Julie Vitulano
Topic: Task II English Regents Practice
Grade: ESL - Intermediate
Unit: Universal Studios Escape, Orlando Florida
Lesson 1: Jargon
Aim: What are the characteristics of jargon?
Instructional Objectives: Students will be able to identify jargon associated with roller coasters; and be able to create visuals and use them in their presentations on roller coaster jargon; and be able to create a vocabulary quiz.
Materials: Computers with Internet access; word processing program; large drawing papers; drawing markers.
Do Now: The teacher mixes up the following the words on the blackboard: swings; monkey bars; see saws; bikes; roller blades; skate boards; bungie jumping; paragliding; scuba diving. The students are directed to group the words in three groups.
Motivation: After this exercise is completed the teacher writes these three words on the board: airtime; brake run, lap bar. The students are asked if they know what these words have in common. The answer or lack of the correct answer should lead to the discussion of jargon.
Development:
1. After the class makes the connection that certain words and phrases are used
specifically for a particular subject, they are directed to http://orlandosentinel.com/go2orlando/diamondback/costertalk.htm
to review the jargon associated with roller coasters.
2. Then the teacher pronounces the following words and the students repeat to practice pronunciation: inversion; positive g's; capacity; inverted; barrel roll; lim launch; shoulder harness; negative g's.
3. Each student is given one word to work on. (Variation - a group of three or four
students work as a team on one word.) Students go to http://orlandosentinel.com/go2orlando/diamondback/universal.htm
and look up the definition of the word that they were just given. These words appear on
the bottom page of the eight rides that are listed under Coaster Terminology: Dr. Doom's
Fear Fall; Incredible Hulk; Dueling Dragons; Dudley Do Right's Ripsaw Falls; Jurassic
Park; Popeye and Bluto's Bilge Rat Barges; The Amazing Adventures of Spiderman; and Back
to the Future.
4. Students create a visual aid for their presentation of one of the words or phrases. First they may wish to get more information by going back to the Coastertalk site. They might also want to go to an on-line encyclopedia, dictionary, thesaurus, etc. Each ride has photos and graphics. Other sites related to roller coasters may be found. All of these surfs should result in some ideas about the look of various roller coasters. The teacher goes around the room and assists.
5. After reviewing the word, the definition, the related resource sites, the students draw a depiction of one of the words. At the top of the page in large letters is the word or phrase. In the center of the page is a drawing of what the word or phrase means. Finally the actual definition is written on the bottom.
6. The students who did the same word (there would be about four in each group if the class has 34 students) would present to the rest of the class. One student would pronounce the word. The next would give the definition. The third would explain the drawing. The fourth would answer any questions.
A variation on this would be that three or four students work as a group to create one drawing.
The students who are listening are required to copy the definition and be prepared to take a quiz on all the definitions.
Homework: Students are asked to create a vocabulary quiz using the True or False method
or the multiple-choice method. They should also prepare an answer sheet on a separate
piece of paper.
Lesson 2: Making Graphs
Aim: Why is it important to be able to create graphs in association with reading material?
Materials: Computers with Internet access; graph paper; pencils, copies of Task II of the English Regents, Microsoft Excel.
Instructional Objectives: Students will be able to create graphs that are associated with written material; students will become familiar with the presentation of the Task II of the English Regents.
Do now: Students scan a copy of an old Task II of the English Regents.
Motivation: The teacher asks the students to put away the copies of the test. Then the
students are asked to list everything they remember. The class is surveyed and the various
aspects of the test are reviewed.
Homework Review: Students exchange their homework quizzes. They take each other's quizzes.
The quizzes are given back to the students who wrote them. The authors grade the results
of their classmates work and let them know their score.
Lesson Development:
1. Students are asked to look at the graph(s) that are given in the copy of the Task II
of the English Regents Test. They are then directed back to yesterday's site: http://orlandosentinel.com/go2orlando/diamondback/
and scan the sites. As they are doing this they are asked to list any information that may
be graphed.
2. In a few minutes the teacher asks for the results and the students should have identified the information in the "Specifications" section of the pages as data that may be graphed. In addition the number of stars given by the roller coaster judges; Woody King and Joy Ride may also be graphed.
The teacher may wish to ask if the students believe the judges to be real persons and give an explanation for their answer. Note: Wooden roller coasters are considered to be superior by coaster purists and that is why the first critic is given the name "Woody"
3. The students are each given one specification and asked to create a draft of a line graph using the eight roller coasters on each graph. As these are completed, the students review those coasters that have many N/A (not available) notations in their specifications. They are to find out why this information is not available. (Answer: These are simulated rides.)
4. Students are directed to create the final version of their graph. They must decide whether or not to include the simulated rides in the graphs. The teacher assists and guides the students with the final copy of their graphs. These may be made in the Microsoft Excel program.
Homework: Write a paragraph explaining the graph that was created today.
Lesson 3: Reading Comprehension - "Coasterphobics" by Cory Lancaster
Aim: How can we increase our reading comprehension?
Materials: Notebook, computer with Internet access.
Instructional Objectives: Students will be able to read with understanding the article "Coasterphobics"; expand their idiomatic and vocabulary base; to answer comprehension questions; to create multiple-choice questions.
Motivation: The class is surveyed on the question, "Do you feel afraid/phobic when you go on a roller coaster ride?" A student goes to the board to compile the results?
Homework Review: In pairs, the students show their graphs to their partners and read the homework paragraphs. The graphs are collected by the teacher for future use.
Development:
1. In Groups of three students brainstorm these two questions:
A Why are people frightened by roller coasters?
B How could you help someone who was afraid of roller coasters?
Collaboratively they make a list of reasons for A and a list of remedies for B.
