ACE Lesson Plan
Name: Kelly Morrissey
Date: March 11, 2014
Level: LINC 4/5
Class length: 60 minutes
Number of students: 18
Objectives:
SWBT correctly use a select number of discourse markers in a brief
comparison/contrast essay about two people they know.
(This lesson follows two prior lessons on discourse markers. The markers are
being introduced to students a few at a time. The basics have already been
covered at this point.)
Materials:
Projector board or SmartBoard, handouts that follow, pencils, paper
Time
15
ESA
E/SF
Procedure
Students enter to find the two sample compositions (see attachment below) projected
on the board and are given some time to read them, talk to classmates about the
differences and begin to brainstorm aloud why they prefer one over the other, if they
do. After a couple of minutes, …
T: What do you think? Which one do you like better? Why? … Okay, and do you know
what we call these little phrases that are guiding us through the comparison of Chuck
and Ken? … no? They are a type of connector. We’ve been studying connectors.
They are called discourse markers. Last week we used some different discourse
markers in talking about our daily routines. Does anyone remember those? (T writes
those on the margins of the projector board as students call some out.)
Yes, those are sequencing markers. Today we have some discourse markers that
help us write a comparison/contrast essay. There are a lot of different discourse
markers in English, and a great many that we use to organize the flow of an essay.
But today we’ll just look at then of them, okay? Can anyone tell me what the job is of
this one? (T points to “on the other hand.”)
T hopes to elicit contrast or something synonymous to contrast.
T: Great. What about “For example?” Right, to introduce examples! And what about
“in short?” Good job. The final sentence is echoing the topic sentence, so the marker
is helping conclude the composition.
15
SP
25-30
A
On this worksheet, I’d like you to see if you can categorize the ten discourse markers
into the three categories we’ve just talked about. Feel free to work together.
Students do exercise B, categorizing. T and Ss take up as a class, discussing any
subtle differences in meaning or usage among those within the same category.
T hands out paper to any student needing a sheet and directs students to now
write a short comparison / contrast essay about any two people they know. The
essay must incorporate at least five of the ten discourse markers studied.
Creative Commons 2014
A) Compare the following two compositions. Which one sounds better? Why?
Sample 1 –
Chuck and Ken share an apartment. They are very different people.
Chuck is a packrat. He’s a bit messy. He collects pens, watches, guns, and old cameras. He still has his
paystubs from 1973.
Ken is like a Zen Monk when it comes to possessions. He’s a neat freak. Before he allows himself to
bring a new item home from the store, one old item has to go into the donation bin.
It’s amazing that Chuck and Ken can be roommates. They have quite opposite approaches to
apartment living.
Sample 2 –
Chuck and Ken share an apartment, but they are very different people.
Whereas Chuck is a packrat, Ken is like a Zen monk when it comes to possessions. For example, Chuck
collects pens, watches, guns, and old cameras. He still has his paystubs from 1973. Ken, on the other
hand, won’t allow himself a new item from the store until an old item has been put into the donation
bin.
In short, it’s amazing that Chuck and Ken can be roommates. They have quite opposite approaches to
apartment living.
B) See if you can put the following ten discourse markers into the three categories below.
• for example
• while
• to illustrate
• in summary
• unlike
• in short
• whereas
• for instance
• in conclusion
• on the other hand
CONTRAST
Creative Commons 2014
EXAMPLE
CONCLUSION
Kelly Morrissey – Task Journal 17, Page 3 of 3