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Target Objectives:: 1st-2nd Grade Newcomer ESL Sheltered Instruction

The document outlines a lesson plan for teaching first and second grade ESL students about body parts and illnesses/injuries. It includes objectives, materials, procedures, and assessments. Students will learn body part and illness vocabulary, ask how each other feel, and create drawings of monsters with different body parts and injuries.

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Moriah Cooper
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171 views7 pages

Target Objectives:: 1st-2nd Grade Newcomer ESL Sheltered Instruction

The document outlines a lesson plan for teaching first and second grade ESL students about body parts and illnesses/injuries. It includes objectives, materials, procedures, and assessments. Students will learn body part and illness vocabulary, ask how each other feel, and create drawings of monsters with different body parts and injuries.

Uploaded by

Moriah Cooper
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Moriah​ ​Cooper

Target​ ​Learners:​1st-2nd​ ​grade​ ​Newcomer​ ​ESL​ ​Sheltered​ ​Instruction


Objectives:
1.SWBAT​ ​name​ ​different​ ​parts​ ​of​ ​the​ ​body​ ​orally​ ​and​ ​through​ ​gesture
2.SWBAT​ ​name​ ​different​ ​types​ ​of​ ​illnesses​ ​and​ ​injuries​ ​orally​ ​and​ ​through​ ​gesture
3.SWBAT​ ​describe​ ​the​ ​relationship​ ​between​ ​the​ ​body​ ​parts​ ​and​ ​the​ ​illnesses/​ ​injuries
4.SWBAT​ ​ask​ ​how​ ​their​ ​classmates​ ​feel

Materials/Technology
Body​ ​part​ ​vocab​ ​list​ ​with​ ​visuals
Illness/injury​ ​vocab​ ​list​ ​with​ ​visuals
Projector
iPad’s​ ​for​ ​this​ ​activity:
http://learnenglishteens.britishcouncil.org/grammar-vocabulary/vocabulary-exercises/body-parts
Head​ ​shoulders​ ​knees​ ​and​ ​toes​ ​song
Butcher​ ​block​ ​paper​ ​and​ ​markers
Bingo​ ​cards​ ​-​ ​http://bogglesworldesl.com/partsofbodybingo.htm
Body​ ​crossword
2​ ​flyswatters​ ​and​ ​slides​ ​with​ ​2​ ​different​ ​body​ ​parts/sicknesses​ ​on​ ​each​ ​slide

Procedures Assessment
Students​ ​will​ ​come​ ​into​ ​class​ ​and​ ​I​ ​will
introduce​ ​the​ ​lesson​ ​with​ ​the​ ​song​ ​“Head,
Shoulders,​ ​Knees​ ​and​ ​Toes”
Project​ ​vocab​ ​list​ ​visuals​ ​on​ ​the​ ​screen​ ​and
have​ ​students​ ​repeat​ ​the​ ​vocab​ ​as​ ​well​ ​as
point​ ​the​ ​part​ ​on​ ​their​ ​body
Give​ ​students​ ​an​ ​opportunity​ ​to​ ​ask​ ​about
other​ ​body​ ​parts​ ​or​ ​share​ ​body​ ​parts​ ​they
know.
Point​ ​at​ ​specific​ ​students​ ​and​ ​ask​ ​them​ ​to 25%​ ​sample​ ​(objective​ ​1)
identify​ ​specific​ ​body​ ​parts

Body​ ​part​ ​bingo Check​ ​students​ ​bingo​ ​sheets​ ​when​ ​they​ ​get​ ​a
bingo-​ ​40-50%​ ​sample​ ​(objective​ ​1)
Project​ ​body​ ​crossword​ ​and​ ​do​ ​as​ ​a​ ​class. 40-50%​ ​sample​ ​(objective​ ​1)
Project​ ​illness/injury​ ​vocab​ ​list​ ​visuals​ ​on​ ​the
screen​ ​and​ ​have​ ​students​ ​repeat​ ​vocab
Present​ ​question​ ​about​ ​how​ ​a​ ​person​ ​feels:
How​ ​do​ ​you​ ​feel?​ ​How​ ​does​ ​your​ ​___​ ​feel?
Does​ ​your​ ​____​ ​hurt?
Pair​ ​up​ ​students​ ​and​ ​have​ ​them​ ​ask​ ​each​ ​other
these​ ​questions
Ask​ ​a​ ​couple​ ​groups​ ​to​ ​share​ ​in​ ​front​ ​of​ ​the 30%​ ​sample​ ​(objectives​ ​2,3,4)
class

