- T begins conversation to introduce calendars using Jamboard Slide 1. T elicits meaning of the image and what it is used for. CCQs: - What is the image of? (calendar) - What do you use a calendar for? (keep track of events, reminders, holidays) - T demos using sticky note showing one usage, elicits Ss responses for the other uses and records responses using sticky notes.

- T begins GD, introduces dialogue using the TL with Jamboard Slide 2. - T gives Ss clear task before reading script. T reads script to Ss to allow Ss to focus on comprehension. ----- Say: "I am going to read a conversation between two friends. I want you to focus on what Carlos is doing and what Carolina is doing." - After reading, T gives Ss 1 minute in BO rooms to discuss their answer. (Peer Check) - ICQs: How much time do you have? (1 minute) Are you working alone or with a partner? (with a partner) What are you discussing? (What Carlos is doing and what Carolina is doing) - T conducts OCFB to elicit Meaning = Carlos is 'asking about the calendar' and Carolina is 'explaining her calendar'. T types this on slide. - T asks Ss to identify 1st TL sentence where calendar is being 'asked' about. T highlights this sentence. T asks Ss to identify 1st TL sentence where calendar is being 'explained'. T highlight this sentence in a different color to distinguish the two categories of TL. - T gives Ss 1 minute to talk to a partner to identify all TL. (Peer Check) -----Say: "There are 2 more sentences where Carlos 'asks about the calendar' and 2 more sentences where Carolina 'explains her calendar'. Try to find all 4 sentences with your partner. You have 1 minute!" --ICQs: How much time do you have? (1 minute) Are you working alone or with a partner? (with a partner) How many sentences do you need to find? (4 total) - T elicits responses from Ss and highlights on the board as Ss identify, using. different color to distinguish 'asks' from 'explanations'. OCFB.

- T conducts the rest of MFPA using Jamboard Slides 3-4: Asking about a calendar 1. Why is August 24th important to you? Meaning/A: Asking about a calendar; neutral, informal -- elicited by having Ss identify from dialogue. Appropriacy is elicited using CCQs and typed on slide. - CCQs: Is this neutral/positive/negative tone? (neutral) Is this informal/formal? (informal) Would you say this to a friend or family? (yes, informal) Are you asking about what you care about or do not care about? (care) What does ‘important’ mean? (great value, something that matters) Form: Why is (month + date / day of the week) important to you? -- T will elicit asking Ss to identify fixed and unfixed portion of expression. T will then ask Ss to identify grammar for unfixed portion. T will type this onto the slide. T will ask Ss for other examples to confirm understanding. - FCQs: Which part of the sentence is fixed? (Why is, important to you) What can you place in the unfixed part of the sentence? (September 1st, Monday) Pron.: Why is ... imPORtant to you? -- T will use: model, elicit, mark, drill. T will model pronunciation for Ss focusing on stress and intonation. T will then have Ss repeat and say sentence 2-3 times. T will elicit Pron. features and add to slide. Drill chorally. Stress will be indicated using bubble above the words on the slides and line to show intonation. Stress is over the month+date/day of week. - PCQs: Where are the stresses in this phrase? 2. What do you usually do on Tuesdays? Meaning/A: Asking about a calendar; neutral, informal -- elicited by having Ss identify from dialogue. Appropriacy is elicited using CCQs and typed on slide. Timeline with past/present/future to explain reoccurrence and reason for '-s'. - CCQs: Is this neutral/positive/negative tone? (neutral) Is this informal/formal? (informal) Would you say this to a friend or family? (yes, informal) Are you asking about what you do one time or more than one time? (more than one time) Have you done this in the past? (yes) Will you do this in the future? (yes, very strong possibility unless something changes) What does ‘usually’ mean? (generally, normally, routinely) Is this a past/present/future action? (all, ongoing; use timeline to clarify) Form: What do you usually do on + (month+day / day of the week + -s)? -- T will elicit asking Ss to identify fixed and unfixed portion of expression. T will then ask Ss to identify grammar for unfixed portion. T will type this onto the slide. T will ask Ss for other examples to confirm understanding. - FCQs: Which part of the sentence is fixed? (What do you usually do on) What can you place in the unfixed part of the sentence? (September 1st, Mondays) Why do you add an -s? (because it is a recurring action) Pron.: What do you USually do on ... ? -- T will use: model, elicit, mark, drill. T will model pronunciation for Ss focusing on stress and intonation. T will then have Ss repeat and say sentence 2-3 times. T will elicit Pron. features and add to slide. Drill chorally. Stress will be indicated using bubble above the words on the slides and line to show intonation. Stress is over the month+date/day of week. - PCQs: Where are the stresses in this phrase? 3. What is happening on August 31st? Meaning/A: Asking about a calendar; neutral, informal -- elicited by having Ss identify from dialogue. Appropriacy is elicited using CCQs and typed on slide. Timeline with past/present/future to explain future occurrence. - CCQs: Is this neutral/positive/negative tone? (neutral) Is this informal/formal? (informal) Would you say this to a friend or family? (yes, informal) Is this a past/present/future event? (future, use timeline to clarify) Am I asking about one August 31st or every August 31st? (one August 31st) Form: What is happening + (month+day / day of the week)? -- T will elicit asking Ss to identify fixed and unfixed portion of expression. T will then ask Ss to identify grammar for unfixed portion. T will type this onto the slide. T will ask Ss for other examples to confirm understanding. - FCQs: Which part of the sentence is fixed? (What is happening on) What can you place in the unfixed part of the sentence? (September 1st, Monday) Pron.: What is HAppening on ... ? -- T will use: model, elicit, mark, drill. T will model pronunciation for Ss focusing on stress and intonation. T will then have Ss repeat and say sentence 2-3 times. T will elicit Pron. features and add to slide. Drill chorally. Stress will be indicated using bubble above the words on the slides and line to show intonation. Stress is over the month+date/day of week. - PCQs: Where are the stresses in this phrase? Explaining your calendar 4. August 24th is my speaking lesson. August 24th is my dog's birthday. Meaning/A: Explaining your calendar; neutral, informal -- elicited by having Ss identify from dialogue. Appropriacy is elicited using CCQs and typed on slide. - CCQs: Is this neutral/positive/negative tone? (neutral) Is this informal/formal? (informal) Would you say this to a friend or family? (yes, informal) Are we talking about the past/present/future? (S1 is present and S2 is annually) Form: (month+day / day of the week) is my ([+adjective] + noun). -- T will elicit asking Ss to identify fixed and unfixed portion of expression. T will then ask Ss to identify grammar for unfixed portion. T will type this onto the slide. T will ask Ss for other examples to confirm understanding. Which part of the sentence is fixed? (is my) What can you place in the unfixed part of the sentence? (September 1st, Monday - Spanish class, parents' anniversary) Pron.: ... is my ... -- T will use: model, elicit, mark, drill. T will model pronunciation for Ss focusing on stress and intonation. T will then have Ss repeat and say sentence 2-3 times. T will elicit Pron. features and add to slide. Drill chorally. Stress will be indicated using bubble above the words on the slides and line to show intonation. Stress is over the month+date/day of week. - PCQs: Where are the stresses in this phrase? 5. On Tuesdays I always go to English class. Meaning/A: Explaining your calendar; neutral, informal -- elicited by having Ss identify from dialogue. Appropriacy is elicited using CCQs and typed on slide. Timeline with past/present/future to explain reoccurrence and reason for '-s'. - CCQs: Is this neutral/positive/negative tone? (neutral) Is this informal/formal? (informal) Would you say this to a friend or family? (yes, informal) Are we talking about the past/present/future? (Talking about recurring event, use timeline to clarify) Do I go to English class one time or more than one time? (more than one time) Form: On (month+day / day of the week + -s) I always go to ([+adjective] + noun). -- T will elicit asking Ss to identify fixed and unfixed portion of expression. T will then ask Ss to identify grammar for unfixed portion. T will type this onto the slide. T will ask Ss for other examples to confirm understanding. - FCQs: Which part of the sentence is fixed? (On, I always go to) What can you place in the unfixed part of the sentence? (September 1st, Mondays - Spanish class, parents’ anniversary) Pron.: On ... I ALways go to ... -- T will use: model, elicit, mark, drill. T will model pronunciation for Ss focusing on stress and intonation. T will then have Ss repeat and say sentence 2-3 times. T will elicit Pron. features and add to slide. Drill chorally. Stress will be indicated using bubble above the words on the slides and line to show intonation. Stress is over the month+date/day of week. - PCQs: Where are the stresses in this phrase?

