SEI Endorsement Lesson Plan Template

Lesson Background Information

Date: 11/21/16
Lesson Length: 30 min
Lesson Topic: Where the Wild Things
Are
Focus Language Domain(s) (R, W, L, S):
Name: Nick Averill
District:
Content Area: Reading

Reading
Content Objective: RL 2.5
All students will be able to describe the overall
structure of a story, including describing how
the beginning introduces the story and the
ending concludes the action.
Key Content Vocabulary:

First
Next
Last

Materials/Equipment:

Sticky notes
Where the Wild Things Are book
Timeline chart

Language Objective for students at WIDA

ELD levels 1-2 (Choose 1)
SWBAT
Students will describe a series of events.
Language Objective for students at WIDA
ELD levels 3-4 (Choose 1)
SWBAT
Students will describe the sequence of a story
using words such as first, next, then, last, etc.
Prerequisite Knowledge:
Students will have knowledge of what first,
next, and last mean in the context of a story.

Instructional Procedure
The activities below should reflect the targeted language and content objectives for this lesson.
Duration
Description
Connection to prior learning or background building activity:
5 minutes

The teacher will refresh the students memories about words such as
first, next, and last by making a peanut butter and jelly sandwich and
having the students describe what happened first, next, and last. A first,
next, last chart will be created on the white board.

10 minutes

Activities, resources, and materials to present new language knowledge

or skill:

Students will read with partners to make sure that they are
comprehending the sentences. The first student will read a
sentence, then the next student will summarize the sentence in
just a few words. Students who are level 1 or 2 will be paired with
a student who is a level 3 or 4.
o The level 1 or 2 students will use the sentence frame In
this sentence, the wild things _____ or In this sentence,
Max ___________.
While partner reading, the pairs will write down words that
describe Maxs mood throughout the book.

o For example, Max was lonely or Max was hungry.

5 minutes

Activities, resources, and materials to present new content area

knowledge or skill:

5 minutes

The class will discuss the different feelings that Max exhibited
during the course of the book. We will discuss what the structure
of the story (what happened first, what happened next, what
happened last?)
On the white board, we will create a timeline for the story using
action words.

Activities, resources, and materials to assess or review learning of new

language, content, and/or skill:
Students will be given a timeline chart (see attached) and will use feeling
words to create a timeline of Maxs feelings as they changed throughout
the book.

Homework/Extension Activities:
Students will complete a task at home and create a timeline chart for that task using both action
words and feeling words.
Reflection
1. What do you consider to be the most effective elements of this lesson to be for English
learners?
I think that the partner reading activity will be effective for all students, especially with level 1
and 2s working with level 3 and 4s. Also, the sentence frames will be effective for the lower
level students.
2. What feedback did you get from others (or determine for yourself) regarding the
PLANNING of this lesson?
The switch from using action words (verbs) to feeling words (adjectives) may be difficult for
some students.

Field Descriptions/Instructions
Lesson Length:
Time required for lesson (e.g., one period, one week, 4 hours, etc. Include the date(s) of the
lesson here).
Content Area:
Identify the content area for which this lesson is planned.
Lesson Topic:
What is the theme or topic of the lesson? This should be derived from the Curriculum
Frameworks.
Focus Language Domain:
Which language domain Reading, Writing, Speaking, and/or Listening will be the focus of
this lesson? Although you should integrate several language domains into the lesson, you
should prioritize developing skills for ONE of the domains.
Content objective:
What is the measurable objective for this lesson based on the MA Curriculum Framework
standards? What should the students know and be able to do by the end of the lesson?
This statement should be based on the content standard addressed in the lesson, and be
clear, specific, and measurable. To write a good content objective, identify the content of the
standard and decide how the students will demonstrate their learning by the end of the
lesson.
1 Poorly written lesson objective: Students will increase their understanding of the
judicial process of the federal government.
2 Well-written lesson objective: Students will explain the most important powers of the
judicial branch of the federal government and explain how these powers maintain a
system of checks and balances.
Key Content Vocabulary:
What key words or phrases related to the content standard will students need to learn? List
key vocabulary that all students must learn or know in order to achieve the content objective.
ELLs may need to learn additional vocabulary depending on their proficiency level. Identify
vocabulary for ELLs separately either in this block or in the language objective block.
Language Objective/s:
What is the measurable language objective to target, present, practice and asses during the
lesson? This includes the language students are expected to produce and process during the
lesson BEYOND the content area vocabulary terms that all students will learn. You may also
include vocabulary not identified in the Key Content Vocabulary field, such as specific
language structures, or grammar skills, depending on the lesson. Language objectives should
be clear, specific and measurable.
Materials/Equipment:
List / describe the materials or equipment you need to support the lesson. Keep the list of
materials in line with (directly linked to) the actual learning activities.
Prerequisite Knowledge:
Indicate what your students will already need to know or be able to do in order to achieve the
objectives of the lesson. If there are gaps between what your students know / can do and the
lesson prerequisites, describe activities to pre-teach this knowledge/skills in order to bridge
those gaps.
Extension Activities:
Are there additional activities or assignments that students will complete to extend or practice
their learning?