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SIOP Lesson Plan Outline -- Practicum Lesson Plan #1

Date: 6/17/2019
Grade/Class/Subject: 1st- 2nd grade High School English Students
Unit Theme: Describing People
ELP Standards:
9-12.10 (Level 2) -- “Make accurate use of standard English to communicate in grade-appropriate
speech and writing. Use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and

Lesson Objectives:
Content Knowledge​: By the end of the lesson, ESOLs will:
1. Learn new vocabulary related to hair types (blonde, curly, wavy), hair lengths (shoulder-length,
long, short), and clothing types (blouse, pants, sweater).
2. To describe a person using only an adjective (handsome, beautiful, tall).
3. To use three different sentence patterns to achieve these tasks (he is tall, he has long hair, and
she is wearing high heels).

Language Objectives​: By the end of the lesson, ESOLs will demonstrate increasing proficiency in
the performance of the following functions and their forms:

Function Form
(in –ing form, eg. “Retelling a story” ) (grammatical term and/or example, eg. “Past
Tense: ‘The boy went to see his grandfather;’”)

1)Describing a person’s clothing and He is wearing a green shirt.

accessories She is wearing earrings

2) Describing a person’s appearance with He is tall, He is big….


3) Describing different hair types, colors, and She has curly hair. She has long hair

Vocabulary Objectives​: By the end of the lesson, ESOLs will demonstrate an understanding of
the following vocabulary words:
Content Vocabulary Academic Vocabulary Cohesion Words
(new vocabulary to be explicitly taught (vocabulary that may need to be (vocabulary that may need to be
that is critical to an understanding of taught or emphasized that is critical to taught or emphasized that link
the content) participation in academic tasks, such concepts in meaningful ways, such as
as “categorize”, “list”, describe”) conjunctions and time markers)

Hair color/style~ Describe

Short hair, long hair, bald,
middle part, side part, brown
hair, black hair, blonde, curly,
Shirt color/style~
Button up, tshirt, blouse,
hoodie, jacket
Glasses, necklace, earrings,
Eye color~
Blue, brown, dark brown,
hazel, green

Special Cross-Cultural Considerations for ESOLs​:

Important to keep in mind the use of words like ‘fat’ and ‘sick’ in the context of Korean and English
Also nicknames like ‘piggy,’ etc.

Powerpoint about the vocabulary and grammar forms
12 packages of crayons/markers
Students will need a pen or pencil
Drawing worksheet which the teacher will provide
Laminated pictures of various celebrities

Lesson Sequence ​(This may be adjusted as necessary to accommodate unique lesson plan

MOTIVATION​: (​Describe how you will build background and the specific strategies that you will use
to ensure the participation of ESOLs.)​

Before class, we will write three sentences on the board: ‘​She is wearing a green jacket’,​ ‘​he has
brown eyes​,’ and ‘​She is beautiful​. We also will write our class objective on the white board, which is
Describing People​. We will also inform students that they will only need a pencil and to put their
other books away.

At the start of class, we will point to the objective on the board and ask if anyone knows what
describe​ means. If they don’t know, we will briefly explain that ​decribe ​means to explain what a
person looks like and what they are wearing.

PRESENTATION​: (​Describe the specific techniques you will use to make your presentation of new
material comprehensible to ESOLs, to provide opportunities for interaction through appropriate
questioning, and to assess whether or not ESOLs are “getting it”.​)

Our opener will be on PPT, and will start with a K-pop star’s name and beneath we will show
one-by-one the following questions: ​what is he wearing, ​and ​what color are his eyes and hair. W
​ e
will then elicit and reveal each of the answers, which are the three target sentences for​ ​each of the
words. The students will repeat the sentences after the teachers.

We will continue onto the slides which explain hair types and lengths, and then eye colors. In each
slide, we will elicit the word and ask the student to make a full sentence, like ​he has long hair,​
referencing the target sentences on the whiteboard. We will then show the clothing and accessory
slides, eliciting the vocabulary words and asking students to make full sentences, like ​she is wearing
a bow. ​While explaining the vocabulary, we will explain that when describing singular things (nose,
ear, hoodie, or jacket), that they will need to say ​a hoodie​ and not ​hoodie.

Next, there will be several slides, each with a picture of a person. Two prompts will pop up:
Describe her hair​, and ​Describe her accessories. ​Beneath will be the target sentences: ​She has
_______ hair ​and ​She is wearing ________________. T
​ he teachers will elicit and then reveal the
answers. Beneath a third prompt will be shown, which asks: ​Can you describe anything else?

Afterwards, the teachers will ask for a volunteer to come up and then the teacher will ask the other
students to describe her clothing and appearance.

PRACTICE/APPLICATION​: (​Describe the activities you will use to allow for meaningful interaction
and practice using ALL language skills, the strategies you will use to ensure full participation by
ESOLs, and the techniques you will use to assess their success in the activities.)​
The next part will be a drawing activity and each studentswill work with a partner either in front of or
behind them. Each pair will be given crayons or markers for the drawing activity. All students will be
given a picture of a celebrity and a worksheet with an outline of a person and a several lines
beneath. Inform the students that the picture is to be kept hidden from their partners. To do the
activity, one student will start by describing their picture to their partner, who will use the markers
and their pencil to draw on the avatar on the worksheet. Once finished with the drawing, that same
person will write several sentences beneath which describes their avatar/celebrity. There is also a
few extra lines for them to add extra details to their description. Then, the partners will switch roles
and will describe their picture while the other person draws and writes a description. The teachers
will go around and help anyone who is having problems with writing or describing.

EXTENSION​: (​Describe additional follow-up activities you will use with ESOLs to address any areas
that you deem need further explanation or practice to ensure their mastery of the content and
language objectives.​)

The students will come to the front of the class in their group and read their clues to the rest of the
class. If the students cannot guess based on the verbal clues, they will show the drawing of the
celebrity, and finally the real picture of the celebrity. Once both celebrities have been revealed,
another pair can come up and give their clues for the class to guess.