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ESOL Lesson Plan Template

Unit Title and Day: Characters and Celebrations, Day 4

Lesson Title: Celebrating Kwanzaa

Grade Level(s): 2nd

Language Proficiency Level(s): Newcomers – All Level 1

Time Needed: 70 minutes

State Language Proficiency and State Content Standards:

• ELP Standard 2: The Language of Language Arts
o Match Visuals of characters, places or objects with oral statements form
illustrated pattern or predictable books
o Describe people or objects in titles and illustrated covers of fictional stories with a
partner in L1 or L2.
o Describe people or places depicted in story pictures or wordless picture books in
small groups or pairs.
o State actions of characters or describe events depicted in story pictures of
wordless picture books in small groups or pairs.
o Describe characters or settings of stories from picture books.
o Match voice to print by pointing to icons, letters or illustrated
o Cross-check pictures with phonics clues with a partner
o Use phonics clues to sound out illustrated words in context
o Pair rhyming words from illustrated charts or displays with a
o Blend sounds together to make words, shown visually
o Remove or add sounds to existing words to make new words,
shown visually (e.g. “Cover up the t in cart. What do you have
o Generate lists of word families from illustrated models.

• Social Studies
o 2.1.2 – Locate the continents, regions or countries from which students, parents,
guardians, grandparents, or other relatives or ancestors came to Washington, DC.
o 2.5.1 – Distinguish traditional food, customs, sports and games, music from other
countries that can be found in the U.S. today.
o 2.5.2 – Describe beliefs, customs, ceremonies and traditions of varied cultures,
drawing from folklore.
• English/ Language Arts
o 2.LT – U.1 – Identify major and minor characters in several stories.
o 2.LT – F.7 – Describe the characters’ traits in a story
o 2.LT – C.4 – Make relevant connections between earlier events and later events in
o 2.IT – E.2- Answer questions about text heard or read.
o 2.BR – P.11 Know and use word families
o 2.EL.6 – Spell – high frequency irregular words correctly, basic short vowel, long
vowel, “r” controlled, and consonant blends patterns in words, and orthographic
patterns and rules, consonant doubling, dropping “e’, and changing “y” to “i”.
o 2.BR – P.5 – Apply the most common letter sound correspondences including the
sounds represented by single letters, consonant blends, consonant diagraphs and
vowel diagraphs and diphthongs

Instructional Objectives:
Social Studies –
• SWBAT recognize that Kwanzaa is a holiday celebrated in December by
people of African descent.

• SWBAT read and spell accurately short “u” words in cvc format.
• SWBAT listen to an oral description of a character and identify the character that is
being described.

Essential Questions:
• Who celebrates the holidays on our December calendar?
• How do people celebrate holidays like Kwanzaa on our December
• How can we listen carefully for important words to understand what we
are hearing?

Instructional Materials:
• Vocabulary Warm-Up worksheet (see LP4, WS1)
• Technology: Laptop and Desktop computers with internet explorer
• “Phonics Street Hampton Brown – short “u” Rhyme Card
• LP4, WS2/WS3 - “Phonics Street Hampton Brown – “-ug” picture and
word cards
• “Phonics Street Hampton Brown - read-alone short “u” phonics story
• Picture word cards: kinara, drum, wood-hoopoe
• Wood-Hoopoe Willie by Virginia Kroll
• Pencils and chopsticks to simulate Willie’s drumming in the story
• Labeled pictures of characters we have studied throughout the unit
• Student Writing Journals

Set Induction (10 minutes):

• Read objectives (in letter format to students)
• Indicate on our unit map that students have already shown that they
can talk about characters in stories read in class and that now they will
learn how to be careful listeners so they can understand descriptions
of characters they read about. Explain that we will also talk about the
holiday Kwanzaa. Explain that it is important for them to be able to
listen for important information in books and discussions so that they
will understand what is going on around them, particularly at school.
• As part of the daily review of the date, look at the calendar and point
out Kwanzaa. Explain that this holiday is celebrated by some people of
African descent in the United States and that they celebrate the
holiday by lighting the candles on the kinara that they see in the
picture on the calendar. Ask students what other object from a holiday
we have studied looks similar to the kinara? (The menorah). Explain
that Kwanzaa is celebrated for 7 days starting on January 26.
• Vocabulary warm-up: Give students a warm-up worksheet where they
must fill in the blanks with important sight words. They must complete
this on their own. (See LP4, WS1)

Lesson Content/Skills/Teaching & Learning Strategies (Procedures):

