900 Fifth St.

, Nanaimo, BC V9R 5S5

Questions to Address in Lesson Planning

Planning for instruction is a complex process of reflective decision-making. The following
questions are designed to guide you in this process. An effective lesson plan answers
these questions in sufficient depth that someone else could teach your lesson.
1. What sources have you used to create this lesson?
2. Why is this lesson relevant at this time with these students? What do they need to
know about this topic in order to learn about it? (rationale & background for
understanding)?
3. What are the Big Ideas for student learning (understand)?
4. What are the Core Competencies & Language Areas for this lesson (do)?
5. What are the content standards, and language goals for this lesson (know)?
6. What is your plan for summative (of learning) and formative (for learning) for this
lesson?
7. What sources of evidence will you have that the students have learned?
8. What will you look for in that evidence (criteria)?
9. What resources, materials and preparation are required for this lesson?
10. How will you introduce this lesson in a manner that engages students and
activates their learning?
11. What steps and activities are you going to use to help students acquire the
knowledge, skills and/or attitudes needed to meet the outcome?
12. How much time will you allocate for each portion of the teaching/learning
sequence?
13. How will you solidify the learning that has taken place and deepen the learning
process?
14. How will you plan for students who have learning difficulties and for students who
require enrichment?
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900 Fifth St., Nanaimo, BC V9R 5S5

15. What is your plan for reflecting upon and improving this lesson for future and
diverse learners?

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900 Fifth St., Nanaimo, BC V9R 5S5

Lesson Plan Template

Nam
e:

Katie Winterbottom

Grad
e
Date

Kindergarten
October 26th, 2016

Topic Letters and Sounds

Allotted 1 hour
Time

STAGE 1: Desired Results

Cite sources used to develop this plan:
http://www.learnnc.org/lp/pages/3297?ref=search
https://www.youtube.com/watch?v=BELlZKpi1Zs
Rationale & Background for Understanding: Why is this lesson relevant at this time
with these students?
This lesson is relevant at this time with my class because they are just learning the
different sounds and letters of the alphabet. This lesson would be done within the
first few weeks of class, and would be used as an introductory lesson to language
and sounds.
Note: for the purpose of this assignment, I have chosen to use beginner student
Zhang Wei (L = 1, S = 1, R = 1, W = 1), and intermediate student KinAna (L = 4,
S = 4, R = 3, W = 3)
Provincial Learning Outcome(s): What Big Ideas (Understand,) Core Competencies
(Do), Language & Content Standards (Know) does this lesson develop?

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900 Fifth St., Nanaimo, BC V9R 5S5

Understand
Big Ideas: Through listening and speaking, we connect with others and share the
world around us.
Essential Questions: What sounds do each letters of the alphabet make?
Do
Curriculum Competencies: - Use developmentally appropriate reading, listening,
and viewing strategies to make meaning.
- Engage actively as listeners, viewers, and readers, as appropriate, to
develop understanding of self, identity, and community.
- Use language to identify, create, and share ideas, feelings, opinions, and
preferences.
Language Competencies:
- Zhang Wei: Speaking and reading
- KinAna: Reading and writing
Know
Content Standards: - Letter knowledge
- Phonemic and phonological awareness
Language Standards: Zhang Wei: Primary reading level 1: Zhang Wei is
working on her reading strategies:
- Developing sound and symbol awareness
- Paying increasing attention to oral reading of English text and picture cues.
Primary speaking level 1: Zhang Wei is working on the content aspect for
speaking:
- Expressive: has a limited functional vocabulary.
KinAna: Intermediate reading level 3: KinAna is working on her reading
strategies:
- Developing confidence reading text.
- Begins to use word patterns to decipher meaning.
Intermediate writing level 3: KinAna is working on the convection aspect for
writing:
- Using capitalization and punctuation.
- Spelling.
Key Vocabulary for Lesson: Letters, alphabet, author and illustrator.
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900 Fifth St., Nanaimo, BC V9R 5S5

STAGE 2: Assessment Plan

Assessment
Summative
Assessment
(Of Learning)
What will students
learn?
Students will learn the
different letters and
sounds of the alphabet.

Formative Assessment
(Of Learning)
How will students show their
learning?
Students will show their
learning by orally saying the
letters and sounds of the
alphabet.

Sources of Evidence
(Criteria)
What product or action will
show what students have
learned?
-Students will be creating
their names and making
coconut trees.
- Students will be orally
saying their classmates
names.

