General Lesson Plan Template for ELLs with state standards and WIDA

Lesson number and title:

“I can talk about the foods I like/do not like” is the first lesson of the Unit Plan. My class will include 15 2nd grade students with 5
Spanish speaking ELLs. Most students are at a beginner level, with only two being at the intermediate level.

Lesson Goals
Goal of Lesson:
The goal of this lesson is for the students to be able to communicate their food preferences with others.

TN Academic Standard(s) Addressed:

ELD-SI.K-3.Inform: Multilingual learners will
 Define and classify objects or concepts.
 Summarize information from interaction with others and from learning experiences.

Lesson Objectives
Content Objectives:
 Students will be able to name food items on the vocabulary list.
 Students will be able to communicate with other students about food preferences.
 Students will be able to write sentences about their food preferences.

Language Objectives:
★ Reading/Listening Objective: Students can restate information they hear during group discussion.
★ Speaking Objective: Students can use full sentences to say their food likes/dislikes during discussion time.
★ Writing Objective: Students can use vocabulary words and information from the lesson to write sentences.

ELD Standard 1-Language for Social and Instructional Purposes

ELD-SI.K-3.Inform: Multilingual learners will
 Define and classify objects or concepts.
 Summarize information from interaction with others and from learning experiences.

Students will be able to summarize information that they learn about other students during small group discussions.

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Students can classify and define foods they learn from vocabulary.

Key Vocabulary in Lesson:

 Sushi, turkey, popsicle, breakfast burrito, muffin, sausage, crackers, fried egg, hamburger, fried rice, lobster, curry, apple
pie, tuna, gingerbread man, sweet potato (https://www.vecteezy.com/vector-art/2369513-delicious-food-doodle)
 “I like ____. I do not like ____.” and “[Student] likes _____. [Student] does not like _____.”
 Bingo

I will give the students the opportunity to practice content language/vocabulary when they practice saying each vocabulary word
with me and when they play vocabulary Bingo. I give the opportunity to develop fluency during small group discussion and when
they write sentences independently.

Grouping Strategies:
_X_ Whole Class __X__ Small Group __ Partners _X_ Independent

As a class, the students will repeat the vocabulary words back to me after I say them. Students will work independently on their
writing assignment. Students will be put into three groups of five based on their level of fluency, so I can see how well the ELL
students are able to communicate with others. I am pairing the ELL students together because it is beneficial for students to be
surrounded by people of similar backgrounds so they can feel like they are not alone in learning a new language.

Materials:
 Paper
 Pencil
 Bingo sheet
 Vocabulary list
 Candy
 White board
 Erase markers
 Projector
 Computer

Scaffolding/Tier/Differentiation/Modifications, and/or SDAIE/ELD Strategies to be implemented:

In order for this lesson to be comprehensible to all students, it is necessary to have pictures that students can associate with each

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vocabulary word. It is also necessary to provide sentence structures and a demonstration that students can use during their writing
assignment and small group discussion. It is also necessary to use differentiation to help students learn the vocabulary.

Lesson Plan Details:

Lesson Introduction/warm-up - “Before”: 10 minutes

I will introduce the Unit, by telling student, “Good morning class, for the next three days we will be discovering foods we like and
dislike, as well as eating habits in other cultures!” For this specific lesson, I will bring chocolate chip cookies for the students to eat. I
will show the box of cookies to the students and say “Today we will be going over foods we like and dislike. For example, I like
chocolate chip cookies. Can you name a food that you like?”

After the students answer the question and I hand out the cookies, I will set a purpose and help students learn why today’s
lesson in important to them as learners by telling them “Knowing the foods you like and dislike is important when going to
different places to eat. It is also important when learning things about a new friend.”

I will pique interest regarding today’s topic by bringing chocolate chip cookies for the students to eat. I will show the box of
cookies to the students and say “I like chocolate chip cookies. Can you name a food that you like?”

I will activate prior knowledge when I ask the students “Can you name a food that you like?” I will build on that knowledge by
expanding their food vocabulary with the list I hand out.

I will introduce this skill by bringing chocolate chip cookies for the students to eat. I will show the box of cookies to the students
and say “I like chocolate chip cookies. Can you name a food that you like?” After, I will explain it by saying, “Knowing the foods
you like and dislike is important when going to different places to eat. It is also important when learning things about a new
friend.”

Explanation of Objective to Students:

Today we will be learning new food words. We will go over the vocabulary together and then we will practice using these words in a
sentence. Once we are done, we will get into small groups and tell each other the foods we like and dislike. Then, each of you will tell
me what food a person in your group likes and dislikes. After, we will play Bingo and the winner will get a prize!
Learning Activities - “During”: 40 minutes

I will engage my students in active meaning by going over the vocabulary. I will show them pictures that go along with each

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 vocabulary word and have them repeat after me. We will do this two times. I will engage them in active meaning by having them
write sentences that use the given vocabulary words. I will also have students join small group discussions where they talk about
the foods they like and dislike and ask another student about their food preference. Then, I will ask each student to tell me the
food preference of another student in their group.

