English As a Second Language Lesson Plan s1

English as a Second Language Lesson Plan Teacher: Angela Page Day/Date: April 2012 Grade Level & Subject: 1st grade, Language Arts Lesson and/or Unit Title: Goldilocks and the Three Bears, Fairy Tale Unit Amount of Time: One class period (45 minutes)

Common Core Standard(s): Standard 1- Language Standard 2- Communication Standard 3- Writing Standard 7- Media Standard 8- Literature Language Proficiency Level: ELD Intermediate Fluency Student Learning Objective(s):  The learner will be able to understand the story  The learner will be able to retell the story  The learner will be able to write about the story

Assessment For Learning (Summative Or Formative): For summative assessment, the students will fill out a KWL chart. This will assess what they know about the story before we read the story. During our lesson, we will have several worksheets to fill out which will measure the students learning as we go. To sum everything up as a formative assessment the students will fill out a sequencing chart that will make sure they know the appropriate order of the story from start to finish which is also rates their ability to retell the story. An online quiz will be the last assessment for the ESL student. Lesson Outcome(s):  The learner will develop a love for reading.  The learner will develop a love for learning.  The learner will develop a comprehension of the English language.

Key/Essential Questions:  Why did Goldilocks disobey her mother and go through the forest when she was supposed to go straight to the next village?  Why did Goldilocks walk into a stranger’s house not knowing who or what was on the other side?  What do you think about the reaction of the bears when they found out all the destruction that Goldilocks had done to their house? Were they forgiving? Why or why not?

Key Vocabulary (CALP) Activity:  Breakfast-the first meal of the day  Comfortable-having comfort  Cozy-warm and comfortable; snug  Forest-thick woods  Gobbled-ate fast and greedily  Hungry-feeling a desire or need for food  Promise-to give one’s word To best method to teach these words and more in the story would be to read the word in the context of the story and go over the meaning of that word as they are reading the story.

Materials/Items Needed:  KWL chart 1  The book Goldilocks and the Three Bears by: James Marshall  Goldilocks readers theater scripts with character pictures  Goldilocks and the Three Bears vocabulary comprehension worksheet  Goldilocks and the Three Bears put together book, which helps with sequencing  Sequencing worksheet  Internet connection for BBC website  http://learnenglishkids.britishcouncil.org/en/

Hook/Engage: The class will read the book, Goldilocks and the Three Bears then they will perform a short readers theater that will help with their understanding of the vocabulary in the book. Activities: 1. Activity #1 KWL chart 2. Read the book, Goldilocks and the Three Bears by: James Marshall 3. Students read a short readers theater 4. Goldilocks emergent reader booklets 5. Sequencing worksheet 6. Vocabulary worksheet 7. BBC website-watch a short video of Goldilocks and the Three Bears, which puts pictures and words together. http://learnenglishkids.britishcouncil.org/en/ 8. Online quiz

Real-Life Connection: 1. Would you ever walk into a stranger’s house? 2. Why is it not safe to do that? 3. What would your parents say if you did do that?

Assignment Extension: Students should complete a worksheet on the 5 W’s that they have learned in this story. Differentiation Notes: Technology Integration Students who are unable to work by themselves will be Highlight desired bullets; check all that apply allowed to work with someone else who is more fluent in  Word Processing the English language. They may also work at a slower  Power Point pace if need be.  Internet Resources  Graphics/Charts  Internet Research  Web 2.0 Tool(s)  Interactive whiteboard  Other:

Teacher Strategies - Best Practices (Highlight the row you wish to select; check all that apply)

 Student choice  Modeling reading strategies  Modeling writing strategies or the writing process  Cooperative learning  Reading aloud  Independent Reading  Writing before and after reading  Implementing pre, post, or during reading activities  Teaching metacognitive strategies/reading strategies  Hands-on learning/manipulatives utilized  Small group

2  Higher-ordering thinking skills  Real-world connections  Criteria charts created (student-driven; supports learning by defining and clarifying a task )  Rubrics created (student-centered)  Mentor texts  Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)  Research/research materials  Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)  Classroom/Literacy library  Writing workshop time  Teaching grammar and mechanics in context  Conferencing  Other (please explain)