STAGE 3: Learning Plan

Resources, Material and Preparation: What resources, materials and preparation
are required? Think of resources you need to support beginning and intermediate level
language learners?
-Chicka Chicka Boom Boom book by Bill Martin Jr. and John Archambault
- 26 alphabet index cards with upper case letter on one side and lower case level on
other side
- Pink, brown and green colour construction paper
- Precut tree trunks and leaves
- Glue sticks
Lesson Development
Pacing

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900 Fifth St., Nanaimo, BC V9R 5S5

Introduction: How will you introduce this lesson in a

manner that engages students and activates their
thinking?
To introduce this lesson, I will have students sit in a
circle, and I will play a YouTube video of the alphabet
for the students. After playing this video, the students
and I will sing the ABC song together.
Zhang Wei: I would go over the alphabet with her
beforehand and work closely with her one on one
during the lesson. I would encourage her to try saying
the letters and sounds with the rest of the class, as
some of them will be at her level as well. I would also
then link these letters to important parts of the
classroom and school. Ex. B: Bathroom, C: Center
KinAna: I would encourage her to speak and join in
with the class as her speaking skills are a level 4.
Given KinAnas speaking skills, I would give her some
sight words on flashcards around the unit we are
doing soon on the weather changes. Ex. B: Breezy, C:
Cloudy.

7 min

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900 Fifth St., Nanaimo, BC V9R 5S5

Pacing

Teaching/Learning Sequence: What steps and

activities are you going to use to help students
acquire and practice the knowledge, skills and/or
attitudes needed to meet the outcome?
1. I will pass out an index card to each student in the
circle, and ask them to think about what letter it is
and the sound it makes.
Zhang Wei: Go over her card with her
beforehand.
KinAna: Give her two letters.
2. Start with A and hold up the card to the class, the
student who has the matching card will say the
letter and sound it makes.
Zhang Wei: Encourage her to say it just the way
she practiced with me.
KinAna: Have her go first.
3. After going through A-Z, collect all the cards.
4. Have students stand up for a quick brain/noodle
break.
Zhang Wei: Encourage her to follow along with
the rest of the class.
5. Have students return to sitting on the floor and
hold up Chicka Chicka Boom Boom
6. State who the author and illustrator are and
explain their jobs.
7. Read book.
8. After finishing reading the book, students will then
be doing a craft to do at their table.
9. Give each student a piece of pink paper and a
pencil.
10. Have students write their name on the paper.
11. Give students precut tree trunk, and leaves.
12. Show students coconut tree on the book, and
my example.
13. Students will then glue their pink piece of paper
along the side of the tree trunk and hand in their
masterpieces.

2 min

10 min

1 min
2 min

2 min
10 min
2 min
3-5 min
1 min
1 min
15 min

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Student Name:

900 Fifth St., Nanaimo, BC V9R 5S5

Closure: How will you solidify the learning that has

taken place and deepen the learning process?
Students will be sitting in a circle again, and I will
show each students tree one by one. Students will
take turns saying the names on the trees.
Zhang Wei: Have her say her own name.
KinAna: Have her go first, or again do two.

10 min

Accommodations (adaptations, extensions, other): How will you plan for students who
have learning/behaviour difficulties or require enrichment?

For students who have learning/behavior difficulties I will give them extra time. I will have noise
headphones/earmuffs for those students who need.
For those students who require enrichment, I will have them find their name in the alphabet car
individually to me. I will then ask these students to think of as many words as they can that beg
starting letter of their name.
Reflection What was successful in this lesson? If taught again, what would you change
to make this lesson even more successful and inclusive for diverse and exceptional
students?

I am hoping this lesson will be successful if I am given the opportunity to teach it next semester
changes I would make to this lesson to make it even more successful and inclusive for diverse a
students yet. After I teach this lesson, I will be able to provide this information.

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900 Fifth St., Nanaimo, BC V9R 5S5

EDTE 533: Unit Plan with ESL

Modifications for Beginner &
Intermediate ELLs

Student Name

Dev.

Meet
Comments

Unit Theme or Topic:

Grade Level:
Rationale + Background for Ells
Have you provided a compelling rationale for
the lesson topic (real-world connections, the
why? that extends beyond the curriculum
requires it)? Have you indicated how this
lesson builds on prior learning and/or fits into a
bigger picture i.e., a unit of study?
Building a rationale and background that is
comprehensible for teachers and students is
an essential skill. What rational and
background information and key vocabulary do
you need to introduce in order to better engage
ELL students and prepare them for learning?

