Lesson Plan Template for Assignments PDF

LESSON PLAN Your Full Name: Shuwen Tan Students’ Class: Reading and Writing class Students’ Proficiency Level: Beginner Date: October 22, 2024 Topic: Animals and their different modes of movement Theme: Exploring the exciting world of animals through their unique movements Language Skills: Readin...

LESSON PLAN Your Full Name: Shuwen Tan Students’ Class: Reading and Writing class Students’ Proficiency Level: Beginner Date: October 22, 2024 Topic: Animals and their different modes of movement Theme: Exploring the exciting world of animals through their unique movements Language Skills: Reading & Writing Lesson Objectives: Upon completion of this lesson students will be able to: 1.Recognize and apply basic reading strategies to understand texts about animal movements. 2. Identify specific information regarding how animals move (e.g., birds fly, fish swim). 3. Use vocabulary and key details from reading texts to write short descriptive paragraphs. 4. Enhance comprehension by connecting reading strategies to writing tasks related to the topic. Planning Elements: Presumed Knowledge/ review: Materials and Aids: (Based on  A simplified reading text on various animal movements (approximately 150-200 words). previous  A writing task prompt with scaffolding (e.g., fill-in-the-blank sentences or sentence starters). lessons and  Flashcards or pictures of animals and their movements for visual support. the students’  Whiteboard for brainstorming and summarizing. proficiency level Anticipated Problems & Solutions: determine what they  Problem: Some students may forget previously taught reading and writing techniques. already Solution: A quick review session at the beginning of the lesson to refresh key concepts. know that  Problem: Students may struggle with extracting key information from the reading text. will be Solution: Provide guiding questions to help focus their attention (e.g., “How does a bird move?”). reviewed in  Problem: Students may be uncertain about how to begin writing descriptions. this lesson Solution: Offer structured sentence starters or a word bank with relevant vocabulary (e.g., “The fish and will help swims by...”). with learning  Problem: Students may have different levels of familiarity with the topic. of the new Solution: Pair stronger students with those who may need more support, encouraging peer learning. materials in this lesson) Homework/Assignment:  Students will be assigned to choose another animal (not covered in class) and write a short description of how it moves, applying the reading and writing strategies learned during the lesson. Lesson: Estimate d Time: 1. Pre-Reading (10 minutes) Objective: Activate prior knowledge of animals and introduce new vocabulary related to how animals move. Activity: The lesson will begin with an engaging warm-up discussion designed to stimulate students’ thinking about animals and their movements. The teacher will ask students questions such as, “What animals do you know? How do these animals move?” The students will have the opportunity to call out different animal names (e.g., bird, fish, rabbit, snake), and the teacher will write their responses on the whiteboard. This initial discussion will help the teacher gauge students’ existing knowledge and spark their interest in the lesson topic. Next, the teacher will introduce key vocabulary words that students will need to understand the reading text, including verbs like swim, fly, hop, crawl, and slither. Flashcards or pictures of animals will be used to reinforce the meaning of each verb visually. For example, the teacher will show a picture of a bird flying and say, “This bird flies. Fly means to move through the air.” Similarly, a picture of a fish swimming can accompany an explanation like, “Fish swim in the water. Swim means to move through water.” After introducing the new vocabulary, the teacher will distribute a short list of target vocabulary words that students will encounter in the upcoming reading text. This list will serve as a reference for students during the reading activity and will help them focus on identifying key terms. Students can also practice pronouncing these words with the teacher before moving on to the next stage of the lesson. Time: 10 minutes 2. While-Reading (15 minutes) Objective: Develop reading comprehension skills by focusing on identifying specific details from the text about animal movements. Activity: The teacher will hand out the reading passage, which describes different animals and how they move. For example, the passage might say, “Birds fly with their wings. Fish swim with their fins. Snakes slither on the ground.” This short, simplified text is designed to match the students’ proficiency level while introducing them to key information. Once the students have the text, the teacher will read it aloud to the class. This oral reading will serve multiple purposes: it will model good pronunciation, provide auditory reinforcement of the vocabulary, and give students the opportunity to hear the rhythm and structure of English sentences. As the teacher reads, they will pause after each section to check students’ understanding by asking simple comprehension questions like, “Which animal flies? Which animal swims?” This helps students focus on key details and ensures they are following along. In addition to asking comprehension questions, the teacher will encourage students to engage with the text more actively by underlining or highlighting keywords related to how each animal moves. This technique promotes active reading and helps students identify the most important information in the passage. Students will be guided to look for specific details, such as the verbs used to describe movement, reinforcing their understanding of the vocabulary in context. After finishing the reading, the teacher can briefly summarize the main points with the students to ensure everyone has grasped the key ideas. Time: 15 minutes 3. Post-Reading (15 minutes) Objective: Use the information gathered from the reading text to complete a writing task, allowing students to practice both their reading comprehension and writing skills. Activity: After reviewing the reading passage, the class will shift focus to a writing task that builds on the information from