I will model how to pronounce the vocabulary by saying the words, and having the students repeat the word back to me. I will
provide a demonstration of what the sentence structure looks like for the writing portion of the lesson (( “I like ____. I do not like
____.”). I will also model how group discussions should go (“I like ____. I do not like ____. What about you?”). I will also model
how they should restate someone else’s food preferences (“[Student] likes _____. [Student] does not like _____.”).

I will provide opportunities for guided practice when the students play Bingo. After calling out a word, I will help ELL students who
are struggling to remember the writings for the word.

Students will independently practice by writing sentences about what they like and dislike. There will be a sentence structure I
provided for ELL students.

I plan on providing visuals to go along with vocabulary, sentence structures for students to follow and having small groups that
are sectioned to where I can provide more attention to ELL students.

Engaging Instruction or Learning Activities:

 Vocabulary introduction (Listening/Speaking)
 Writing sentences (Writing)
 Small group discussion (Speaking/Listening)
 Restating the opinions of other students in the group (Speaking)

Demonstrations/Modeling/Examples:
 I will model how to pronounce each word.
 I will demonstrate how the students should form their sentences for the writing assignment by writing sentences on the white
board.
 I will model how group discussions should go and how they will restate the information they have learned.

Checking for Understanding: I will monitor the students as they write their sentences and share their opinions in small groups. If they
are struggling to say the vocabulary words, I will go over it with them again.

Guided Practice: I will provide opportunities for guided practice when the students play Bingo. After calling out a word, I will help ELL
students who are struggling to remember the writings for the word.

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Final Activity or Independent Practice: The final activity students will do is play a game of Bingo. This will allow students to finish off
the class with a fun activity that allows the winner to win three pieces of candy.
https://docs.google.com/document/d/1EnMl3wpdRqkoiipcphXpYj1SVS1Dz6pCnvfbJ9oJm6E/edit?usp=sharing
Closure - “After”: 10 minutes

I will bring this lesson to a close in a meaningful way by showing pictures that represent vocabulary words and seeing if the
students can tell me which word is represented by the picture.

I will connect this lesson to students’ previous learning by asking them “Can you name any other foods that you like?”

The students will show what they have learned when I ask them if they can tell me “Which vocabulary word is represented in the
picture?”

I will restate the teaching point by asking students if they like or dislike each food I go over.

I will ask my students how well they feel know the vocabulary they were taught today.

I will check for understanding when I ask them if they can tell me “Which vocabulary word is represented in the picture?” Those
who are still struggling will join me in small group, where we make connections between the English word for a food, and what
that food is called in their native language.

Anticipated problems: Students may struggle with the vocabulary, but I plan on taking the time to check up with the ELL students as
they progress throughout the lesson. I will be having a small group with struggling students at the end of class, while the other students
draw.

Contingency plan/Extension: I could have students draw a picture for each vocabulary word so students can continue to practice their
vocabulary and build meaning.

NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

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Assessment of Student Learning:
Assessment: Alignment with Objectives:
ELD-SI.K-3.Inform: Multilingual learners will
I will monitor which students participate when repeating the  Define and classify objects or concepts.
vocabulary words back to me.  Summarize information from interaction with others and
from learning experiences.
I will monitor the students’ ability to write sentences and insert
vocabulary into the sentences.
Evidence of Student Understanding:
If the students are repeating the words, it helps them to build
I will monitor how well students communicate with others in small
familiarity with the word, which will help them throughout the
groups and restate the opinions of others.
lesson. If the students can write using the sentence structure,
they understand the concept of what foods they like and what
foods they dislike. If the student is able to communicate their food
preferences with others and restate the opinions of others, it
helps them to build fluency.

Student Feedback:
I will not force students to participate, but I will encourage
participation. I will aid students who are struggling and ask them
which part of the writing assignment is difficult for them.
NOTE: Attach assessment instruments utilized in this lesson.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:

My plans are linked to student’s prior academic learning because it builds on their ability to write clear sentences and encourage
complex thoughts. It is connected to them culturally because I will be taking the time to explain to students what the food is called
in their native language, or, if they take the initiative to do so, allow them to share what the word is in their native language.

Grouping Strategies:

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As a class, the students will repeat the vocabulary words back to me after I say them. Students will work independently on their
writing assignment. Students will be put into three groups of five based on their level of fluency, so I can see how well the ELL
students are able to communicate with others. I am pairing the ELL students together because it is beneficial for students to be
surrounded by people of similar backgrounds so they can feel like they are not alone in learning a new language.

Planned Supports:
I will be using differentiation strategies, visual aids, and repetition to help students learn vocabulary. I will also be providing
sentence structures to help students write their sentences and communicate in small groups.

Acknowledgements

Sources:
https://www.vecteezy.com/vector-art/2369513-delicious-food-doodle