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Assignment #4: Lesson Plan
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ED3561: Intro to Second Language Education
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Lee Maloney
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3/22/2012
Contents
1) Context of Lesson
 Language Level
 Target group
 Theme / topic
2) Objectives
 Communicative / Experiential objective(s)
 Language objective(s)
3) Lesson Preparation
 Multiple intelligences
 Teaching techniques
 Language skills
4) Pre-Activity / Building Background
5) Activity
6) Post-activity
7) Assessment
8) Hand-outs
 Worksheet
 Poems
Page 2 of 14
1) Context of Lesson
Language level
Our group decided on A2 / B1 language learners.
Target group
The target group selected was a Grade 3 class from an International
School in China. Although their first language would likely not be
English, these students would have already been very used to the
language and more comfortable than most second language learners.
Theme / topic
The theme selected was Poetry. A very broad topic, it allows for much
diversification with regards to lesson planning. Also, there is much
opportunity for the introduction of more specific themes within it.
Materials




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“Grade 3 – Poetry Worksheet” hand-outs
Drawing / reflection sheets
Smartboard
Pencils
Pencil crayons
2) Objectives

Communicative /
Experiential
Objective(s)
Language
Objective(s)







Students will watch and listen attentively to teaching in the reading
corner while he/she models activity.
Students will answer questions posed during modeling process.
Students will work independently.
Students will work in groups.
Students will do oral presentations.
Students will have a better understanding of rhyming words.
Students will have a better understanding of the changes and
differences of the four seasons.
Students will develop vocabulary (Subject: the four seasons).
Page 3 of 14
3) Lesson Preparation
Multiple Intelligences
INTELLIGENCE
Interpersonal
Pre-Activity
Teacher-class
interaction during
reading corner
Intrapersonal
--
Logical-mathematical
Musical-rhythmic
Verbal-linguistic
Bodily-kinesthetic
Spatial
Naturalist
--Students attending to
and/or participating
in reading corner
discussion
--Reading about and
briefly discussing
seasonal
environmental
differences/changes
from the Four
Seasons poem
Activity
Post-Activity
Group work
Oral reading
presentation
Solo work
(worksheets)
---
----
Completing question
worksheet
Oral reading
presentation
-Drawing worksheet
---
Reading about
seasonal
environmental
differences/changes
in season poems
Answering questions
orally during
presentation
regarding seasonal
environmental
differences/changes
Teaching Techniques
Pre-Activity

Modeling, Cooperative learning, interactive brainstorming
Activity

Independent work, group work, cooperative learning
Post-Activity

Oral reading presentation, group interaction
Page 4 of 14
Language Skills
SKILL
Listening
Speaking
Reading
Writing
PRE-ACTIVITY
Main
Support



ACTIVITY
Main
Support




POST-ACTIVITY
Main
Support



Page 5 of 14
4) Pre-Activity / Building Background
A) Before the class, prepare sheets accordingly:
a. The 4 different poem hand-outs should be in one pile.
b. The pile should be organized so that the same 4 season sequence is repeated.
c. The poems will eventually be handed out at random.
d. This makes it so when students join with their groups, they will be randomly
assigned.
B) Students will gather with teacher in Reading Corner.
C) The teacher will read the Four Seasons poem to the class with a larger copy on the flipchart.
D) Together, the teacher will guide a discussion based on questions from the Poem Response
Sheet.
a. Ex: What are some set of rhyming words?
E) Next, the teacher will then choose a season and draw his or her house as if it were that
season on the flip chart.
a. Ex: What could we add to the picture to make it more ________ (season)?
F) Prepare students for activities.
a. Explain Activity.
i. Each of you will now receive a poem. You will read the poem and respond to
the questions on the Poem Response Sheet. After you complete this sheet, let
me know and I will hand you the Season Illustration Sheet where you will be
drawing your house based on the season that you are given. We will be put
into groups when everybody is done.
b. Hand out poems.
c. Hand out Poem Response Sheet.
5) Activity
A) Students begin Independent work: reading poems, completing Poem Response Sheets.
B) Walk around class to be there if students have any questions.
C) Tell students to raise their hands when they are done completing the Poem Response
Sheet.
D) Assess student work quickly before handing students the Season Illustration Sheet.
E) Use judgment with regards to time before grouping students together for group work.
F) Group students together, directing students to the four sections in the room.
G) Explain the group activity.
a. First, you will discuss your responses to the questions and your illustrations.
b. What are the similarities? What are the differences?
c. Next, you will all have to read your poem to the class, so choose which student will
read which line or section of the poem. It is up to you, although everybody has to
read at least one line.
Page 6 of 14
6) Post-Activity
A) When students are done, have groups present their poems.
B) Group 1 presents.
a. Ask each student a question regarding the poem, based on the 2 worksheets.
b. Ask class if they have any questions.
C) Group 2 presents.
a. Ask each student a question regarding the poem, based on the 2 worksheets.
b. Ask class if they have any questions.
D) Group 3 presents.
a. Ask each student a question regarding the poem, based on the 2 worksheets.
b. Ask class if they have any questions.
E) Group 4 presents.
a. Ask each student a question regarding the poem, based on the 2 worksheets.
b. Ask class if they have any questions.
F) Review lesson with class.
a. What did we learn today about the seasons?
b. How many seasons are there?
c. What is the theme of a poem? What does that mean?
d. Were the house illustrations similar in your groups or different?
e. Etc.
7) Assessment

