what did you do on halloween

1. 1
LESSON PLAN
What Did You Do On Halloween
A. FACTUAL INFORMATION
• Your name: Hui Ling Yang
• Day, date, and time of lesson: Thursday, November 5th, 2015, 10:00-11:15
• Grade and level of students: secondary 1, core ESL program
• Brief description of students: Students in sport concentration, at different levels of English
proficiency, a few very weak students, coming from various linguistic and cultural
backgrounds.
B. OBJECTIVES AND PROBLEMS
• Topic area/theme: Halloween
• General aim: The goal of the lesson is to create an opportunity for students to practice
English in a meaningful way through listening, viewing, writing and speaking activities. It
aims to incorporate aspects of English culture (Halloween) into teaching to develop students’
understanding of Canadian culture and increase their interest in learning English.
• Specific objective(s): By the end of this lesson, the students will be able to understand the
use as well as the forms of the Simple Past Tense. They will be able to describe things
happening in the past with the Simple Past tense. They will be able to use the Simple Past
Tense to discuss their experiences on Halloween.
• Evaluation criteria: The teacher will give students a quiz on the formation of regular and
irregular verbs in the Simple Past Tense.

2. 2
• Related content/essential knowledge:
– Functional language: Discourse Markers (First…Then…Next…After that…Finally…)
– Vocabulary: Halloween
– Grammar/structure: The Simple Past Tense, Regular/Irregular verbs
– Anticipated language: What did you/he do first/next/after that/ in the end on Halloween?
You had an up / a down kind of day.
• Anticipated problems and solutions: Some students will have difficulty in forming the
irregular verbs in the past. The teacher will remind students to use the irregular verb list. The
teacher will provide tiered work to students. Weak students will get work with more prompts.
The teacher will also pair them up with advanced students for group work.
C. COMPETENCIES COVERED
• ESL-specific: Competency #1: Interacts orally in English.
Competency # 3: Writes and produces texts.
• Cross-Curricular: Competency #8 – Cooperates with others
Competency #9 – Communicates appropriately
D. BROAD AREAS OF LEARNING COVERED
• Citizenship and Community Life:
to develop an attitude of openness to the world and respect for diversity
E. MATERIALS AND AIDS
• Multimedia: Smart board, computer, the Internet, PowerPoint

3. 3
• Video: Just For Laugh Gags https://www.youtube.com/watch?v=OGewZzgpC_k
• Handouts: Just For Laugh – Ice Cream Man (Appendix 1)
Just For Laugh – Ice Cream Man (for weak students) (Appendix 2)
Just For Laugh – Ice Cream Boy (Appendix 3)
Just For Laugh – Ice Cream Boy (for weak students) (Appendix 4)
E. STRUCTURE OF THE LESSON
Activity
and
Timing
What does the teacher do?
What do the
students do?
Rationale
Hook
15
minutes
1. She goes through the agenda with
the students.
2. The teacher explains that the
students will play an A/B game
about Halloween. She asks students
to take out a piece of paper and
write A on one side and B on the
other side.
The teacher explains that students
will listen to her daughter talk about
things she did on Halloween which
was last Saturday. For each thing,
students need to decide whether
they did the same or not. If they did
To enable students to
know where they are
going in their own
learning. To enhance
meta-cognition
development.
To use audio and
visual to hook
students to arouse
their interest in
learning.
To create personal

4. 4
the same, they show the letter A on
their paper. If not, they show the
letter B. She plays the audio for the
students.
3. The teacher explains that the
students will have a competition to
write the base forms of the past
words they just heard. She presents
the past words on the board.
Students work
individually on
the past verbs.
aspects of the subject
matter to further
engage students.
To activate prior
knowledge.
Develop
-ment
15
minutes
Learning Activity 1:
Just For Laugh Gags
1. The teacher explains that students
will watch a Just for Laugh gag and
have a quiz on the Simple Past.
She distributes the worksheet
(Appendix 1) to the students. The
weak students will get modified
work (Appendix 2).
She plays the gag for the students.
She asks students to finish Part A of
the quiz.
She explains Part B of the quiz and
asks the students to finish it.
Students work
individually on
the quiz.
To transform the
usually boring
grammar learning to
interesting experience
for students.
To focus on the forms
to develop students’
language accuracy.

