EnglishLanguageLearnersLessonPlan

MakeYourOwnPizza
GradeLevels:67

OverviewofLesson:

Theoverallpurposeofthislessonistoteachstudentshowto
incorporatenewvocabulary,specificallythatpertainingtopizza,
intowellconstructedsentencestoformulateapersonalized
procedureformakingapizza.Studentwillhavetheopportunityto
practiceverbal,reading,andwritingskillsinthislesson,aswellas
expresstheircreativitythroughart.

Descriptionof
Learners:

Thelearnersinthisclassarebetweentheagesof1214yearsold
withminimalEnglishbackground.Theyareconsideredtobeata
beginnertointermediatelevelofspeaking,writing,and
comprehension,meaningtheyarefamiliarwiththegeneric
sentencestructuresandcommonvocabulary.Alltwentystudents
areEnglishLanguageLearning,speakingprimarilySpanish,and
arerecentimmigrantstotheUnitedStatesfromLatinAmerica.

IntendedLearning
Goals:

Atthecompletionofthislesson,studentsshouldbeabletodothe
following:
Recognizethenewvocabularytermspertainingtopizza.
Incorporatevocabularyintocompletesentences.
Formulateaprocedurespecifictopersonaltaste.
Verballypresenttheirpersonalpizzapreferences.

LearningObjectives:

Thelearningobjectivesforthislessonarethefollowing:
1. Providedvisualimages,suchasdrawingsorpictures,
studentswillbeabletoappropriatelywritetheEnglish
nameforthegivenfooditem,witha8090%accuracy.
2. Providedavocabularylist,studentswillbeabletoidentify
andverbalizefivefooditemsthatcanbeputonapizza,
usingcompletesentencesinagroupdiscussionwithout
pronunciationerrors.
3. Givenascatteredlistofstepsorascenarioandvocabulary,
studentswillbeabletologicallyorganizeanddevelopa
possibleprocedureforadescribedsituation,within1015
minutes.

LessonContent:

PizzaVocabulary:
Vegetables:
Peppers,Onions,Olives,Tomatoes,Mushrooms,
andSpinach
Fruits:
Pineapple

ProcedureUnit

EnglishLanguageLearnersLessonPlan

Meats:
Pepperoni,Sausage,Chicken,andBacon
EssentialIngredients:
Dough,Cheese,TomatoSauce,Salt,Pepper,and
Oil
OtherVocabulary:
Pizza,Toppings,RollingPin,BakingSheet,and
Oven
Actions:
Knead,Roll,Shape,Put,andBake
WritingProcedures:
GoalofProcedure
Materials/Ingredients
Steps(e.g.Step1,Step2,Step3,etc.)
FinalProductDescription
Standards1:

Speaking:
1. Restateinsimplesentencesthemainideaofthesubject
mattercontent.
2. Prepareanddelivershortoralpresentations.
3. Whenspeaking,studentsuseconsistentstandardEnglish
grammaticalformsandsounds.
Comprehension/Reading:
1. Studentsshouldbeabletoattentivelylistentostoriesand
informationandidentifyimportantdetailsandconceptsby
usingbothverbalandnonverbalresponses.
2. StudentsshouldbeabletoproducemostEnglishphonemes
comprehensiblywhilereadingaloudonesownwritingor
simpletexts.
3. Studentsshouldbeabletocreateasimpledictionaryof
wordsthattheyfrequentlyuse.
4. Studentsshouldbeabletoidentifyandexplainthe
differencesbetweenvariouscategoriesofinformational
materials.

Materials:

Tosuccessfullycompletethislesson,thefollowingmaterialsare
required:
Precutconstructionpaper
Gluesticks
ColoredMarkerorPencils
Blacksharpiemarkers(45pergroup,or1perstudent)
Scissors(optional)

AdaptedfromtheEnglishLanguageDevelopmentStandardsforCaliforniaPublicSchools.Seereferences
forlink.

ProcedureUnit

EnglishLanguageLearnersLessonPlan

Projectorsystemandcomputer
Introductoryvideo:
http://www.bbcgoodfood.com/technique/howmake
pizz
VocabularyPowerPointPresentation
Homeworkassignment(21copies20students,1extra)
Procedures:

