TBLT Reading Lesson Plan
TBLT LESSON PLAN
Student Background/Context: English for Academic Purposes (higher education)
Task/Activity: survey & debate on [Embryonic Stem-Cell Research (ESCR)]
Lesson Objectives: reading comprehension, summarizing, skimming & scanning articles for main ideas and details, negotiating meaning, acquiring vocabulary related to theme
Vocabulary: stem cell, embryo, pluripotent, morph, cloning, gestation, transplant
Critical Thinking: listing, ordering & sorting, comparing & contrasting, collaborating
Task Type: Reasoning, prediction, split information, opinion, decision-making (convergent), debate (divergent), memory challenge, real-world texts, focused & unfocused, one-way & two-way, open-ended and yes-no questions
SWBAT: Form wh-questions, use do-support correctly, support arguments using evidence from readings, write a definition of a scientific concept
Materials & texts: articles; Hi-lighters, timer, survey
Time: 1.5 hours
PRE-TASK OVERVIEW: Teacher has written relevant vocabulary words on the white board. Teacher sets up topic schemata by asking open-ended questions about the topic, introduces task and clarifies outcome (5 minutes). Teacher explains to students that they will complete a survey on embryonic stem-cell research (ESCR) and then prepare and participate in a debate arguing the pros and cons of harvesting stem cells. T informally asks students what they know about stem cells. Teacher asks students whether or not they know anyone who has received an organ donation, been an organ donor or needs an organ. Teacher asks students to name diseases that might possibly benefit from the harvesting of stem cells (Parkinson’s, Diabetes Alzheimers). T and S share personal stories. T asks if anyone knows the meaning of the word, pluripotent and circles the word on the white board. T groups students into two debating teams (Pro & Con). T tells Ss that each team must pick a scribe who will write a one-paragraph definition of pluripotent
Student Background/Context: English for Academic Purposes (higher education)
Task/Activity: survey & debate on [Embryonic Stem-Cell Research (ESCR)]
Lesson Objectives: reading comprehension, summarizing, skimming & scanning articles for main ideas and details, negotiating meaning, acquiring vocabulary related to theme
Vocabulary: stem cell, embryo, pluripotent, morph, cloning, gestation, transplant
Critical Thinking: listing, ordering & sorting, comparing & contrasting, collaborating
Task Type: Reasoning, prediction, split information, opinion, decision-making (convergent), debate (divergent), memory challenge, real-world texts, focused & unfocused, one-way & two-way, open-ended and yes-no questions
SWBAT: Form wh-questions, use do-support correctly, support arguments using evidence from readings, write a definition of a scientific concept
Materials & texts: articles; Hi-lighters, timer, survey
Time: 1.5 hours
PRE-TASK OVERVIEW: Teacher has written relevant vocabulary words on the white board. Teacher sets up topic schemata by asking open-ended questions about the topic, introduces task and clarifies outcome (5 minutes). Teacher explains to students that they will complete a survey on embryonic stem-cell research (ESCR) and then prepare and participate in a debate arguing the pros and cons of harvesting stem cells. T informally asks students what they know about stem cells. Teacher asks students whether or not they know anyone who has received an organ donation, been an organ donor or needs an organ. Teacher asks students to name diseases that might possibly benefit from the harvesting of stem cells (Parkinson’s, Diabetes Alzheimers). T and S share personal stories. T asks if anyone knows the meaning of the word, pluripotent and circles the word on the white board. T groups students into two debating teams (Pro & Con). T tells Ss that each team must pick a scribe who will write a one-paragraph definition of pluripotent