T switches to Google Docs to execute scaffolding activity: Pt 1. T shares screen to show Ss how to fill in calendar in preparation for Speaking Activity. - T has pre-filled boxes and explains. - T shares Ss Google doc link in chat and assigns Ss their own page. T will write Ss name on the top of assigned page to ensure Ss are able to keep track. T leaves model on screen for Ss to look at while they work alone. ----- Say: "I'm going to give you 1 minute to fill in the top part of this page, which has your weekly calendar. This is for events or activities you do regularly during the week. You will work alone." - ICQs: How much time do you have? (1 min) What are some examples of activities you do during the week? (gym, study, class, work) - T tells Ss to switch over to filling out the events and activities for the year. ----- Say: "Now I'm going to give you 1 minute to fill in the middle part of this page, which has your calendar for the year." - ICQs: How much time do you have? (1 min) What are some examples of events or activities during the year? (birthdays, holidays, travel plans) Pt 2. T continues to model for Ss by showing screen and explaining TL on screen. ----- Say: "Next you will get ready to talk to your partner about calendars. These sentence structures are available here to help you form your questions and answers for the Speaking Activity. But remember, you are not limited by these sentence structures. Use them to form your sentences, but feel free to elaborate. Listen as I demo for you." - T reads Ts script: Q: Let’s talk about your calendar. What is happening on March 21st? A: March 21st is my birthday. I’m going to celebrate! Q: Oh cool, that's my sister’s birthday, too! What do you usually do on Saturdays? A: On Saturdays I always go to San Diego. I like to bring my dog to the dog beach there. He doesn’t really play with other dogs, but he swims in the water every time we go. Q: I don’t have a dog, but that sounds fun! Why is October 31st important to you? A: October 31st is my favorite holiday. I always wear a costume and spend time with my friends and family. ----- Say: "I will give you 2.5 minutes to ask questions to your first partner. One person ask questions and the other person answer. I will let you know when it is time to switch over." ICQs: Are you working alone or with a partner? (partner) How many people are asking questions in your pair? (just one) When will you switch over? (2.5 minutes, when T lets us know) ----- Say: "Now you will have time to work with a new partner. Again one person ask questions for the first round and I will let you know when to switch over. You'll have 2.5 minutes." If time permits, let Ss go for another round with a new partner. - T ensures monitors Ss for assistance and DEC points.

- T monitors students during Speaking practice and takes notes of errors. - T writes errors on Jamboard slide and reviews with Ss. T tries to elicit corrections from Ss. ----- Say: "Can someone tell me what is wrong with this sentence?" - T conducts GD OCFB and provides proper TL.