ProcedureUnit

Introduction
:
Bringtheclasstoorder,andifnotalreadydoneso,divide
classintofourgroupsoffivethatthestudentswillworkin
throughoutthelesson.Makesurethatineachgroup
precutconstructionpaper,gluestickandscissor(optional)
areavailable.
Introducethelessontopicbyplayingtheintroductory
homepizzamakingvideo(approximately5minutes).Prior
toplayingthevideo,brieflyexplainthegoalsofthelesson.
Followingthevideoshowing,pointouttheaspectsofa
properprocedurethattheactressincluded,suchasagood
stepbystepprocessesandfinalproductpresentation,and
thosethatshelacked,suchasinitiallistofmaterials.
ProceedbyworkingthroughthePowerPointintroducing
allthenewvocabulary.
Showeachnewvocabularywordonaslidewithits
counterpartinSpanishandarepresentativepicture.
Sayeachnewwordoutloudandthenhavethe
studentsrepeatafteryou3times.
Thisshouldtakeabout10minutes
ClassActivity
:
Brieflyexplainthedirectionsoftheactivitytotheclass:
Eachstudentwillmakeapizzaoutofconstruction
paperandisrequiredtoputaminimumoffive
toppingsfromthevocabularylistonit.
Eachstudentwillreceiveaprecutcircular
pieceofconstructionpaperwhichmay
eitherbedistributedwhilethedirectionsare
beinggivenorhavebeenpreviouslyplaced
ateachgrouppriortothebeginningofthe
lesson.
Toppingsarelefttothediscretionofthe
teacher,theymayeitherbeprecutoutof
constructionpaperandgiventoeachtable,
orstudentmaycutouttheirownusing
scissorsandlooseleafconstructionpaper.
Fromatimeperspective,itisprobablyin

EnglishLanguageLearnersLessonPlan

theteachersbestinteresttoprecutthe
constructionpapertoppings.
Toppingsaretobeglueddowntopizza.
Studentsmaydecoratetheirpizzashowever
theyseefit,andmayusethecolored
markersorpencilsforadditionaldesign
whereneeded,suchasforsaucecoloring.
Studentsneedtolabeleachtoppingwithitsproper
Englishnameusingtheprovidedblacksharpie
markers.
Givethestudentsabouttwentyminutestocompletetheir
pizzas.
Afterthetwentyminutesisup,tellthestudentstoquickly
returnanyunusedmaterialstotheirrespectivelocationsin
thecenteroftheirgroups.
Goaroundtheclassroomandhaveeachstudentstandand
sharewiththeclassthefivetoppingstheychosetoputon
theirpizza.
Thisshouldtakeaboutfiveminutes
Aseachstudentfinishessharingtheirpizza,havethem
writetheirnameonthebackandthenturnitinfor
evaluationofwritingskills.
Conclusion/Review
:
Withtheamountoftimeremaining,passoutthenightly
homework.
Thehomeworkworksheetwillcontainalistofthe
newvocabularyandaseriesofactivitiesrevolved
aroundtheuseofthevocabularyinsentencesand
procedures.
Duringthedistributionofhomework,openthefloortoany
questionsthatthestudentsmighthave.
Ifstudentswouldlike,timepermitting,theymaybegin
workingonthehomeworksheetcollaborativelywiththeir
classmates.
Theworksheetwillbeduethefollowingdayatthestartof
class.

Assessments:

ProcedureUnit

Speaking
:
Studentswillbeevaluatedontheirspeaking,
pronunciation,andfluencywhenpresentingtheirpizza
toppingstotheclass.Theywillbeexpectedtolistthe
toppingsin12completesentences.

EnglishLanguageLearnersLessonPlan

Writing
:
Studentswillbeevaluatedforwritingproficiencybasedon
thelabelingoftheirpizzatoppingsandintheirhomework
completion.Unlessotherwisestatedinthedirections,
studentswillalwayswriteincompletesentences.
Reading&Comprehension
:
Studentwillbeevaluatedontheirreadingand
comprehensionskillsbasedontheirperformanceonthe
homeworkassignment,whichcontainsinstructionssolely
inEnglish.
References/Reference
Materials:

ProcedureUnit

August,D.,Carlo,M.,Dressler,C.,&Snow,C.(2005).The
criticalroleofvocabularydevelopmentforEnglish
languagelearners.
LearningDisabilitiesResearch&
Practice,20
(1),5057.
DOI:10.1111/j.15405826.2005.00120.x

Thisarticleisbasedonresearchregardingthe
importanceofproperlytaughtandreinforced
vocabularyinstructioninthelearningcurriculumof
Englishlanguagelearners(ELLs).Itdiscusses
severalstrategiesforeducatingELLsonbasic
Englishvocabulary.Onesuchstrategyistheuseof
parallelbetweenthecognatesthatexistbetweenthe
studentsfirstlanguageandEnglish.Thisstrategy
wasputintouseinthelessonplanthroughtheuseof
thevocabularyPowerPointandthetakehome
vocabularylistattachedtothehomeworkwhichboth
containedspecifictranslationfromSpanishtoEnglish
forthenewpizzarelatevocabulary.Furthermore,the
wayinwhichthehomeworkworksheetisdesigned,is
intendedtomodelrepetitionintheuseofvocabulary
underdifferentcircumstances,anothermethodwhich
thisarticletalkshighlyof.

