Name: Geeta A.

Aneja

Clothing and Colors

Location: Nationalities Service Center

10/05/2015

________________________: What will students be able to do by the end of the lesson? What language
functions will they do?
o Students will be able to (SWBAT) describe a party scene to a partner such that their partner is
able to color it correctly.
________________________: What language structures will students need to know to do this?
o The names of colors and of articles of clothing
o Prepositions
Evaluation: How will you know students have mastered the material?
o By how well the picture they color matches the picture the other student describes to them.
Language
Function

To
describe
clothing
and colors
they are
currently
wearing
(review
from last
class)
Learning
and
reviewing
relevant
vocabulary

Language
Structure/Target
Vocabulary

Lesson Stage/Activity

Resources/Mate
rials

Time

Stage 1: Connection to prior knowledge

is/are wearing
my/his/her ___ is

Colors
Clothing
Prepositions

1. Toss a ball around the room and say true

statements about clothing (e.g., I am
wearing a blue shirt/ my shirt is blue ; the
boys is wearing red pants; the boys pants are
red)
2. Discuss: What would you wear to a holiday
party?
Stage 2: Mini-Lesson
1. Review of colors: teacher holds up different
color crayons and asks what each color is.
Writes on board.
2. Review of clothing: teacher uses pictures from
previous class, and asks what names of
different articles of clothing are.
3. Review of prepositions. Using a ball and a box,
teacher places the ball in/near/in front of/

A small ball

Crayons
Clothing pictures
Ball and box

10 mins

15 mins

Name: Geeta A. Aneja

List writing
To
communic
ate orally
with other
groups.

is/are wearing
in front
of/behind/other
prepositions of
location

To
describe a
party
scene
accurately
enough
that
another
student
can
recreate it.

is/are wearing
in front
of/behind/other
prepositions of
location
Colors
Clothing
Boy/Girl
Possibly furniture
(not covered)

Location: Nationalities Service Center

behind, etc. the box, students write down
where the ball is.
Stage 3: Guided practice
1. Divide students into groups of 3
2. Give each group a picture of a party scene to
study (1min)
3. Remove the picture, and have students list
(individually) what different people were
wearing.
4. Students share with their group, and together
describe what everyone was wearing.
5. Teacher returns the picture to the students.
6. Ask: How would you tell someone who could
not see the picture what people are wearing?
7. Now, two groups pair up, and they need to
describe the pictures to each other such that
they can list at least 6 differences between
the pictures.
Stage 4: Independent Practice
1. Give each student the party handout
2. Fold the paper in half, each student will be
coloring one half of the drawing.
3. Give each group of 3 a box of crayons.
4. Each student colors their half of the picture.
5. The drawing student sits at the table. The
describing student has their back to the
drawing student, the monitor faces them
both.
6. Describe what the people in your picture are
wearing to the person at the table. If you
would like to describe other parts of the
scene, you may.
7. The person at the table will try to color their
picture as the other person has described. (5
mins) The monitor corrects pronoun use and

Party scene
pictures

20 mins

Party handout
Crayons
Moveable
chairs/desks

30mins

Name: Geeta A. Aneja

Location: Nationalities Service Center

clarifies statements/misunderstandings if
needed.
8. Switch! (10 mins) Switch! (10 mins) so every
student has a chance to do every job
Compare and discuss what is different. What
went wrong?