The T presents the Ss with a picture of three boys - two are bullies and the third boy is the victim. The T instructs the Ss to take ninety seconds to study carefully the picture and craft a response to the questions on the slide, "What happened? Briefly explain what happened between the boys and incorporate the the following information into your answers, 'Who,' 'What,' 'When,' and 'Where.' Ss articulate their answers to the class.

The T tells the Ss to take about two minutes to read the email/text for gist in order to see how it is organized and to get an idea of what it is about. The Ss will then have about two minutes to arrange the pictures in the following slide into sequential order as it happened in the email/text. Each picture has a time sequencer to aid tin the endeavor. The T tells the Ss which pictures come first and last. "What clues tell you these pictures come first and last?" (At first & In the end). T introduces time sequencers with this brief conversation and nominates Ss to provide the answers to the rest of the sequential order.

The T presents a slide that shows two tables, one shows how a verb is conjugated in the past simple and past continuous tenses. The second table show the time sequencers used in the text. The T shows a timeline to further explain the past simple and past continuous tenses. The T introduces the parts of the email with a brief exercise the Ss will do on their own. The text for the exercise is the same one they looked at for the gist exercise. The exercise asks the Ss to select which color represents a particular aspect of an email, i.e. greeting, body, closing, etc. The second part of the exercise asks, "What clues in this email lets you know that it is an informal message?" Answer: greeting, closing, and end greeting. The T gathers answers from the Ss. The T shows a slide that explains how to write a proper email by showing the parts that encompass an email. The slide should help the Ss when they undertake the free writing exercise towards the end of the class.

The Ss work on a guided discovery worksheet that asks them to complete a few tasks on a new email text. Ss will work in pairs in the breakout rooms. Ss will arrange the paragraphs in the email in the correct sequential order. Ss will fill in the gaps in the email using the appropriate form of the verbs found below the text. Ss will then find three time sequencers located in the text. Ss will answer the final question to get their opinion on the formality of the text. The link to the worksheet is found below. https://docs.google.com/document/d/1FDVkPYsD2XnjNTJn4Rte1ngZ8Z4zixOTSrHAS2ennl8/edit The link to the worksheet's answer sheet is found below. https://docs.google.com/document/d/1Oi7Pa3QpvxPNfmXOUBowguM3bYwVrUmS8tS-HY6Q2_Q/edit The T and the Ss will go over the worksheet together as a class. The T nominates Ss to provide answers, if there are not any volunteers.

Ss will write an email telling a friend about a recent event that went wrong. Ss will apply the past simple and past continuous tenses, time sequencers, and proper email writing conventions discussed during this lesson (greeting, body, closing, etc.). The T will monitor as best he can using another online, technological platform, Padlet.

T elicits/nominates Ss to share their written texts with a partner (or the rest of the class). Ss will evaluate each others' texts using a simple rubric. The rubric will serve more like a checklist to see if the S used any of the concepts discussed during the lesson. The rubric will not serve or provide a judgmental critique of the writing. The link to the rubric is found below. https://docs.google.com/document/d/1YReE6t8SyAWIPw6ZTm8Ci3A7anbjK0tJVlZ94OqG-CQ/edit The T will provide corrective feedback based on the language used in the writing.