Goldenberg,C.(2008).TeachingEnglishlanguagelearners:
Whattheresearchdoesdoesanddoesnotsay.

AmericanEducator,Summer2008,1
(1),

844.

EnglishLanguageLearnersLessonPlan

Thisarticlediscussesthevariousquestionsthathave
arisenregardingthestandpointsthatshouldbetaken
onELLstudentsandtheproperenvironmentfortheir
educationalinstruction.Itgoesontoexaminethe
variousresearchthathastakenplaceandwas
writteninthehopesofspurringonfurtherresearch
intothetopic.OneofthefirsttopicsGoldenberg
addressesistheideaofforcingELLstudentstolearn
solelyinanEnglishcenteredclassroomasopposed
tospecializedintegrationcenteredenvironment
wherefirstlanguagesareinvolvedintheteaching.
Hediscussesthefactthatgenerallyspeaking,most
ELLstudentsarethrownintotraditionalEnglish
classroomswithminimalsupportifany,andasa
resultfromanationalstandardstandpoint,theyfall
wellbelowtheacceptableline.Forthisreason,when
developingourlessonplan,wedesignedittobefora
specializedELLclassroominwhichalltwenty
studentsareELLs.Bydoingthisweareallowingthe
teacherfreereigntointegrateSpanishwhereitis
neededforclarification,butwearedesigningaplan
moreEnglishcentered.Ourhopeindoingthisisto
promoteamoreuniformclassofstudentswithequal
Englishskilllevelstoassistinthecollectiveeducation
ofallthestudents.

EnglishLanguageDevelopmentStandardsforCaliforniaPublic
Schools
:
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

PizzaVideoLink
:
http://www.bbcgoodfood.com/technique/howmakepizza

ProcedureUnit

EnglishLanguageLearnersLessonPlan

HomeworkWorksheet

Name:_____________________
Date:___________

VocabularyList:
pleasemakeflashcardsofthevocabularyforyourpersonalpractice.

Vegetables
verduras
EssentialIngredients
ingredientesesenciales
*Pepperspimientos
*Doughmasa
*Onionscebollas
*Cheesequeso(mozarela,parmesian,etc.)
*Olivesaceitunas
*TomatoSaucesalsadetomate
*Mushroomshongos
*Saltsal
*Tomatoestomates
*Pepper(spice)pimienta
*Spinachespinacas
*Oilaceite

Fruits
frutas
OtherVocabulary
otrovocabulario
*Pineapple
pia
*Pizzapizza
*Toppingscoberturas
Meats
carnes
*RollingPinrodillo
*Pepperonipepperoni
*BakingSheetbandejaparahornear
*Sausagesalchicha
*Ovenhorno
*Chickenpollo
*Bacontocino
Actions
acciones
*tokneadamasar
*torollpararodar
*toshapeparadarformar
*toputponer
*tobakeparacoceralhorno

Activity1:
Usingthevocabularylistfromabove,describeeachoftheobjectsbelowusingcomplete
sentences.

1.

____________________________________________________________

ProcedureUnit

EnglishLanguageLearnersLessonPlan

2.

___________________________________________________________

3.

___________________________________________________________

4.

__________________________________________________________

5.

________________________________________________________

6.

_________________________________________________________

Activity2:

ProcedureUnit

EnglishLanguageLearnersLessonPlan

Youaretryingtoteachyouryoungerbrotherhowtowashthedishes.Writeaprocedurehecan
follow.IncludeatleastFOURsteps.Allstepsshouldbewrittenincompletesentences.
Bonuspointsifyouuseatleastthreepizzavocabularywords.

MakesuretoincludeatleastFIVEofthesevocabwords:

Wash

Water

Dry

Sink

Wipe

Plate

PutAway

Dishsoap

Activity3:
Orderthefollowingsteps15fromfirsttolast,writeaproceduregoal,makealistofpossible
materials,anddescribethefinalproduct.

ProcedureGoal
:________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Materials
:

Procedure
:
Spreadpeanutbutterononepieceandjellyontheother.____
Cutsandwichinhalfandplaceonplate.____
Takebreadandjellyoutofthefridgeandpeanutbutteroutofthepantry.____
Putpeanutbutterpieceandjellypiecetogether.____
Openbreadandtakeouttwopieces.____

FinalProduct
:__________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

ProcedureUnit