These lists are reviewed.
2. The teacher distributes the vocabulary list for this article
WORD MEANING
Gnawed chewed
Giddy light headed
Footage video
Spiraling spinning
Rig ship
Taunting teasing
Credited given
Contraption churning
Illusion false image
Careen fall
Harness protective holding device
Thumbs up go
Catapulted thrown
Exultation joy
Convert a person who has changed
Word and phrases that refer to being frightened in the article:
Sheepish
Wimp
Petrified
Faint of heart
Leery
Terrified
Challenged
Butterflies in your stomach
Mistrustful
Primal
Rapidly beating heart
Sweaty hands
Intimidated
The teacher models the pronunciation of these words and the students chant the words a couple a times for practice.
3. The students are directed to http://orlandosentinel.com/go2orlando/diamondback/phobics.htm
The article should be printed out so that the teacher can follow the instructions listed below: Coasterphobics
For oral reading, only the teacher or student(s) proficient in oral reading should read.
Oral Comprehension question for the first page: What is the theme of the article? In other words, what is it about? What is the main subject? Answer: people who are afraid of roller coasters.
The teacher asks if the students have any questions about that part. Any questions are answered.
The next page is read.
The following comprehension question is asked: Why did Universal Studios invite 1,000
people who were afraid of roller coasters to their theme park?
The comprehension question for the third page is: What techniques are used to help people who are afraid of roller coasters?
The last question for page four is: Was the therapy successful?
After each section the students should also be asked if they did not understanding anything in the text. These questions should be answered.
4. Writing
The students are asked to reread the article and answer the following questions in complete sentences in their notebooks.
1. Why do roller coasters frighten so many people?
2. What steps did the psychologists take to help the people who were afraid to go on the rides?
3. What advantages did Universal Studios get from the experiment?
4. What motivated the people to participate in the test?
Homework: Students write four multiple-choice questions based on the written answers to
reading comprehension questions done in class.
Lesson 4 - Draft Writing (Using the Multiple Choice Questions of Task II to Help Guide our Writing)
Aim: How can we use the multiple-choice questions of Task II of the English Regents to help guide our writing?
Materials: A computer with word processing program, a copy of multiple-choice questions, copies of the graphs the students created.
Do Now: Read the "Situation" and "Your Task".
The Situation: Your class is going on a trip to Universal Studios (or some other theme park). In preparation you have been asked to write a report on how to alleviate fear of roller coasters so classmates who are afraid of them may have a better time.
Your Task: You are to write a report of approximately 250 words. The report should provide a plan to help students who are afraid of roller coasters but want to try to ride them. You should use information from both the graphs and the article "Coasterphobia".
Homework Review: In pairs students trade homework questions and answer their partners multiple choice questions orally. The accuracy of the answers is orally given.
Development:
I. The following multiple-choice questions are given to the students:
1. Which of the rides is the least scary (based on the graphs)?
A) The Incredible Hulk
B) Back to the Future
C) Dueling Dragons
D) The Adventures of Spiderman
2. What is the best reason to get over fear of roller coasters?
A) So you can enjoy the experience with your friends.
B) So you won't have to stand around while others are enjoying the rides.
C) So you will be able to enjoy all the new rides that the theme parks are building
D) None of the above.
E) All of the above.
3. How are scientists helping people who are afraid of roller coasters?
A) Pairing them up with someone who enjoys roller coasters.
B) Reminding them to scream when they are on the ride.
C) Teaching them that the fear of the rides is only an illusion.
D) All of the above
E) None of the above
4.Which of the following rides are simulated?
A) Popeye and Bluto's Bilge Rat Barges.
B) Back to the Future
C) Jurasic Park
D) Dudley Do Right's Ripsaw Falls
The correct answers are review:
1. B
2. C
3. D
4. D
5. B
II
Including correct information from the multiple choice questions, students are directed to write a report based on "The Situation" and "Your Task". This is done on the word processing program.
Homework: Students print out draft of their essay and write the final version.
Lesson 5: Self evaluation
Aim: How can we judge our own work?
Materials: Computer with word processing program, copy of check list
Instructional Objectives: Students will be able to express the qualities that are judged
in a Task II report and evaluate the strengths and weaknesses of their own report. They
will be able to make improvements in their reports based on their review.
Do Now: Make a list of qualities that are judged (graded) when a teacher reads a composition.
Homework Review: Students are asked to retrieve the draft of their report file on the
word processor. They are to retype or correct any parts so that the final copy of the
report that they did for homework is now represented in the file
Development:
1. The teacher lists on the board the qualities that are evaluated in a composition that the students wrote for their "Do Now".
These will probably include:
Proper grammar and usage
Well organized
Good use of vocabulary
An interesting introduction
Sticks to the topic
2.Teacher distributes checklist.
CHECKLIST
Answer "Yes" or "No" to the following questions.
1. Is you report approximately 250 words? ______________________
2.Did you use facts from both the graphs and
the article? ________________________
3.Did you quote one of the psychologists as
an expert? ________________________
4.Did you use information from the multiple
choice questions? __________________________
5.Did you use the spell check and the
grammar check? ____________________________
6. Did you use the thesaurus to vary
vocabulary usage? _________________________
7. Did you follow an outline for clear
organization? ________________________
8. Did you ask someone else to read
your report to get feedback? __________________________
9.Did you study the introductory paragraph
and the closing sentence of the article
"Coasterphobics" to get ideas for an interesting
introduction and closing to your own report? __________________________
10.Did you refer to the title and author and the
website in your report? __________________________
Each "Yes" answer receives 10 points; grade your own paper.
3. The students are encouraged to do any of the checklist items that they neglected in the
time remaining before handing in their reports.