound out and figure out words they don’t know.

Have students take out drink book copies from the day before. Have them figure out where the Beer, Wine and Liquor (mixed drinks) sections are and have

them look over each section. How do you have Ss figure this out? I guess my question is, “What do you say or do to set this task?”

Spend 30-45 minutes on each section. If students are of age (must check ID or Birthday that they signed up with) Fun! they can participate in the taste test section.(depending on the class’s knowledge this lesson may need to be broken into two lessons) You write, “spend 30-45 minutes on each section” but I am not sure what is being done. I think more details would be helpful here.

Beer- from the drink menu discuss the variety of beers: IPA, Stout, Lager, etc. Bring one of each kind of beer for students to sample 1oz pours (students don’t need to become intoxicated). I am again wondering what “discuss” means here. How does it work? What do you do/say? What do Ss do/say? Is there a specific task or set of questions?

Example IPA (India Pale Ale) tend to very hoppy or bitter in taste, they have a citrus pine or flower smell and there are many different styles of IPAs. Is this you explaining? Do this for each of the sections. I am not sure exactly what is being done here. Also touch on what ABV stands for, along with that some wines are sold by the bottle and not glass. One thought that comes to mind here is that there is a lot of specific terminology related to beer and other types of alcohol. I wonder if giving some language support (written?) might be helpful for students at some point.

Students will fill in a chart on each type of beer, wine and Liquor. Once students have the chart filled in and they ask questions about drinks, have a small

discussion How is the discussion set up? My main question is about how teacher-led it is and what students are expected to do. about variations and that restaurants can use different wording or wines or liquors but the main fact is the information about the style and not to worry about the different name brands.

Open two more beers, wines and liquors that students have not tired while filling out the chart. Split the room in 4 groups and pour group 1 and 2 the beer, wine and liquors. Give group 2 and 3 the other beer, wine and liquor. Have students taste them and discuss which type they think it is based on their chart and what they taste, smell. Nice chance to put their knowledge and skills to the test.

Bring everyone back to whole class and see how they did.

Homework: Have students visit a local restaurant that serves alcohol and take a picture of the drink menu and email it to the teacher.

Lesson 3

Objectives: Students will be able to make a list, when taking an order for drinks in the restaurant.

Students will be able to come up with a way to remember what person order what drink by using a number system.When I read this at first I wondered if it was about inventing their own system or using one but I think it works well as it is written (and matches the plan)

Introduce that many restaurants don’t require you to memorize peoples orders, so how do we take orders for a table of people without writing a whole sentence or paragraph. I am not sure if this is a question.

Brainstorms ideas students have for taking orders Lists! What is a list, how do me make it, and how do we remember who gets what once we made it. Is

this a question the teacher should ask? Come up with a plan if there is a table of 4 come up with a number system for each person Who

is coming up with the plan? The teacher? Are you explaining it or something else?

1 2

3 4

Now that each person has a number let’s take their drink order. Read each order out loud an (Possible typo here) have students write it down.1. Diet Coke no lemon with Ice2. Brooklyn Brewery Dark Chocolate Stout3. Martini extra Dry 4. Red Wine Ice on the side

Once students have written the orders down explain that by the time they write all that down in full sentences, their customers are going to very inpatient. Impatient?

Put sentences up on smartboard and on the white board next to it brain storms with students ways to make the orders shorter. 1. D Coke No Lem ice2. BB D choc st3. Martini x dry4. Red ice side

Lists and orders have to be read by the taker then entered into the computer system using the buttons, so as long as they can remember and read what they wrote down the list can be whatever is easiest for them.

Move to the next slide of orders with more people at the table, have students take 10-15 minutes to come up with a number system for each person and a way to shorten the drink orders

After 10-15 minutes have students break into pairs and share their ideas with a classmate. Then come back to whole class and go over ideas they came up with. How long is the time for this sharing?

Lesson 4

Objectives: Students will be able to ask clarifying question to customers using tone, body language and correct vocabulary to make sure they understand what the customer wants.

