STEPP Lesson Plan Form

Teacher: Cassandra Rodriguez and Sarah Field

School: Lincoln Middle School

Date: 10/08/14

Grade Level: 6-7th

Content Area: ESL

Title: Parts of the Body

Lesson #: 1 of 1

Content Standards addressed by this lesson:

Speaking and Listening Standard 2.
Interpret information presented in diverse media and formats (i.e. visually, quantitatively, and
orally) and explain how it contributes to a topic, text, or issue under study.
Knowledge of Language Standard 6.
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Understandings:
Students will be able to accurately identify parts of the body in English through a song and
games
Learning Objectives:
1. After the game Do as I Say, Not as I Do students will be able to accurately identify
parts of the body as they are called out verbally
2. Students will be able to identify parts of the body as they are written and match the
vocabulary to pictures related to those words
List of Assessments:
Do as I say, Not as I Do
Body Parts Memory Match
List of Significant Vocabulary:
See attached vocab cards
Adaption verb ideas:
Poke
Move
Bend
Flexed
Felt
Going

kick
eat
smelled
saw
feels
hear

got
twist
talk
spread
hit

Name and Purpose of Lesson

Approx. Time and

Materials/Procedures

Anticipatory Hook
Pre-Assessment

Assessment/Pre-Post/On-going
Differentiation/Modifications/
Adaptations/Accommodations
Closure/Conclusion/Summary/
Adjustments/Wrap-up/Clean up

Parts of the Body to review new vocab. in relation to body parts

7:30-7:40 morning announcements
7:40-7:45 Doctor, Doctor body parts song - genkienglish.net
7:45-8:15 Do as I Say, Not as I Do game
- Sarah introduces the game by explaining rules. As she is
explaining I am modeling what she is saying in order to
demonstrate (5-7 min)
- Have students come into the middle of the room
- Play a practice round, then continue playing until everyone
gets out
- Repeat letting a student be the leader if there is time
8:15-8:55 Body Parts Memory Match
- I explain this game and will then break the class into two
groups. The cards will be placed upside down in rows
8:55-9:00 Pick up
9:00-9:06 Discuss the different verbs that students came up with if
they didnt use the adaption verbs
Doctor, Doctor body parts song - genkienglish.net
Do as I Say, Not as I Do This will be a good indicator for who
actually knows body parts based on listening to the speakers words
opposed to copying what the speaker does
The ongoing assessment will be having students match vocabulary
with pictures and also describing an action word with the noun in
Body Parts Memory Match
Have a list of verbs that students can choose from in order to
successfully earn a match. See above suggestions
Discussing the different verbs that students came up with for the
Memory Match game.

Bb
bellybutton

Cc
calf

Cc
cell

Dd
Doctor Cranor

Ff
forehead

Kk
kick

Jj
junk food

Hh
hair

Gg
germs
contagious

Gg
growth

Ll
leg

Mm
mouth

Nn
neck

Pp
pulse

Qq
quitting

Vv
vaccine

Tt
toes

Ss
stomach

Rr
ribs

Zz
zits

Ww
wrist

Xx
x-ray

Yy
yawn

Aa
anorexic

Ee
elbow

Ii
life

Ii
ill

Oo
obese

Aa
ache
ankle

Oo
operation

Uu
underarm

Uu
use

Ee
ear

STEPP Lesson Plan Form

Teacher: Mrs. Wright
School: Lincoln Middle School

Date: 11/20/14
Grade Level: 6-8

Title: Kitchen Vocabulary

Content Area: ELL

Lesson #:__ of __

Content Standard(s) addressed by this lesson:

Standard 1: social and instructional language
Standard 2: the language of language arts

Understandings:
The terminology for the primary equipment and utensils found in a kitchen.

Inquiry Questions:
What are commonly found items in the kitchen? How are they used?

Evidence Outcomes:
The student will be able to identify commonly used kitchen utensils and equipment.

Assessment of Evidence Outcomes:

The student will be assessed by their completion of the activities and worksheets and through a review
the following class period. The student will write down their favorite kitchen item and why.

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name

Kitchen Bingo!
http://bogglesworldesl.com/kitchenbingo.htm

Approx. Time

10 minutes for introduction

20 minutes for bingo
15 minutes for worksheets
Use the smart board to get the students thinking about their prior knowledge and warming up to the terminology.

Anticipatory Set
Teaching/
Presentation:

Teaching Strategy:

Teaching Strategy:
Closure

Materials

Assessment

1.
2.
3.
4.

Students will each be given a bingo playing board

The teacher will introduce the game of bingo and go over the rules
The game is played and students practice their kitchen vocabulary
When the game is over, the teacher should check for student understanding by asking questions about each
item on the bingo game board, i.e. what is this? How is it used in the kitchen? What do you do with it?
5. Students will then complete a worksheet packet: matching, crossword, and word search.
While the students are working on their worksheet, this would be the ideal time for the teacher to go around the
classroom and make sure students are understanding the terms.
Independent practice for repetition is carried out via the worksheets.
Have students write down on a small piece of paper their favorite kitchen utensil and why. Collect papers and ask if
anyone wants to share theirs to the class.
Discuss why the kitchen is so important in a house: gathering, food, family, etc.
Bingo balls (cards)
Bingo playing sheets
Worksheets
PowerPoint presentation
Variety of kitchen utensils/tools
The student will be assessed by their involvement and understanding during the game, their completion of the
worksheets, and their short answers at the end of the lesson.

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Colorado State University College of Applied Human Sciences

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