• Phonics mini-lesson – short “u” cvc words (25 minutes):
o Technology connection: Set up 1-2 students per computer and
have them go to starfall.com and 1) Watch the letter “u” set and
2) Listen to and watch the letter “u” chant. When they are finish
have students sit at their seats and sing the letter “u” chant
o Use rhyme card from “Phonics Street” by Hampton Brown to
introduce short “u” words. Read these as a class.
• Card has the following words: pup, bug, cup, cut, run, sun
o Have students think of other short “u” words to add to this list.
When students volunteer a word, ask them to spell the word
(orally) and then write what they dictate on the whiteboard
beneath the Rhyme Card. If they are incorrect, ask them to think
about the word again and guide them through the process of
stretching it out and sounding it out.
o Write the word “tug” on the board. Tell students you are going
to say words and show them pictures of these words and they
must identify whether or not the words I say rhyme with “tug”. If
they do, students must sound out the words and write them on
their individual sight words. (See Attachments – LP4, WS2 and
LP4, WS3) for picture/word list from “Phonics Street” by Hampton
o Do a popcorn reading of the short “u” read-alone phonics story
from “Phonics Street” by Hampton Brown.
• Main Reading Lesson (35 minutes):
o Introduction to New Material:
• Introduce the read aloud, Wood-Hoopoe Willie
• Show students a labeled picture of the kinara and
explain that we are going to read a story about a boy
named Willie who celebrates Kwanzaa by lighting the
• Show students a labeled picture of the bird called a
“wood-hoopoe” (scan image from book) and explain
that the boy’s family thinks he is like the bird
because he likes to make music.
• Show students a picture of “drums” (African drums)
and explain that Willie plays these drums to
celebrate Kwanzaa.
• Introduce the reading skill
• Give students their own copy of the picture word
cards. Tell them that it is important for them to
listen very carefully for important words in stories.
• Explain to them that they will have to listen for the
three words on the cards they have (go over their
pronunciation again) and raise the card in the air
every time they hear the word in the story. Tell
them that you will keep tally of how many times they
can correctly identify each word. The person who
has the most tallies will receive one green star (part
of management system).
o Guided Practice:
• Teacher will read aloud the picture book Wood-Hoopoe
Willie to students. During reading teacher will simulate the
constant drumming the Willie does with everyday objects
like pencils and chopsticks.
• Teacher will keep tallies of how many times students can
correctly identify the 3 vocabulary words in the story.
• During reading teacher will also encourage students to
read short “u” words that appear in the text such as
• Just, cup, drums, until, up, Sunday, run, butterfly
• After reading the story, teacher will hand out pictures of
the characters we have read about so far. Each picture will
have the character’s name.
• Teacher will explain that students are going to listen to
descriptions of characters we have read about and they
have to raise the picture of the character I am talking
• For example, the first description will be of Willie
from the book Wood-Hoopoe Willie
o Say: “This character likes to drum on
everything in sight. He is happy because he
can play the drums during the Kwanzaa
celebration. He loves music so much his
grandpa says he is like the wood-hoopoe bird.
He celebrates Kwanzaa by lighting candles on
the kinara. Who is it?”
o Students will raise the picture and teacher will
ask a volunteer to say his or her name for the
o This will continue for 3 more characters.
o Independent Practice: See “Assessment/Closure”

• Explain that you will read 2 more descriptions, but that they will not lift
up the pictures in front of the whole class, but instead will be able to
look at the pictures and write down the correct name of the character I
am describing. Tell them to do so in their writing journals and to set up
the page this way:
o Date: __/__/___
 1.
 2.
• Read two descriptions and tell students not to look at another
student’s writing journal. Check answers for mastery of the objective.
• Although specific listening activities such as the one in this lesson are
usually not done in the general education classroom, I think it is
important to do them with ELLs because listening to a foreign language
(especially when spoken fast) is a difficult skill and it is also a skill that
is tested on the ACCESS exam.
• The book Wood-hoopoe Willie is a little more complex and difficult to
understand than the other books we have read in class, however I
think that with the active engagement strategies I have employed
(listening for the important words, simulating the drumming in the
book), students will listen carefully and understand the general ideas in
the book.
• I have attempted to tie together the phonics lesson and the reading
lesson by having students read the more difficult short “u” words in
the text read aloud.
LP4 – WS1

Directions: Use the words – because, he, she, and read to fill in the

1. Willie is happy _____________ he can play music.

2. Grandmother is mad __________ Willie makes too much noise.

3. I _______ the book Wood-Hoopoe Willie ___________ I want to learn about