Sample Lesson Plan

Class Description

Warm-up (4-5 minutes)

Participation Framework (Whole Class)

Objective # 1

1. T tells Ss the topic of today’s lesson: rainforests.

2. T will ask Ss as a whole what they know about rainforests.

a. “Raise your hand if you know what a rainforest is?” “What do you know about rainforests?”

3. T will display (either through projection, physical photos, or using the textbook) photos of rainforests. T will then ask Ss the following questions while using relevant photos as the topic changes.

a. “Where are rainforests?”

b. “What kind of animals do you think live in the rainforest?” (display photo of animals in the rainforest) “Is the rainforest hot or cold?” (display photo of humid forest)

c. “Would you like to live in the rainforest? Why or why not?”

d. The questions should be adapted according to the conversation and answers by Ss. The purpose is to engage in conversation.

4. If Ss do not know about rainforests, T will give an explanation using photos.

5. T will provide direct, explicit, and comprehensive feedback to S’s questions, concerns, or confusion throughout this activity.

Vocabulary (10-12 minutes)

Participation Framework: Whole Class (Appendix A: Vocabulary Handout; PowerPoint)

Objective #1

1. T will give out a vocabulary handout to Ss with the vocabulary words and their definitions with a photo (Appendix A). T will display vocabulary words: tropical, humid, forest, rainforest, ecosystem, vines, moss, camouflaged, prey, and predator with a photo and sentence. (These vocabulary words are different than the ones listed in the textbook).

2. S will repeat the word and sentence after T for each vocabulary word displayed.

3. T will provide direct, explicit, and comprehensive feedback to S’s questions, concerns, or confusion throughout this activity.

Reading Aloud (10-15 minutes)

Participation Framework: Whole Class

Objectives # 2 & 3

1. Ss will open their textbooks to page 256.

2. Pre-reading: T will explain the activity to Ss before starting.

a. T will tell Ss before reading the passage to focus on the main idea of the passage.

b. T will start by reading the first paragraph of the story.

c. A S will then read the next paragraph going in the order of the desks.

d. As the S reads, the other Ss are to follow along in their textbooks.

e. If a S needs help with pronunciation of a word, T will provide feedback.

3. Only the even pages will be read up until the end of the passage on page 264. Skip journal entries on odd pages.

4. Before starting a new paragraph, T will ask some main idea cueing questions to help assess student comprehension and/or ask Ss to summarize what was just read depending on the content and Ss’ answers.

5. T will provide support and help guide Ss to the correct answer depending on student engagement and struggle.

6. T will provide clarification and feedback on the pronunciation of words throughout the passage as well as any additional questions Ss have.

Reading/Speaking (10 minutes)

Participation Framework: Pairs

Objectives #1 and 2

1. Ss will open their textbooks to pages 257 and 259.

2. In their pairs, each S will choose ONE journal entry to read independently. One S will read the journal entry on page 257 and the other S will read the journal entry on page 259.

3. After Ss are finished, each Ss will summarize the journal entry they read to the other S.

4. T will provide direct, explicit, and comprehensive feedback to S’s questions, concerns, or confusion throughout this activity.

Writing (15 minutes)

Participation Framework: Individual

Objectives #4

1. Ss will write their own, two to three-paragraph journal entry. Ss can use the journal entries found on pages 257, 259, 261, and 263 for reference. Ss should not copy the journal entries.

a. Ss can choose between the following scenarios or create their own:

i. They are stuck in the forest because their car is stuck in the mud.

ii. They are on a field trip exploring the rainforest.

iii. They are writing a letter home comparing what they see in the rainforest to where they live or are from.

2. Ss can be creative in their entry creating a scenario where they are stuck in the forest, on a field trip, they are a specific animal, etc.

3. Ss are to use and underline 3 vocabulary words in their paragraphs.

4. T will provide feedback to Ss, answering questions, as Ss complete their entry.

Wrap-Up (4-5 minutes)

Participation Framework: Class

Objectives # ~

1. T will ask students if they have any additional questions about the lesson and will review the trouble areas T has identified throughout the class period. This will be dependent on the remaining time taken by Ss to complete their writing assignment.

2. Depending on S’s progress on their writing assignment, T will ask Ss to turn in their assignment, take it home to complete for homework, or turn it in to complete at the beginning of the next class. If there is extra time, Ss can share their journal entries with the class. Seated Ss can identify unit vocabulary words when they are used by raising their hands in a creative way (jazz hands). 

Anyone is welcome to use this lesson plan and adapt it to your textbook or the On Our Way to English textbook.