Learners will answer the question on the slide. 1. Do you think koi make good pets? Why or why not? Learners will be able to see images of koi on the slide.

Text will be provided as a g-doc. I will share my screen with the document as well. Learners will receive the G-Form link for gist task. Gist task: Learners will read the article and answer the questions about koi in two minutes. They will answer the following questions on G-forms. 1. Why are koi such special pets? A: They can be very expensive. They are described as living jewels in the text. They are also very sensitive to their environment. 2. Did the writer buy any koi? Why?/ Why not? A: No, he said they are too fragile and expensive and would rather stick to goldfish. CCQS: Intensive: Share the google doc for intensive practice. Learners have 2 minutes to highlight as many expressions that show comparison as possible. Have one highlighted as an example. They will work together to complete this task. Once the two minutes are up I will check their responses and add or remove answers as necessary being sure to have learners find the missing statement within the sentence. Answers: is far more addictive than, as beautiful as, nowhere near as high as, almost as much as, nearly as expensive as, twice as big as, not any nicer than mine, slightly bigger than, considerably less, not quite as enthusiastic as, no more time-consuming than, not nearly as exotic as, are a great deal cheaper. CCQs: Can koi be as expensive as cars and houses? yes Are goldfish cheaper to buy? yes Was the writer impressed by the koi? yes and no. He didn't want to buy any, but he was impressed by people collecting them.

Share Figjam link with students. Explain that they can read from the image in figjam. Meaning: Students will look over the text for 2 minutes at the phrases in pink. They will write them in the table provided as a whole class via figjam. Learners will then be asked to justify their answers. If an answer is incorrect I will ask if anyone sees a correction with the particular phrase. I will ask learners if they notice any patterns with the statements to lead into the form section. I suspect they will notice the "as"...."as" statements. Answers: A big difference- far (more addictive) than, nowhere near as (high) as, considerably (less) than, not nearly as (exotic) as, a great deal (cheaper) than A small difference- almost as (much) as, nearly as (expensive) as, slightly (bigger) than, not quite as (enthusiastic) as No difference- as (beautiful) as, not any (nicer) than, no (more time-consuming) than Form: On the g-slide, a variety of "as" statements from the text are listed. I will have learners look at the statements and ask "Look at these sentences. Read them quickly. What is the pattern? What repeats? I expect them to notice "as" some students may notice the use of adverbs and adjectives too. Then I will ask them to look at the word before "as" and ask, "what changes?" (they should identify the adverb) I will then reveal the grammatical structure of the "as" statements. I will CCQs: Do we always use "not"? No. Do we always have "as" two times? yes Next I will have them work independently making their own "as" statements. I will give 1 1/2 minutes because the structure is there and there are only two per student. I will then have students read their "as" statements and we will discuss their accuracy and usage of correct grammar. Pronunciation: For pronunciation there are three sentences from the text on the g-slide with audio that I recorded. Learners will focus on identifying weak forms and linking. I will ask: "what does it sound like when words are linked? How is "as" pronounced in these sentences? What is the significance of /j/? We will then practice drilling. First silently and then individually.

Students will be given the link to G-Forms. They should read the text and fill in the correct answer on the form. They will have 2 1/2 minutes to complete the g-form. Point out that number 4 has a different structure than "as" statements. Answers: 2. not nearly as expensive as 3. as near as interesting as, 4. are a great deal larger OCFB for error correction and clarification

Compare fish and birds as pets. Write 5 sentences (2.5 min) individually and then compare with your partner what you have written. 4+ learners use BORs 3 minutes *Tell the class two things you disagreed about.* Delayed Error Correction (DEC).