SCOTT LESSON PLAN draft
Grade Level
# of Students
Lesson Topic
Previous Class
Elementary School 3rd Grade
30 - 35
Unit 2 – Foods: At the market
Preface: In the previous unit the 5 main characters have been introduced (Tom, Dan,
Cindy, Jane, and Jojo) as well as the pronouns He, She, It, We, They.
Vocabulary: Orange(s), Apple(s), Banana(s), Noodle(s), Pepper(s), Carrot(s),
Mushroom(s)
Pronouns: it, they
Key Expressions: old pattern: “What is this?/This is a/an ___.” Transition to: “What is
it? It is a/an ___. What are they? They are___.”
This lesson will:
 Add vocabulary that is related to the theme,
 Distinguish between singular and plural pronouns, and verb conjugation
 Demonstrate the rule for using “an” instead of “a” for singular nouns beginning
with a vowel; ex: an orange, and an apple.
 Note that some words like “tomato” are pluralized “tomatoes” not “tomatos”
Class Arrangement: The class will be divided into two teams. The teams pick a name
and mascot, which I will draw on the board to keep track of points for my reward
system.
Greetings & Review: What is it? /What are they?
As a class, we shall review vocabulary out loud using the flashcards as prompts for the
key phrases, from the previous lesson. Each flashcard will have the singular form of the
vocabulary word on one side, and the plural form on the other side.
Ex: I hold up a card that says banana and ask “What is it?”. The class should reply “It is
a banana.”, then I will flip the card and ask “What are they?” and so on, for all of the
cards.
Introduction
(Time:5
minutes)
If time allows, students will review with individual practice: On each turn 2 students will
stand up (one from each team) and answer the prompt when I reveal the card and ask
the accompanying question (”What is it? It is a tomato. /What are they?” Etc.)
Presentation of Objectives: First I will put up the “Tom” and “apple” flashcards on the
dry-erase board, and write “What is it?“ on the board. Next I’ll draw an apple with a bite
out of it, and change the sentence to “What is Tom eat?” and ask the students if this is
correct. After eliciting the correct answer ”What does Tom eat?” , we will work out the
answer “He eats” an apple”.
After putting up another character flashcard another lion and apple, we will replace
“Tom” with the plural “they”. In the same fashion we will work out on the board that
“What does they eat?” should become “What do they eat?”, and together build the
correct response ”They eat apples.”. Finally we’ll go over all of the correct phrases

Q: What does (he/she/it/name) eat? A: (He/she/it/name) eats ____.

Q: What do (I/you/we/they) eat? A: (I/you/we/they) eat ____.
Activity 1: Chant: After writing the rule on the board I’ll have the students copy it down
in their books. With one finger following the text, we’ll chant the phrases out loud as a
group. “I/You/We/They} eat.”, “He/She/It/Name} eats.” 5 times.
If time allows the teams can be timed for speed in reciting the grammar rule, winning
team gets extra points.
Activity 2: Guessing game: I will demonstrate the game with 3 volunteers who will
stand in front of the board, holding flashcards behind their backs. Two of the students
will be sharing a card. At first I will guess badly at what foods they are holding behind
their backs, and then I’ll ask the class “What does she eat? What do they eat?” in order
to elicit correct responses from the class. Once the class has a grasp of the guessing
game, the 3 students will rejoin the class. Seven or eight new volunteers will come up to
the front and we will play the game with all of the vocabulary cards. On their turn, teams
must indicate their guess, I will prompt with the appropriate question and the team must
answer in unison. The team with the most correct answers will earn extra points.
Activity 3: Grid game: I will arrange the flashcards on the board around a connect-4
grid (see attached). Teams will compete to connect 4 consecutive spaces on the grid. A
player will indicate which space they want by creating the proper sentence. For
example: to take the top left space, the player must say “Dan/He eats a tomato.” The
first team to connect 4 spaces earns extra points. At the end of this activity I’ll hand out
Development
the worksheet to the class (see attached).
(Time:30
minutes)
Activity 4: Walking and Talking: With their worksheets in hand I’ll instruct the students to
put their finger on a picture of a fruit they know. Next I’ll demonstrate by asking a
student “What do you eat?”, the student should respond with whatever food they have
their finger on. I’ll ask the next student “What does he eat?” while pointing to the first
student, and so on until I have asked 4 students 4 questions.
Now I’ll tell the students to ask 4 different people 4 different questions, and that 1 of the
4 people they ask may be the teacher. This will give me some interaction with the
students to check their pronunciation and understanding.
Activity 5: Writing Practice Worksheet- After the students have sat back down they will
begin their worksheets. I will demonstrate the first 2 problems on the board, allowing
student volunteers a chance to fill in the correct answers on the board. Sentences 3-6
will be completed by the students on their own, during a short interval. When it looks
like everyone is done we will go over the rest of the answers on the board.
Listening Practice
Example 7: During this section I’ll demonstrate to the students on the board, that they
must listen to the sentences I read aloud, and draw a line from the appropriate
character to the food it eats. The sentences will read:
They eat carrots.
Jojo eats tomatoes.
Cindy eats an orange.
He eats an apple.
Example 7: I will read a sentence out loud, and the students will draw a picture in the
space provided. The sentence will read: They eat mushrooms.
During this time, I will check the students’ work, and offer help where needed. Students
who finish early can spend more time coloring their drawing.
Summary & Closing:
Evaluation of Objectives: During the last 5 minutes of class we will repeat the chant
3 more times. “I/You/We/They} eat.”, “He/She/It/Name} eats.”
Conclusion
(Time: 5
minutes)
I’ll assign any necessary homework, and draw the students’ attention to the “sneak
preview” at the end of the worksheet, and ask the students “Does the dog like the
apple?”. After confirming that the answer is “No” I’ll write “No,” on the board, and add
“he doesn’t like it.” This will be the focus of our next lesson. Finally I’ll reward the team
with the most points, and say goodbye.
In this section, please list the key points from the next lesson and briefly show
how the next lesson will build upon on today’s class.
In the next lesson, the students will learn new vocabulary, and a new sentence pattern
that will help them discuss the likes and dislikes of others, and themselves.
Vocabulary: Doesn’t, don’t , beef, pork , chicken, fish, tofu, cookies
Key Expressions:
Next Class

Old pattern Q: What does (he/she/it/name) like? A: (He/she/it/name) likes ____.

Old pattern Q: What do (I/you/we/they) like? A: (I/you/we/they) like ____.

NEWQ: Does (he/she/it/name) like ____? A: Yes, (he/she/it/name) does. / No,
(he/she/it/name) doesn’t.

NEW Q: Do (I/You/We/They) like ____? A: Yes, (I/You/We/They) do. / No,
(I/You/We/They) don’t.
Grid Game
________________________________________________________________________________
Worksheet