Teacher models activity and students participate. Student comprehension
and participation is assessed by observation while teacher is questioning
students through the modeling process in the reading corner.

Students filled in their responses on the Poem Response Sheets.

Students are asked multiple questions to assess for comprehension. After
lesson is complete, a review is done by the teacher, asking the class
questions based on what was learned during the lesson.
Pre-Activity
Activity
Post-Activity
Page 7 of 14
Name: ________________
Poem Response Sheet
Date: _______________
Directions:
Read poem silently. Complete sheet with your group. Answer questions in complete sentences.
1) Who is the author of the poem?
2) What is the name of the poem?
3) Which season is this poem about?
4) In point form, pick out 3 sets of rhyming words. (no full sentence required)
5) What is the theme of the poem? (What is the poem about?)
6) What memories does this poem make you think about?
7) What did you like about the poem?
Page 8 of 14
Name: ________________
Season: ________________
Season Illustration of your House
Date: _______________
Draw a picture of your house during the same season as the poem you were given.
Page 9 of 14
4 SEASONS
(for the teacher)
THE FOUR SEASONS
By Tammy White
The seasons change
Four times a year
From spring to winter
They appear
Spring is wet
The flowers grow
It rains a lot
And melts the snow
Summer is hot
It's full of sun
There is no school
It's lots of fun
Fall is cool
The leaves fall down
The colors change
All over town
Winter is cold
The snowflakes fall
We skate and ski
And make snowballs
The seasons change
From sun to snow
And that is all
You need to know
Page 10 of 14
WINTER
WINTER'S BLESSINGS
Pretty little snowflakes
Falling to the ground;
Here is one, there is one,
Everywhere they're found
See them fall so gently
Through the frosty air,
Every little snowflake
Has its beauties rare.
Soon the ground is covered
With the pretty snow,
Then we see the snowbirds
Flying to and fro.
Happy little creatures —
Do not reap or sow,
Yet the Master feeds them,
Even in the snow.
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FALL
THE WIND AND THE LEAVES
"Come, little leaves," said the wind one day,
"Come over the meadows with me and play.
Put on your dresses of red and gold, —
For summer is gone, and the days grow cold.”
Soon as the leaves heard the wind's loud call,
Down they came fluttering one and all.
Over the brown fields they danced and flew,
Singing the soft little songs they knew.
Dancing and whirling, the little leaves went;
Winter had called them, and they were content;
Soon fast asleep in their earthy beds,
The snow laid a coverlet over their heads.
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SPRING
Young Lambs
The spring is coming by a many signs;
The trays are up, the hedges broken down
That fenced the haystack, and the remnant shines
Like some old antique fragment weathered brown.
And where suns peep, in every sheltered place,
The little early buttercups unfold
A glittering star or two - till many trace
The edges of the blackthorn clumps in gold.
And then a little lamb bolts up behind
The hill, and wags his tail to meet the yoe;
And then another, sheltered from the wind,
Lies all his length as dead - and lets me go
Close by, and never stirs, but basking lies,
With legs stretched out as though he could not rise.
John Clare
Page 13 of 14
SUMMER
Bed in Summer
by Robert Louis Stevenson
In Winter I get up at night
And dress by yellow candle light.
In Summer, quite the other way,
I have to go to bed by day.
I have to go to bed and see
The birds still hopping on the tree,
Or hear the grown-up people's feet
Still going past me in the street.
And does it not seem hard to you,
When all the sky is clear and blue,
And I should like so much to play,
To have to go to bed by day?
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