Review how to figure out unfamiliar words, and making a list. How is this review done? Print out before class the pictures of drink books that the students took and emailed you,

enough for each student to have a copy of every page and hand out, Have students look through the different drink books, highlight unfamiliar words and use a

strategy to figure it out. After 15 minutes pair with a partner to help with words that are left. Of course you know the students and the course better than I do but from here 15 minutes alone on this task seemed like a lot to me. Just a thought and not a request to change anything! Also, how long do you have students working in a pair here?

Bring class back together and ask if anyone still has some words they need help with, go over.

Introduce today’s topic: QUESTIONS! Clarity questions are questions you ask customers to make sure you understand their order. As a whole class come up with questions to ask that are appropriate for customers. Would

it be helpful here to include a specific case or example? I mean could/would you tell students what sort of food they should be asking about or would it be left to their creativity and memory?

Practice those questions How is this done? Spend a few minutes talking about body language and tone. What does this talking entail?

What is said? By whom? Are there specific questions or talking points? Something else? The way you stand and speak affects the attitude of the customer. I assume this is

something the teacher should/will say. Is there more to it? Are there specific examples? Questions? Diagrams? Something else?

Role play customers and waiters with drink menu items.

Lesson 5

Objectives: Students will be able to use what they acquired in class to role play and take orders and answer customer’s questions about drink products. Nicely worded objective, Kristen!

Role Play Day

Spend the first 30-45 minutes of class, reviewing any questions student may have come up with or have about any of the lessons taught during the week. Is there a specific task for students to

write/think up questions? Would students have been prompted to come with questions? My concern here is that this might be a big chunk of time unless students had a lot of questions.

Break students into groups. Customers/servers. Have servers hand out drink menus and take orders. Have customers order items without

substitutions. Have the servers go to the table and get the drink that they ordered. Then add the customer group to make one-two substitutions or changes to their drink order. (Teacher will walk around and verbally ask students if they got what they ordered.) Have students fill out self-assessment on their role. Switch groups and repeat.

Wines Red White Blush

Temperature served

Taste

Smell

Beer Lager/Pilsner IPA/Pale Ale Stout/Porter Wheat

Color

Smell

Taste

Liquor Vodka Gin Rum Tequila WhiskeyBourbon Scotch Irish

Cordials

Color

Flavor

Ice

Shot

CommonDrinks

Context clues

What are context clues?

Example:

The three men dismounted the horse and went inside.

Tracey held the flower delicately so it didn’t break.

1. John was so hungry he consumed the sandwich.

2. Johnny discarded the broken plate.

3. The boss is very lax with the rules in the restaurant. The other examples seem to point more clearly to the meaning. I could imagine lax means strict here without more clues. I don’t think this is a problem but just wanted to point it out.

4. The rainbow had vivid colors after the rain.

5. At the restaurant we were offered a variety of? beverages like soda, beer, and wine.

6. Jaime had a hard time keeping up with her mom, who walked briskly.

7. The little boy was delighted when he saw the monkey.

Making smaller words

Sometimes when we see words we don’t know, we can break them down into smaller words to help us figure them out. Do all the examples below have smaller words in them that are related? When I look at scout I can see “out” but that doesn’t seem exactly related to the meaning of “out.” Maybe you included some examples that are not intended to show smaller words. My suggestion here is to revisit these words and make sure you have the mix you are looking for in terms of smaller words being included.

Example: Delightedhas the word light in it. Now DeLIGHTed

1. Birthday

2. Window

3. Scout

4. Dangerous

5. Flower

6. Turkey

7. Flamingo

8. Pencil

9. Penguin

Sounding out a word

You can sound out words using the sounds each letter makes. As many of you have probably experienced that this does not always work, because the English language can get tricky at times. But this is a great tool to have.

1. Carbs

2. Sam

3. Table

4. Pumpkin

5. Star

6. Anchor

7. Wagon

8. Rocket

9. Shadow

10. Pickle