Animal Labeling and Descriptive Paragraph

Grade Level: 6-7

Group: Madison Terry, Brittney Wagner & Colin Quin

OVERVIEW OF
LESSON

This lesson will focus on teaching a vocab unit on animals and then
taking the new words and formulating a paragraph. The paragraph will be
a description of an animal and will include past vocab and grammar
lessons.

DESCRIPTION
OF LEARNERS,
GOALS AND
CONTENT

The students learning this lesson have only had 2-3 years of English and
have rather low abilities. With that in mind the basics have to be taught
and nothing extremely hard can be assessed. The students are not fluent.
The goal of this lesson is too not only teach new important English
vocab, but to use previous knowledge with the new lesson being taught to
formulate sentences.

OBJECTIVES

1. Given six different animals on a PowerPoint, be able to write each

animal name in English.
2. Given the pictures of animals, be able to describe one animal in a
written paragraph.

STANDARDS

STANDARD
1:
Students will listen, speak, read, and write in English for information and
understanding.

MATERIALS

-Powerpoint with 6 animal slides

-Projector
-worksheet numbered 1-6
-Animal Vocab List
-Writing Journal
-Pencil

PROCEDURES

1. Give each student a copy of the animal vocab list a week ahead of
the lesson.
2. On a piece of paper have the students number one thru six.
(Opening Practice Quiz)
3. Put the animal picture powerpoint on the projector (There are six
slides)
4. As you flip through each slide have the students write down the
name of the animal in English.
5. After going through each slide, collect the quiz.
6. Go through each animal on the quiz and the rest of the vocab
list.(Say it, repeat, point out pronunciation)
7. Ask the students to choose one animal from the powerpoint.
8. Have them write a descriptive paragraph of the animal.
9. This should be 5-6 sentences and include the animal vocab work
and previous vocab and grammar lessons.
10. The description can include (colors, size, habitat, food,)
11. Collect the paragraphs for a grade.

ASSESSMENT

1. An assessment of this lesson will be a final vocab test.

2. Given the Spanish or English versions of the word students will
be ask to give the translation.
Students will be graded on correctness.

REFERENCES

OBE-FLS (The Teaching of Language Arts to Limited English

Proficient/ English Language Learners: Learning Standards for English
as a Second Language:Bilingual Ed:NYSED)
http://www.p12.nysed.gov/biling/resource/ESL/standards.html
Pictures Taken from Google Images:
http://www.clipartpanda.com/clipart_images/pet-cat-clipart-pets-for-1066000
http://www.dailyclipart.net/clipart/category/dog-clip-art/
http://www.clipartlord.com/category/animals-clip-art/horse-clip-art/
http://www.guhpix.com/lovely-bird-clip-art/
http://www.clipartlord.com/category/animals-clip-art/cattle-clip-art/page/3/
http://ilikewalls.com/elephant-clipart-4.html
http://www.swartzentrover.com/cotor/Photos/Pigs/PigClipArt/Pig3/Pig3.htm
http://wecort.com/archives/120
http://www.clipartpanda.com/categories/frog-clip-art-school
http://animatedcliparts.net/bear-clip-art/
http://www.clipartpanda.com/categories/baby-crab-clipart

http://wecort.com/archives/42
http://www.polyvore.com/grey_wolf_gray_timber_clipart/thing?id=24498317
http://searchpp.com/baby-goat-clip-art/www.clker.com*cliparts*r*d*r*f*2*V*goat-hi.png/
http://www.clipartlord.com/category/animals-clip-art/lion-clip-art/
http://www.clker.com/clipart-138427.html
http://bestclipartblog.com/6-rabbit-clipart.html
http://www.clipartpanda.com/categories/cute-baby-alligator-clipart

Journal Articles and APA References

elik, S., & Aytn, K. (2014). Teachers Views on Digital Educational Tools
in English Language Learning: Benefits and Challenges in the Turkish
Context. TESL-EJ, 18(2), 1-18.

This article describes a study done in Turkey on teaching English as a foreign language
and the benefits of using technology. Previously, English teachers in Turkey were
receiving negative criticism for not taking advantage of the technology they had. Now
after this study data has proven this is false and the use technology is actually improving
learning. Reading this article, stresses the importance of using technology in our own
lesson plan. Even if little technology is available in the classroom, teachers need to utilize
what they have.

Grant, Rachel. A., Wong, Shelly.D. (2003). Barriers of Literacy for Language-minority
Learners: An Argument for Change in the Literacy Education Profession. Journal

of Adolescent and Adult Literacy, 46(5).

http://go.galegroup.com.ezproxy.lib.purdue.edu/ps/retrieve.do?retrieveFormat=P
DF_FROM_CALLISTO&accesslevel=FULLTEXT&inPS=true&prodId=LitRC&
userGroupName=purdue_main&tabID=&workId=PI-0EWB-2003-FEB00-IDSI6.JPG|PI-0EWB-2003-FEB00-IDSI-7.JPG|PI-0EWB-2003-FEB00-IDSI8.JPG|PI-0EWB-2003-FEB00-IDSI-9.JPG|PI-0EWB-2003-FEB00-IDSI10.JPG|PI-0EWB-2003-FEB00-IDSI-11.JPG|PI-0EWB-2003-FEB00-IDSI12.JPG|PI-0EWB-2003-FEB00-IDSI-13.JPG|PI-0EWB-2003-FEB00-IDSI14.JPG&docId=GALE|A97872647&callistoContentSet=PER&isAcrobatAvailabl
e=false

The article discusses how English minority speakers do not understand English
well enough to pass a literacy test even though they can speak English fluently. The two
main arguments describe that the failure of teacher-education programs to adequately
prepare reading specialists to work with the language learners and the failure of education
researchers to engage in more research English reading development are the two main
reasons why students who speak English as a second language fail literacy tests.