Lesson Name: Bright Lights, Big City!
Lesson Overview: Students will practice using comparative language by writing a compare and contrast essay based on Unit 2 in Quick Smart English. This writing activity also stresses the much overlooked writing process and uses two interactive web2.0 resources from readwritethink.org. Students will also access additional writing materials available on the internet.
Curriculum Subject Area(s): Language Arts, EFL, Technology Skills
Estimated Duration: Set homework for a two hour per week class.
Grade Level: Intermediate EFL ability
Curriculum Standards:
1. Standard 7: Teachers understand that language learning is most likely to occur when learners are trying to use the
language for genuine communicative purposes. Teachers understand that the content of the language courser is the
language that learners need in order to listen, to talk about, to read and write about a subject matter or content area.
Teachers design their lessons to help learners acquire the language they need to successfully communicate in the subject
or content areas they want/need to learn about.
NETS Standards for Students:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
6. Technology Operations and Concepts
Students demonstrate a sound understandingof technology concepts, systems, and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
AECT Standards:
1.1 Instructional Systems Design
1.2 Message Design
1.3 Instructional Strategies
2.3 Computer-Based Technologies
Content Areas
Lesson Objectives:
1. Students will be able to practice and demonstrate a strong ability to use comparative language.
2. Students will use web based tools to practice using the writing process.
3. Students will be able to write a compare and contrast essay that provides a well supported opinion.
Prerequisite Skills:
1. Students should have an understanding of English writing fundamentals. This will include:
a.process writing
b. introduction, body paragraphs and a conclusion
c. compare and contrast essay development.
Lesson Procedure
1. Follow the basic lesson plan provided for this unit available at QSE Int. Complete only pages 12 and 13. These two
pages finish with a discussion on city life vs. country life. Students should take notes by writing any ideas they find
useful.
2. Hand out the Bright Lights, Big City! Handout. To make sure there is no confusion, the teacher should also direct
students to the online version which contains the hyperlinks to important websites and tools.
3. The teacher should model each step of the process by linking to each site and demonstrating how to use the web tools.
4. Students will complete the assignment for homework and submit the essay and process writing materials in the next
class.
Assessment:
1. Students will be assessed on their completed compare and contrast essay
a. Clear thesis statement expressing their choice
b. Strong topic sentences that support that choice
c. Good supporting details and examples that help make the case for their decision
d. Show a clear understanding of comparative language
e. Correct grammar
f. Correct mechanics
2. Students will be assessed on demonstrating process writing
a. Brainstorming – Venn Diagram
b. Outlining – Compare and Contrast Map
Student Page
Lesson Overview: Students will practice using comparative language by writing a compare and contrast essay based on Unit 2 in Quick Smart English. This writing activity also stresses the much overlooked writing process and uses two interactive web2.0 resources from readwritethink.org. Students will also access additional writing materials available on the internet.
Curriculum Subject Area(s): Language Arts, EFL, Technology Skills
Estimated Duration: Set homework for a two hour per week class.
Grade Level: Intermediate EFL ability
Curriculum Standards:
1. Standard 7: Teachers understand that language learning is most likely to occur when learners are trying to use the
language for genuine communicative purposes. Teachers understand that the content of the language courser is the
language that learners need in order to listen, to talk about, to read and write about a subject matter or content area.
Teachers design their lessons to help learners acquire the language they need to successfully communicate in the subject
or content areas they want/need to learn about.
NETS Standards for Students:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
6. Technology Operations and Concepts
Students demonstrate a sound understandingof technology concepts, systems, and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
AECT Standards:
1.1 Instructional Systems Design
1.2 Message Design
1.3 Instructional Strategies
2.3 Computer-Based Technologies
Content Areas
Lesson Objectives:
1. Students will be able to practice and demonstrate a strong ability to use comparative language.
2. Students will use web based tools to practice using the writing process.
3. Students will be able to write a compare and contrast essay that provides a well supported opinion.
Prerequisite Skills:
1. Students should have an understanding of English writing fundamentals. This will include:
a.process writing
b. introduction, body paragraphs and a conclusion
c. compare and contrast essay development.
Lesson Procedure
1. Follow the basic lesson plan provided for this unit available at QSE Int. Complete only pages 12 and 13. These two
pages finish with a discussion on city life vs. country life. Students should take notes by writing any ideas they find
useful.
2. Hand out the Bright Lights, Big City! Handout. To make sure there is no confusion, the teacher should also direct
students to the online version which contains the hyperlinks to important websites and tools.
3. The teacher should model each step of the process by linking to each site and demonstrating how to use the web tools.
4. Students will complete the assignment for homework and submit the essay and process writing materials in the next
class.
Assessment:
1. Students will be assessed on their completed compare and contrast essay
a. Clear thesis statement expressing their choice
b. Strong topic sentences that support that choice
c. Good supporting details and examples that help make the case for their decision
d. Show a clear understanding of comparative language
e. Correct grammar
f. Correct mechanics
2. Students will be assessed on demonstrating process writing
a. Brainstorming – Venn Diagram
b. Outlining – Compare and Contrast Map
Student Page