My lead-in will begin with some TS talk. I will ask the students questions related to social media. What apps they like.. how much they use them.. how much they post. Simple, level appropriate questions. I will then give the students a minute or two to discuss pre-written questions on the board with their partner. This allows them to feel comfortable in the class and have a few minutes to practice SS, which is key. In this stage we are assessing speaking for fluency.

For the text-based portion of my lesson, the students will be given a Facebook post about events currently happening in a park. The language will be graded to their level and easy to understand. The gist task will ask the students simple questions such as "Where is the person right now" with two option multiple choice to circle. For the layout, the various aspects of the post will be clearly numbered from the authors name, their location, the opening, the closing, etc. I will ask the students to match the stages of the post to the corresponding numbers. We will do the first one together on the board for ease. In this stage we are assessing reading comprehension for gist and also the students' ability to identify the different features of a product writing example.

For register and appropriacy, the students will be given three questions to answer in pairs and as open class feedback. Next to the three questions is a double sided arrow with formal written at the top and informal written at the bottom, which all of the students will recognize from their functional language lessons last week. The questions are given below: 1. Is the Facebook post formal or informal? 2. Why? Give one reason. 1. 3. Are social media posts usually formal or informal? I don't expect much trouble with the first question and not too much for the third as well. If the students can't figure out the second, I will help elicit answers such as "emojis". Here we are assessing appropriacy and understanding of formality, which the students were all taught in numerous functional language lessons last week.

For the writing task, the students will be asked to create their own Facebook post, following the layout of the original. They will be given a word bank with two or more options for each blank spot in the story, allowing for a little bit more personalization and added challenge. The blank spots will be color coded to reflect the original, but the word bank will not be color coded. Giving both or even just the word bank would have made the task a purely matching exercise. I am also adding one formal opening line to see if they will avoid using it or not. If they do, it serves as an additional chance to reinforce the appropriacy. The students will need 8-10 minutes to write, so it's important we move through the rest of the lesson with time to spare. In this stage we are testing product writing. The students aren't just being asked to produce language, but are being asked to produce the correct language in the correct area of the Facebook post.

I want the students to have at least 5 minutes for peer feedback so they can have time to not only finish it, but to read each other's nice comments as well. And if we have time at the end, I will ask one or two students to read their stories out loud. In this stage we are assessing whether or not the students used the present continuous form, if they had the appropriate Facebook post layout, and their reading comprehension. Additionally we are assessing if they understood the register by seeing if they used the formal opener or not.