Activity: Guided Practice

Time: 10 minutes

Learning Objectives Targeted: 1, 2, 3

Appendices to Reference: Appendix D: Guided Practice Handout

Steps & Teacher Directions: 

1. Tell students: Now we’re going to practice what we just learned.  In a minute we will count off to get into pairs.  In pairs, you will each get a list of facts about high income and low income education that looks like this. (Display handout) One partner will pick one of the sentences in the first column to say out loud. In this sentence, there is a bolded word or words.  When you get to this word in the sentence, clap along with the stress the same way we just did.  After the first partner has read their sentence, the other person will find the sentence in column 2 that looks almost the same as the sentence their partner just read.  Once the student finds the sentence, they will read it out loud in the same way their partner did.

2. Model: Ask for a volunteer to be an example for the class. Read a sentence on the list and clap out the bolded word. Ask the volunteer to pick the sentence in column 2 that looks the same as the sentence you just said.

3. You will have 10 minutes to go through all the sentences on the list. Nowe we will count to (number that is the amount of half the class.) You and your partner should have the same number, so pay attention to that.

4. CCQs: How many minutes do you have for this activity? (10) Which words are you clapping on? (The bolded ones.) How do you know who your partner is? (We have the same number)

5. Have them go find their partner and do the activity.

Activity: Communicative Practice

Time: 25 minutes

Learning Objectives Targeted: 2, 3

Appendices to Reference: Appendix E

Steps & Teacher Directions: 

1. In Appendix E, you will find a hand-out that is communicative practice for syllable word-stress. For the first 10 minutes, read the passage by yourself and find as many words as you can with stressed syllables, and categorize them in their respective columns. Then, write out the stress pattern in the light grey row underneath. CCQ: How many minutes will you have to attempt this activity by yourself? (10 minutes)  

2. Feel free to also use words from the sentences in the previous activity. 

3. After 10 minutes is up, find a partner and compare answers. You will have 15 minutes to read the words out loud to double check your answers, and fill in any words you may have missed with your partner. CCQ: Will you read the words out loud with your partner to double check? (yes)  

Activity: Stress Bingo

Time: 15-20 minutes

Learning Objectives Targeted: 2

Appendices to Reference: Appendix A: Stress Bingo

Steps & Teacher Directions: 

1. Tell students: We will be playing bingo with pronunciation now. You will each receive a bingo board that looks like this: (display example board.)

2. Say: I will say a word, and each of you will look at you bingo board, and pick ONE word that has the same stress pattern as the one I said. Now, the words on the board are important for today’s lesson, but the ones I will say might be from one of our other lessons.  I will keep saying words, and once you have 5 boxes in a row filled out, you should yell BINGO!

3. Point at the example board, and say rows can be up and down, across, or diagonal.

4. Model this with the students, call out the word “college” and ask the students which word on the example has the same stress pattern. Cross out the word they say if they are right. 

5. Repeat “college” and [their word] to emphasize the stress pattern

6. CCQs: What should be the same between the word I say and the word you mark on your board? (Stress) When I say a word, how many boxes do you mark? (One) Are you marking a board individually or in pairs? (Individually)

7. Pass out the bingo boards (or send them to the link, telling them to click “Generate Card”) Call out each word, emphasizing stressed syllables allow the students to say the word to themselves

8. Students will call out “bingo!” when they have 5 across filled out.

Activity: Listening 

Time: 15 mins

Appendix B: Youtube Link 

Learning Objectives Targeted: 1,4 

Steps & Teacher Directions: 

1. Tell the students: We will now be watching a video about income and its relation to education inequality. This video focuses on the impact of inequality throughout the world and not just the United States. When watching this video, I would like everyone to write down two reasons why rich countries are unsuccessful with the lower income families. After this I would like you all to write one reason why a more equal society is better for children growing up. You will be watching this video one time and will have 3 minutes after the video is finished to put your reasons into complete sentences to present to the class during our discussion after. 

2. CCQs: What will we be watching? (A video on income and education inequality) How many reasons will you be writing down? (three) How long do you have to prepare for the class discussion once the video is over? (3 mins) 

3. Play the video. 

4. Tell the class: Now you have three minutes to collect your thoughts, reasons, and solution to share with the class. Timer for three minutes

Tell the students: Now it is time to share your thoughts and reasons that you have written out on the video that was presented. Does anyone want to share their reasons on why rich countries are unsuccessful with lower income students? Discuss. Now, who would like to share their reason on why a more equal society is better for our world in terms of education and equality?  Discuss. 

Options:

• BINGO

  • This activity is built to be done on zoom, with the bingo boards being generated on a website.  This can be adjusted for in-person class by generating several boards on the site and printing them.

  • This can be played as many times as you feel is appropriate! In this lesson plan [] minutes have been allotted, but it could take more or less time depending on whether the students are enjoying it.

  • FOR HIGHER LEVELS: Have them make their own bingo boards using the words they found in the previous activity.

Caveats:

• Guided Practice Activity

  • If you have an odd number of students,  there can be a group of three, just make sure to monitor that all three students are participating

  • If you do not have enough resources to print enough handouts, the handout for this activity can just be displayed where the whole class can see throughout the activity.