Professional Documents
Culture Documents
Note: You can download all of the Phase 1 Lesson Plan files: the assignment, template
instructions, template, rubric, and sample lesson plans as a single compressed (zip) file:
https://d396qusza40orc.cloudfront.net/shaping1landscape/week2/phase1_lesson_plan_files.zip
or download each file individually from the Phase 1 Lesson Plan Project Assignment page:
https://class.coursera.org/shaping1landscape-
002/wiki/phase1_lesson_plan_project_assignment
Setting
This is a public school where the teacher has the same students daily. English is practiced in
30-40 minute lessons every day. The teacher can build vocabulary from day to day with English
lessons and games.
B. LESSON BACKGROUND
Students are learning about migrations within and to their country. They are reading short
books, stories, and poems in English about migration, some of them written by children their
own age. In this lesson, they will begin the process of deciding on a story on which to base a
play about immigration. Students have already done some group activities and so are familiar
with the process of being assigned to a group, and working with a recorder who reports back.
The students will be placed in groups of 4.
C. TEACHING OBJECTIVES
This is the initial lesson in a series of activities leading to students creating a play about
immigration and some of the hardships immigrants encounter, based on one of the texts they
have read. They will enact the play for their classmates. They will be able to use new
vocabulary words appropriately, e.g., travel, journey, building a boat, hardship, etc. Their oral
performance of the play will be evaluated by their peers and by the teacher. The lesson will
have added value in allowing students the opportunity to express their fears and the emotional
and physical hardships they may have encountered, and allow all students to understand more
fully what others have experienced.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Sample Lesson Plan - Children/Young Learners - Week 2 Page 1
Sources/Resources
DiVito, A. and McGovern, A. (1960). . . . If you sailed on the Mayflower in 1620. New York:
Scholastic.
E. PROCEDURES / TIMING
Choose either Option 1 (Table format if you use a .pdf file) or Option 2 (List format for .txt files).
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Sample Lesson Plan - Children/Young Learners - Week 2 Page 2
Asks students to choose a recorder to Choose a recorder 5 min.
write down what the group decides; for each group
recorder is given paper with directions
(see Handout) once he/she is chosen
Says: Now each person says which Take turns saying 10 min.
story you would like to do and why. which story they
You can all agree, or you can vote on want to do and why
your favorite. I will come around to
help you.
Circulates around groups to make sure
a story is chosen and that each
student has a chance to talk; groups
may be changed if students can’t
agree on a story
Determines which students have
difficulty discussing a story; he/she will
investigate later whether students are
having problems with the reading or
with speaking
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Sample Lesson Plan - Children/Young Learners - Week 2 Page 3
Teacher does/says . . .
Places students in groups of 6-7; lower level students are placed with higher level students
who can help them
Students do/say . . .
Assemble in groups at a table made of desks pushed together
Approximate Time Needed: 5 min.
Teacher does/says . . .
Asks students to choose a recorder to write down what the group decides; recorder is given
paper with directions (see Handout) once he/she is chosen
Students do/say . . .
Choose a recorder for each group
Approximate Time Needed: 5 min.
Teacher does/says . . .
Says:
Now each person say which story they would like to do and why. You can all agree, or you
can vote on your favorite. I will come around to help you.
Circulates around groups to make sure a story is chosen and that each student has a chance
to talk; groups may be changed if students can’t agree on a story
Determines which students have difficulty discussing a story; he/she will investigate later
whether students are having problems with the reading or with speaking
Students do/say . . .
Take turns saying which story they want to do and why
Approximate Time Needed: 10 min.
Teacher does/says . . .
Returns to front of the class and asks each group to say which story they will do; groups do not
have to pick different stories
Students do/say . . .
Recorder reports back for group until all groups have reported their choices
Approximate Time Needed: 10 min
Teacher does/says . . .
Says:
Very good. Next time we will decide who will play which roles in the story. Please make sure
that everyone has a part to play.
Recorders, please give me your paper before you leave.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Sample Lesson Plan - Children/Young Learners - Week 2 Page 4
HANDOUT
Name of Recorder:
Please return this paper to your teacher at the end of this class.
F. ALTERNATIVE ASSESSMENT
For this class period, the teacher will make a note of which students can talk about one of the
stories or poems. He/she will help students with vocabulary and phrasing as they speak to the
group. During learning station time, she will check individually with students who didn’t speak up
in the group to be sure they have read a story and can say a few words about it. The teacher
uses a simple checklist of student names to keep track of which students have spoken in the
group.
G. REFLECTION
[Sample - your self-evaluation will be different] This lesson integrates previous readings with
speaking in a small group. So it integrates different skills: reading and oral performance. The
lesson includes formative assessment during the group activity. (There is no testing at this
stage.) This will help me find out which students need more help with reading or speaking
assignments.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Sample Lesson Plan - Children/Young Learners - Week 2 Page 5