Split​ ​class​ ​into​ ​2​ ​teams​ ​and​ ​have​ ​them​ ​line​ ​up
Hand​ ​a​ ​flyswatter​ ​to​ ​the​ ​first​ ​person​ ​in​ ​line
Project​ ​a​ ​slide​ ​with​ ​2​ ​different​ ​body​ ​parts​ ​or​ ​2
different​ ​sicknesses​ ​on​ ​the​ ​whiteboard
Shout​ ​out​ ​a​ ​vocab​ ​word
Students​ ​run​ ​to​ ​front​ ​and​ ​hit​ ​the​ ​correct 100%​ ​sample​ ​(loosely)​ ​(objectives​ ​1,2)
answer​ ​and​ ​then​ ​pass​ ​the​ ​flyswatter​ ​on​ ​to​ ​the
next​ ​person​ ​in​ ​line

In​ ​groups​ ​of​ ​2​ ​have​ ​students​ ​create​ ​a


“monster”​ ​on​ ​butcher​ ​paper:​ ​they​ ​can​ ​trace
their​ ​partner,​ ​have​ ​as​ ​many​ ​body​ ​parts​ ​as​ ​they
would​ ​like,​ ​have​ ​different​ ​colors,​ ​have
different​ ​“injuries”​ ​ie​ ​a​ ​cast​ ​on​ ​an​ ​arm,
thermometer​ ​in​ ​mouth,​ ​ice​ ​pack​ ​on​ ​head
Hang​ ​the​ ​“monsters”​ ​on​ ​the​ ​walls​ ​of​ ​the
classroom​ ​and​ ​label​ ​them​ ​A,​ ​B,​ ​C​ ​etc
Have​ ​each​ ​student​ ​pull​ ​out​ ​a​ ​sheet​ ​of
notebook​ ​paper​ ​and​ ​a​ ​pencil.
Ask​ ​questions:​ ​Which​ ​monster​ ​has​ ​7​ ​fingers? 100%​ ​sample:​ ​collect​ ​sheets​ ​and​ ​make​ ​sure
Which​ ​monster​ ​has​ ​4​ ​arms?​ ​Which​ ​monster students​ ​had​ ​the​ ​correct​ ​answers​ ​(objectives
has​ ​2​ ​heads?​ ​Which​ ​monster​ ​has​ ​a​ ​broken 1,2,3)
leg?

Homework:
Have​ ​students​ ​go​ ​home​ ​and​ ​ask​ ​a​ ​family
member​ ​how​ ​the​ ​feel 100%​ ​sample:​ ​share​ ​in​ ​class​ ​the​ ​next​ ​day
Extra​ ​time:​ ​iPad​ ​activity (objectives​ ​2,3,4)
100%​ ​sample:​ ​check​ ​student​ ​work​ ​at​ ​the​ ​end
Differentiation
Lower
Less​ ​vocab​ ​presented​ ​to​ ​students
Have​ ​flyswatter​ ​game​ ​teams​ ​work​ ​as​ ​a​ ​full​ ​group​ ​(all​ ​decide​ ​together)
Have​ ​students​ ​take​ ​notes​ ​(with​ ​words​ ​or​ ​pictures)

Higher
Have​ ​students​ ​write​ ​descriptions​ ​of​ ​monsters
Have​ ​them​ ​come​ ​up​ ​with​ ​some​ ​new​ ​body​ ​parts​ ​to​ ​share​ ​with​ ​the​ ​classroom
If​ ​the​ ​finish​ ​early,​ ​they​ ​can​ ​do​ ​a​ ​word​ ​search
©​ ​2015​ ​Lanternfish​ ​ESL​ ​ ​www.bogglesworldesl.com

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