Provincial Curriculum & Language

Is your lesson linked clearly to the Core
Competencies/Big Ideas/Curricular
Competencies and/or Content?
In addition to the Big Ideas and core
competencies, it is important develop specific
language goals for students. What language
areas (L,S,R,W) and skills do you want to focus
on? Pick one in L/S and one in R/W.

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900 Fifth St., Nanaimo, BC V9R 5S5

Learning & Language Objectives

What do you hope your students will
LEARN/BE ABLE TO DO (Know, Do,
Understand) by the end of the lesson/unit? Is
the learning intention phrased in clear, studentfriendly language? Is it supported by the lesson
activities?
For ELL students is it important to know what
you are asking them to learn. Write unit &
lesson goals in a comprehensible language
that your beginning and intermediate students
can understand. For example: (Beg-L) At the
end of this lesson students will be able to point
to key vocabulary on a weather chart when
asked by the teacher. (Int-W) Students will be
able to write weather observations and
predictions correctly in the past and future
tense.

Teaching/Learning Sequence
Does the introduction/hook serve to build
background and/or engage students? Does the
body include appropriate and meaningful
activities for achieving the learning intention?
Does the closure help to wrap-up or solidify the
learning?

For ELL students pre-teaching and background

is essential to making lessons
comprehensible. What pre-teaching and
background vocabulary may be required for
beginning and intermediate students to
successfully engage in your lesson.

Inclusive Lesson Delivery

What will you and your learners DO (focus on
active participation of learners)? Are
teacher/student roles indicated (i.e., teacher
will, students will)? Have you explained
the activities in enough detail that someone else
could deliver your lesson?
What language supports (visuals, body
language, charts, photos, models would help
make your lesson more inclusive for beginning
and intermediate level students?

Pacing & Classroom Management

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900 Fifth St., Nanaimo, BC V9R 5S5

Have you indicated tentative timings? Is the
pacing appropriate for the grade level and
activity? Have you provided classroom
management considerations (e.g., for
movement/transitions)?
ELL students need extra time to learn and
process in two languages. You should plan
extra time to introduce key content and
language elements before the main lesson to
make it more comprehensible. Beginning
and intermediate students need more time and
alternative ways to show their learning. What
is your plan in this area?

Guided Practice
(I do, we do, you do) Have you engaged in
modeling and shared practice, followed by
guided and independent practice (as
appropriate)? Are other scaffolding supports
provided?
Guided practice is essential for beginning and
intermediate ELLs. What kind of modeling
(teacher or peer) and guided activities will
make this lesson more accessible for students?

Differentiation for Diversity

Is there clear evidence of differentiation for
cultural and linguistic diversity? Are other
cultural connections and perspectives
supported?
ELL students may have diverse cultural
backgrounds. Are there cross-cultural
connections that can help build connections?

Differentiation for Exceptionality

Is there clear evidence of differentiation? Are
exceptional needs supported? Can students
extend their learning?
You will be learning these skills next term. It is
not required for this assignment unless you are
creating a plan for an ELL student with
exceptional needs. If so, contact Michael
directly about this area.

Assessment
Have you indicated the sources of

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900 Fifth St., Nanaimo, BC V9R 5S5

evidence/assessment tools? Is the assessment
diagnostic, formative, or summative? Have you
provided explicit criteria that are linked to the
learning intention?
Beginner and intermediate ELL students may
need alterative ways to show their learning
(Beg: drawings, pointing, touching, acting)
(Int: short answer/presentation, writing in
multiple tenses, participating in a discussion)
How will your assessment ensure that ELL
students show you they understand the Big Idea
and Core Competencies through existing
language abilities?

Materials and Resources

Have you indicated what resources and
preparation are required? Have you cited the
sources of all print/on-line materials?
What materials and resources do you need in
order to maximize this lesson/units
comprehensible input for beginning and
intermediate ELL students.

Reflection
Have you provided space for reflecting on the
lesson? What worked well? What do I need to
rethink? Whats next
In addition to your reflections for the class as a
whole, what specific reflections should you
include around meeting the needs of your ELL
students and enhancing future instruction?

Final Comments

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Student Name: