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PHASE 2 LESSON PLAN

A. Students and Setting:


Students:
Third graders (ages 8-9); beginning English in a Hebrew-speaking environment. There are 35
students in the class.
Setting:
This is a public school where I have the same students daily. English is practiced in 45 minutes
lesson, twice a week. I can build vocabulary from day to day with English lessons and games.
The chairs and desks are lightweight and easily moved around to different configurations for
whole-class or pair/group work.
B. Background:
Target language: Reinforcement of the animal vocabulary learned in previous lessons. This
lesson is summarizing a unit call Zoo Animals. Next lesson we will start a new and different
unit called: Home Alone that teaches room objects and prepositions.
Vocabulary: Review all animals words taught in the unit via games and authentic materials.
C. Learning Objectives/Expected Results:
Students will be able to present the animal vocabulary learned in previous lessons
through art.
Students will prepare an advertisement for the zoo; students will be able to write the
names of the animals they have learned and pronounce it correctly.
Students will accurately describe their animal pictures, using the vocabulary
practiced in class.

D. Materials and Sources:.


Materials:
Each group will need a brown cardboard (7 tables= 7 cardboards), Sharpie, colors, scissors,
glue, paints, animals magazines, animals pictures from the internet.
E. Procedures / Timing:
Teacher does/says . . .
Greetings: Good
morning class!
Date: Who can tell

Students do/say . . .
pupils replaying- Good morning
teacher
Monday.

Approximate time
needed
5 min.

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
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me what day is
today? (writing on
the board.)
Warm Up: Lets
remember the names
of the animals weve
learned so far

Pupils raise their hands and


answer: bear, elephant, lion,
monkey, zoo, cat, dog, giraffe,
iguana, kangaroo, gorilla, fish.

Introduction:

1 min.

Topic Today we will review


all the animals that we have
seen in the zoo and we will
create together a zoo
advertisement.

Listen and respond if necessary.

Pupils will work in small


groups of 5. Each group will
receive a cardboard.
Now, you can take out all
your colors and the animal
pictures you brought from
home, the pictures must be
of the animals that we have
met in previous lessons.

Students will take out pictures they


have cut from magazines and from
the internet. Only pictures of
animals from the zoo that they have
learned in class.

Instructions: This task is


summarizing the Animal
Unit. Each group needs to
create an advertisement for
the zoo. Choose five animals
from the unit that you want in
your zoo. Put your pictures
on the table and each pupil
will glue only one of his
animals. This way youll
have five pictures on the
cardboard.
Write the word ZOO on the

Pupils will take out the pictures and 20 min.


decide together which five animals
will be at the zoo.
Then discuss together and plan how
the advertisement will look like,
comparing to the picture from the
practice book, given as an example.
Finally, will get to work and start
paint and glue.

2 min.

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 2

gate, and color the rest of


the board; you can draw
plants, trees and paths.
You have a picture in the
book of the final creation that
will give you the idea of what
is expected from you.
Students will receive a page
of self-assessment that will
help them check themselves
before they submit their
work. The stages will be:
1. I have at least 5
animal pictures.
2. I have cut my
pictures or drew
them.
3. I have made a sign
for the gate.
4. My work is neat and
clean.
5. We have everybodys
name on the
cardboard.

Students will work in groups, follow


the instruction given and follow the
self-assessment paper step by step.

In the end, each group will


present it to class.
Teacher will walk around
quickly and name the pupils
in charge.
1. Scribe: will make the
final decision of the
five animals chosen.
2. Scribe 2: will make
sure to follow all the
steps in the selfassessment paper.
3. Time monitor: will
keep track on the
time allotted to this
assignment.

Pupils are taking their role seriously


and behaving accordingly.

5 min. (while working)

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 3

4. Participation monitor:
makes sure
everybody is
participating while
saying the animals
names in English
only.
5. Reporter: presents
the final product to
class.

Now that youre all done I


want the reporter of each
group to step forward and
present its work to class.

Pupils will present their work saying: 10 min.


This is my zoo. In my zoo I have

Summary of the lesson:


Listen and respond to the teachers
Today we learned of
some animals that live in the last question.
zoo. Next lesson we will start
a new and different unit
called: Home Alone that
teaches room objects and
prepositions.

3 min.

Does anyone have


questions or would like to
add something?

Total lesson plan

45 min.

F. Learner Feedback/Formative Assessment


Feedback is integral to the learning process and is one of the main benefits that students get
from assessment, there for, while working in groups I walk around the class, join one group at a
time, provides feedbacks in order to help students to develop their understanding and improve
their performance.
I believe in giving immediate learner feedback, reformulation of responses and asking for
repetition so I can hear them express themselves in English. I feel that its important to listen
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 4

and pay attention to what students are saying and doing, what are their needs, their learning
styles, in order to prepare relevant activities that will give us information as to how they're doing
and how we have to adjust our teaching.
As for alternative assessments, I chose the idea of allowing students to create an advertisement
and present their own work! This is a great way to encourage students, foster a sense of
accomplishment, and give the opportunity for self- assessment!
This way the students will accomplish the objectives of the lesson and will be able to describe
and present their advertisement to class using the vocabulary learned.
Self-assessment got a bigger effect when students monitor their own progress; they check
themselves and improve their work according to the given steps. Self-assessment promotes
students to realize that they study in order to improve their skills and not for a grade or for other
external reason. I believe that self-assessment and self-reflection can be very beneficial for
authentic learning that has a true effect.

G. Extended Reflection
This lesson plan got elements from phase 2; it uses magazines and other printed pictures
as authentic materials. They will give the children the opportunity to practice the words they
have learned and use the English words with their peers in the group. The practice will make
them more confidence when they speak to their peers in English. This lesson should be
interesting and enjoyable, and the advertisement making will make the vocabulary words more
memorable. Using the animal names to introduce their advertisement to the class will give them
the opportunity to express themselves in English.
The improved part is the section where the students receive a paper with self-assessment. They
get to check themselves and see if they are working according to the required steps and
evaluate their progress. While working I walk around the groups and provide feedbacks and
check understanding of the task.
This addition to the lesson plan is providing learner feedback as well as formative assessment.
As describe above, the students are getting feedbacks from me while they work AND assess
themselves by checking the steps in the self-assessment paper.
The project itself provide an opportunity for creative thinking as they get to create their own
advertisement using the vocabulary they have learned in their own way.
I consider experience as the root of knowledge and I feel that by creating something of their
own, they experience creative thinking. This task of working in groups is giving them the
opportunity to think outside of the box, to create something of their own, to suggest ideas and
bring them to life and eventually present their product to class.

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 5