5. 5
5
minutes
20
minutes
She checks the answers with the
whole class.
2. She introduces the concept of
discourse markers. She asks
students to study the discourse
markers in the textbook.
3. The teacher explains that students
will watch another Just for Laugh
gag and write about it.
She distributes the worksheet
(Appendix 3) to the students. The
weak students will get modified
work (Appendix 4).
She plays the gag for the students.
She asks the students to work in
pairs to discuss and write about the
gag. She emphasizes that students
must use discourse markers and the
Simple Past Tense.
The students
work in pairs to
continue the story
about the gag
they will have
watched.
To teach functional
languages to develop
students’ essential
communicative
competency in
English.
To differentiate
teaching in order to
help individual
students learn more
effectively.

6. 6
20
Minutes
Learning Activity 2:
What did you do on Halloween?
1. The teacher asks the students to
think back to the Halloween they
just had and list at least 5 things
they did.
The teacher invites an advanced
student to model a conversation
about Halloween, using the
following questions 1) What did you
do first on Halloween? 2) What did
you do next? 3) What did you do
after that? 4) What kind of day did
you have?
2. The teacher asks students to work in
pairs asking each other the above
questions.
She asks students to move around in
the classroom and survey 2 peers
with the above questions.
3. The teacher asks some students to
report back the results of their
survey.
The students
work
individually.
Students work in
pairs and take
notes of their
survey.
To connect learning to
students’ lives so that
learning becomes
more relevant.
To allow students to
move around in the
class after sitting
down for a long time
reenergize students
for better learning.

7. 7
Closure
5
minutes
1. The teacher wraps up the lesson by
asking the students what was the
best part of their Halloween.
To enable students to
leave the English
class with a positive
feeling. To guide
students’ to appreciate
Canadian culture.

8. 8
Group_________________Date_________________Name_____________________
Just For Laugh-Ice Cream Man
A. Choose right verbs for each sentence. Put the verbs in the Simple Past Tense.
( make, use, refuse, put, find out, open, give, want)
1. He ________________ the ice cream to the girls, but they ___________ it.
2. He ________________the cover of the ice cream cart.
3. He _______________ a big ice cream ball with his hand and _________ it on an ice cream
cone.
4. He ______________________ the flavors that the girls ____________.
5. He ________________ his fingers to get some ice cream to taste.
B. Decide the order of the sentences above.
A blind man was selling ice cream on the street. Two girls came to buy ice cream. The
man was happy to serve them.
First, _________________
Then, _________________
Next, _________________
After that, ________________
Finally, _______________

9. 9
Group_________________Date_________________Name_____________________
Just For Laugh-Ice Cream Man
C. Complete each sentence with right past verbs.
( made, used, refused, put, found out, opened, gave, wanted)
6. He ________________ the ice cream to the girls, but they ___________ it.
7. He ________________the cover of the ice cream cart.
8. He _______________ a big ice cream ball with his hand and _________ it on an ice cream
cone.
9. He ______________________ the flavors that the girls ____________.
10. He ________________ his fingers to get some ice cream to taste.
D. Decide the order of the sentences above.
A blind man was selling ice cream on the street. Two girls came to buy ice cream. The
man was happy to serve them.
First, ________5_________
Then, _________________
Next, _________________
After that, ________________
Finally, _______________

10. 10
Group_________________Date_________________Name_____________________
Just For Laugh-Ice Cream Boy
Continue the story. Write at least 5 sentences.
- Use discourse markers on p.82
- Use the Simple Past tense
A boy was eating ice cream on a bench on the side of a street. He was with his mother.
First, his mother…

11. 11
Group_________________Date_________________Name_____________________
Just For Laugh-Ice Cream Boy
Continue the story. Write at least 5 sentences with the verbs provided.
- Use discourse markers on p.82
- Use the Simple Past tense
A boy was eating ice cream on a bench on the side of a street. He was with his mother.
First, his mother (ask) …
Next, a bride, a groom and a photographer (come)…
Then, the boy (give)…
After that, the bride (see)…
In the end, they (tell)…