Lesson Plan Template

Teacher: Miss. Cronin Class: 3rd Grade

School: Elementary- Parkview Level: Low Beginner
TERMINAL OBJECTIVE: By the end of class, students will be able to use like to in the correct form
ENABLING OBJECTIVES: In order to achieve the terminal objective, students will need to be able to do the following:
1. List language items here
a. Vocabulary: demonstrate comprehension of the appropriate time to use Affirmative and Negative of like
to
b. Grammar: Practice use, like/likes to, doesnt/dont like to
c. Task: Successfully complete the writing activities within the book Picture This! Students will produce the
appropriate verbal response given a subject, affirmative or negative indication and action. Students will
be able to complete the logic puzzle by correctly applying the clues with the grammar form.
Standards Addressed:
WIDA Can Do Descriptors
Fill in graphic organizers, charts, and tables
Find changes to root words in context
Describe pictures, events, objects, or people using phrases or short sentences

TIME STAGE ACTIVITY MATERIAL NOTES

2-5 Warm-up Play Madagascar Music Video I like to move Hook- students might be
min. Notice reoccurring form it music familiar with the movie
Compare to other forms we know (I like) video and find the music video
Discern from common mistake he like to, Write down humorous
he no like to form on board Connect to prior
knowledge
10 Presentati Present Slideshow Slideshow of Scaffolding:
min. on I DO: different Presentation is split into
Model Affirmative grammar form activities I DO, WE DO, YOU DO.
I like to go swimming (while holding thumb up) Affirmative Model the form, then do
He likes to go swimming (point at man in picture and Negative the form together, then
and hold thumb up) visual on have students try the
What is the difference in these forms I used? board form individually
Write affirmative on board in box (ex. Page Scaffolding will be
25 Picture This!) he/she likes to, within students ZPD
I/you/we/they like to because they already
Model Negative grammar form know how to use like
 I dont like to sit in traffic. (thumbs down) (subject)
She doesnt like to sit in traffic (thumbs down) I DO, WE DO, YOU DO-
What is the difference in these forms? methodology will
Write on board negative forms he/she increase student self-
doesnt like to, I/you/we/they dont like to efficacy.
WE DO: Strategies used:
go back to swimming picture TPS- Think Pair Share
Do you like to go swimming? Thumbs up if you like it,
TPR- students will get up
thumbs down if you dont
What about sitting in traffic? and walk to one side of the
Elicit Student responses- look at thumbs room for affirmative or
(Student) You like to go swimming, but (student 2), negative. Also Use thumbs
he doesnt like to go swimming up and thumbs down to
2 more slides: have students put thumbs up show affirmative or
or down and then call on students to share negative
answers orally using the new grammar Learning style: Listen
Last 2 slides: TPR. If affirmative walk to one to me using the form
side of the room, if negative other side of (audio), write on board
the room (visual), thumbs
Practice by splitting class, point to groups to elicit up/down & practice
all forms: They dont like to, They like to, We like using the language
to, we dont like to, He/she doesnt like to, he/she (kinesthetic)
likes to
YOU DO:
Return to seats. TPS
What do you like to do? What dont you like to do?
Share with your elbow buddy. (after a minute call
on students to share)
25 Practice Page 25. Read directions and have students Chapter 2 Problem Solving-
min. individually complete. - after have students page 25-27 in learning needed to
share picture this solve logic puzzle.
Page 26. Read directions to I like to writing Sunday Activity allows transfer
activity followed by pair work. Ask students Funday Logic of knowledge applied to
to compare answers. Call on students to Puzzle other situations.
share partners answers. Practicing using the
In pairs practice conversations. Instruct that grammar in
each partner will be either Suzi or Amy, and conversations with
then Carlos or Henry. partners will increase
What question does Suzi ask Amy first? grammatical and
 What question does Carlos ask Henry first? W discourse
Once you ask what someone likes, you often ask a competence.
follow up question to hear more details. Using the language in a
What other follow up questions do Amy and Carlos
variety of ways (writing,
ask? What questions words do they use? (what,
where, who, what kind of, how often) speaking, listening) will
work towards autonomy.
Extension Activity: Information Gap Logic
Puzzle
Split class into groups of 4.
Give each student in the group a cut out of a
complete clue (1-4)
Read directions. Use an example group and use one
clue as an example to show students how to
complete a logic puzzle.
Clue #4 says Nicole and Michael both like to sit
during their activity Fill in the blank for clue 4 with
like to. Then look at the boxes. Looking at these
activities, I know that you do not sit when playing
soccer, or volleyball or while you are cooking. So I
will put NO, or an X in each of those boxes on
Nicoles and Michaels lines. So I know, that Nicole
or Michael like to watch TV or read.
Walk around and help as needed. Homework if not
completed in class time.

2min. Review Instruct to put things away- wrap up with N/A Repetition to reinforce
exit slip. As students leave the class they Verbal learning target and
must answer question. responses review before leaving
Examples: the classroom.
He (thumbs up) to go dancing
He (thumbs down) to sing.
We (thumbs ups) to exercise.
They (thumbs down) to go to the zoo.

min. Evaluation Formative Assessment within Discussions Page 25 and Analyze for
N/A and listening to groups will guide how much 26 global/local errors as
Done practice must be given. Logic well as performance
within Use Page 25 and 26 in workbook to inform if worksheet errors when speaking
or additional practice is needed in the next
outsid lesson
e of Logic Worksheet will also serve as
class evaluation of understanding however it
involves other aspects beyond the grammar
so it should not be taken completely.
min. Conclusion If students do not finish logic worksheet/ or See above Identify any patterns of
any other writing activity it is homework errors in students work

EXTENSION: Homework? Outside-of-class activity? Notes for next time?