the text. The teacher will start by reviewing the key vocabulary and sentences used in the reading. For example, the teacher might write on the board: “Birds fly with their wings,” and ask students to repeat it. This ensures that students are familiar with both the vocabulary and sentence structure they will need to use in their writing. Next, the teacher will introduce the writing task. Students will be asked to choose their favorite animal and write a short description of how it moves, using vocabulary words from the reading passage. To scaffold this task, the teacher will provide sentence starters such as, “The bird flies because...” or “The fish swims by...” This structured support helps students begin their sentences with confidence. The teacher will also remind students to use at least three of the vocabulary words from the text in their descriptions. For example, a student writing about a fish might say, “The fish swims in the water with its fins.” This exercise allows students to practice their writing in a low-pressure environment, focusing on accuracy and applying the new language they have learned. The teacher will circulate during this activity, providing assistance as needed and offering feedback to ensure that all students are on the right track. By the end of this section, students should have written short but accurate descriptions of animal movements, demonstrating their understanding of both the vocabulary and sentence structures covered in the lesson. Time: 15 minutes 4. Conclusion & Review (5 minutes) Objective: Consolidate learning by reviewing key points and ensuring student understanding of both the reading and writing tasks.To encourage repetition, the teacher can use activities involving reading, discussing, and writing on the same content (Nation et al., 2012). Activity: In the final minutes of the lesson, the teacher will lead a brief summary of what the class has learned. The teacher will ask the students to recall the main ideas from the reading, such as how birds fly and fish swim. This review helps reinforce the key vocabulary and ensures that the information is fresh in students’ minds. Students will also have the opportunity to share their short writing descriptions with the class. A few volunteers can read their sentences aloud, allowing their peers to hear different examples of how the vocabulary was used in context. This activity encourages peer learning and builds students’ confidence in both their speaking and writing skills. Finally, the teacher will briefly review the reading and writing strategies introduced during the lesson, such as underlining key words while reading and using sentence starters to write descriptions. This quick recap ensures that students leave the lesson with a clear understanding of how to apply these strategies in future activities. The teacher can also provide positive feedback to the class as a whole, reinforcing their progress and encouraging them to continue practicing their reading and writing skills. Time: 5 minutes Assessment (How you will assess the students understanding of the lesson):  Formative Assessment:  Ongoing assessment during class discussions, reading activities, and the writing task.  Check students’ ability to find key details in the reading text and use relevant vocabulary in their writing.  Summative Assessment:  The final written task (both in-class and homework) will be used to assess students’ understanding of animal movements and their ability to apply reading and writing strategies.  Teacher will provide feedback on accuracy of vocabulary use and clarity of sentence structure. Add any resources (handouts, worksheets, readings, writing prompts, etc. that are required for the lesson. Resources 1. Worksheets: 2. A worksheet with the reading passage and space for students to underline key words and answer simple questions like What animal flies 3. Reading Prompts: A short text about animals and how they move (150-200 words). 3. Writing Prompts: Sentence starters like The bird flies because... to help students write about animal movements. Write your rationale for this lesson and how you designed it (research-based). This lesson focuses on developing students' reading and writing skills through an engaging topic—animal movements—that appeals to learners' interests and experiences. Reading and writing are integrated in a way that reinforces vocabulary acquisition and comprehension, which is critical for language learners at the beginner level. According to research, teaching language through content-based activities not only increases engagement but also facilitates deeper processing of language structures. By using animals as the theme, students can connect prior knowledge with new vocabulary, making the lesson both meaningful and context-rich. Pre-reading activities help activate schema (background knowledge) that supports comprehension, while the while-reading stage introduces essential reading strategies, such as identifying key information. The post-reading activity ensures that students can produce language based on what they have read, which aligns with communicative language teaching principles. Encouraging students to express their understanding through writing promotes active use of new vocabulary and reinforces sentence structure. Furthermore, scaffolded tasks and visual aids make the content accessible to all learners, ensuring that even students with limited proficiency can participate fully. Teacher scaffolding is essential for enhancing the quality of learning in the classroom (Li et al., 2022).The inclusion of peer support and teacher guidance helps manage varying levels of language competency. Overall, this lesson plan adheres to best practices for teaching language to beginners, providing a balanced approach that addresses both reading comprehension and writing skills. References Li, D., & Zhang, L. (2022). Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach. Language Teaching Research, 26(3), 333–360. https://doi.org/10.1177/1362168820903340 Nation, P., & Yamamoto, A. (2012). Applying the four strands to language learning. International Journal of Innovation in English Language Teaching and Research, 1(2), 167–181. https://www.victoria.ac.nz/__data/assets/pdf_file/0003/1626123/2012-Yamamoto-Four-strands.pdf