LESSON PLAN 5 – Brionna Lewis
Class level
Classroom
Advanced
Room 1
Progress expectation
I expect students to have learned the legal terms and definition for several
crimes in the category of “white-collar” and to be able apply the past perfect
simple tense to discuss a criminal’s past.
Vocabulary related to white-collar crimes and past perfect simple.
White-Collar Crimes
Prepare students for discussions in English regarding white-collar crimes
as it relates to corruption in their government.
Students should be able to discuss white-collar crimes and use the past
perfect tense to discuss the past of a criminal.
I assume students have general knowledge and vocabulary related to crime
and a full understanding of the past simple verb tense.
Handouts and pictures.
I will assess the students with periodic comprehension questions and
observing their task based activities.
The lesson went well. Students seemed interested in the topic, they
were already familiar with the topic however had never discussed the
topic in English. The vocabulary was new but they understood the
concepts quickly. The reading activity took much longer than I had
planned, because of this we had less time for the produce activity. I had
to cut the activity short by having the students write only a few
sentences when I had planned for them to have time to write much
more. My grammar presentation seemed to be very unclear to
students. I didn’t identify the meaning and usage clearly enough and I
need to do a better job of that in future classes. It really seemed to
make a difference in the students understanding. Once the students
understood the grammar they had very little problems applying the
concepts to the practice and produce activities. If I were to teach this
lesson again I would make my grammar presentation much more clear
and make the reading activity shorter.
Subject
Topic
Aim
Objective
Knowledge assumed
Material & equipment
Learning assessment
Post lesson notes
Lesson date
Lesson duration
30 October 2014
60 minutes
Tasks
Phase Duration
1.
2 minutes
Topic
Introduction:
(2:02)
2
5 minutes
(2:07)
Warm up:
Teacher activity
Introduce myself
to the class, write
name and lesson
topic on the
board. Ask
students to write
their name on the
paper.
Ask students if
they have any
idea what WhiteCollar means.
Show a picture of
the husband of
the Spanish
princess as an
example of a
white-collar
criminal. Ask
students to
discuss in groups
what kinds of
Student activity Resources
Write their name White board and
on the sign in
piece of paper.
sheet.
Discuss in groups None.
possible types of
crimes committed
by business
people.
3
6 minutes
Vocabulary
Presentation
(2:13)
4
4 minutes
Vocabulary
Practice
(2:17)
5
3 minutes
Pre-Reading:
(2:20)
6
3 minutes
Reading:
(2:24)
7
5 minutes
(2:29)
Post Reading
8
5 minutes
Grammar
Presentation:
(2:34)
crimes (things
that are illegal) do
businessmen/wo
men commit/do?
Give hand out
with vocabulary
words and
definitions. Ask
students to read
the worksheet
first, match the
words with the
correct definition
as I go over them.
Give students
handout.
Explain— with a
partner read the
description of the
crimes and then
write what crime
has been
committed.
Give students the
name of the
criminal and what
crime is has been
convicted of. Ask
students to
discuss with a
partner what kind
of past do you
think the criminal
has. Where might
he have worked?
What might he
have done?
Students read the
text individually.
The text will be
about a high-level
white collar
criminal that has
recently been
convicted.
When students
have finished
reading.
Explain—answer
the
comprehension
questions at the
bottom of the
page with their
partners. Review
with the class.
Present grammar
an example
sentence from the
text on the white
board. Ask
Matching
Handout.
vocabulary words
to definitions and
taking notes.
Reading
Handout.
description of
crimes and match
the correct
vocabulary word
of the crimes
Discuss with
None.
partner what kind
of history the
criminal might
have.
Read individually Handout
Answer the
comprehension
questions with a
partner.
Handout.
Take notes,
White board and
answer questions handout.
during guided
discovery.
9
3 minutes
(2:37)
10
6 minutes
(2:43)
11
12 minutes
(2:55)
12
5 minutes
(3:00)
13
5 minutes
14
5 minutes
students
comprehension
question to
establish
meaning. Use
guided discovery
to break down the
structure. Finally,
explain the
usage.
Grammar
Ask students to
Practice 1
with a partner find
two a sentences
with the same
grammar
structure in the
text. Share with
the class
Grammar
Handout. ExplainPractice2
with your partner
fill in the blank
with the correct
verb tense.
Review.
Produce Activity: A corrupt whiteThe Ultimate
collar criminal is
White Collar
running for Mayor
Criminal
of Madrid.
Explain—In two
or three groups
write a speech
describing his
past crimes
pretending he is
trying to convince
the people that he
is criminal
enough to be
mayor of the city.
Use the
vocabulary and
grammar.
Wrap up:
Do you think
regular blue-collar
crimes like
stealing and
selling drugs are
worse then white
collar crimes we
talked about
today.
Back-up: Word
Give students
Search
Word Search with
Vocabulary
Back up:
Grammar
Practice
Explain-with a
partner rewrite
the sentences
using the past
perfect verb
Find grammar
sentences in the
text. Find main
verb, aux verb,
and discuss the
meaning of the
sentence.
Text.
Fill in the blank
with partner
Handout.
In groups write a Piece of paper.
short passage
about the ultimate
white-collar
criminal. Share
with the class.
Discuss with their None.
groups what
crimes do they
think are worse.
Students
complete word
search and take
home if it is not
completed.
Rewrite the
sentences using
the past perfect
verb tense.
Handout.
Handout.
tense.
Students who attended
Name
Rafael
Age Level
30’s Advanced
Luis
40’s Advanced
Mar
40’s Advanced
Rosa
Late Advanced
30’s
Gabriel
40’s Advanced
Notes
Rafael understood the vocabulary very well. He was
able to really help his partner in the practice activities.
Luis struggled with the oral use of the grammar concept
but did very well with the written exercises.
Mar seemed to be familiar with the grammar concepts
already and had very good oral skills. The vocabulary
was new to her but she was able to use it easily.
Rose does not seem to like group work. She seems to
be a little more advanced than the other students,
sometimes she seems bored.
Gabriel was very confident in participating in group
discussions, he did very well with the oral activities.