Appendix M.

Blank Lesson Plan Template

Language Level Intermediate Grade 2nd Date Day in Minutes 30

Unit

Animals and Habitat

Essential Question: How can we prevent animals from endangerment or extinction?
Unit Theme and Question

Daily topic: Rainforest

STANDARDS LESSON
Which modes of OBJECTIVES
Students will be able to:
communication
will be addressed?
- Identify vocabulary words in a passage
□ Interpersonal - Identify where rainforests are in the world
What are the Communication - Create sentences about details they learned about the rainforests
X Interpretive
communicative and cultural and using the sentence frame: ⾬林裡有————還有————。
objectives for the lesson? □ Presentational
Cultures

NA
Connections

If applicable, indicate how
Connections • Comparisons
• Communities • Common
Core will be part of your
lesson.
Common Core
Students will compare the fauna and floral of their neighborhood vs. the rainforest.
Comparisons
Students will see where in the world are rainforests in relation to where they (students) are located
geographically.
Communities
RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs
within the text.
SL2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.

Keys to Planning for Learning, 2013

Appendix M. Blank Lesson Plan Template

Keys to Planning for Learning, 2013

Appendix M. Blank Lesson Plan Template
Tim Materials • Resources •
Activity/Activities e* Technology
Lesson Sequence What will learners do? How many Be specific. What materials will
What does the teacher minutes will you develop? What materials will
do? this segment you bring in from other sources?
Students will view a PowerPoint Presentation on rainforest. 5 min take? PowerPoint Presentation
Students will engage in timed pair share about what they already know Projector
and what they noticed in the presentation. Students will be given a post- Laptop
Gain Attention / it to write down one thing they saw that they thought was interesting. Elmo
Activate Prior Sentence frames and questions will be provided at the end of the PPP
Knowledge slides.

Close reading of text on rainforests. We will read the text once chorally 15 minutes Close reading passage
as a class. Students will be given time to circle vocabulary words that (informational)
they have learned in the lesson, and share with their partners what they
Provide Input found. We will come back and co-construct sentences using the details
in the passage.

⾬林裡有——還有—— （In the rainforest, there are___, ___ and ___) 10 Anchor chart
Sentence strips
Word bank
Elicit Performance /
Provide Feedback

If applicable

Provide Input

If applicable

Elicit Performance /
Provide Feedback

Keys to Planning for Learning, 2013

Appendix M. Blank Lesson Plan Template
At the end of the lesson, we will use RoundRobin (per table) to share 3 Student created sentences.
the sentences that students created with each other, and then choose 3
students to share out what their partner said to make sure that they are
Closure listening to each other.

After becoming familiar with this sentence frame, students can use the 2 Students create sentences using
same frame with other objects and actions. They can use it to describe things they see in the classroom.
the food that they eat, items in their backpack, or games they play on the
Enhance Retention playground. This is a common structure that they can use for any future
& Transfer writing, especially those tied to their daily lives.

Reflection – Notes to Self
• What worked well? Why?
• What didn’t work? Why?
• What changes would
you make if you taught
this lesson again?
• ????
- The first time I used this lesson, 2-3 students who were not heritage language learners had trouble understanding the details
in the presentation. As a result, more numbers and picture were added to help students understand the context of the lesson.
- Some students did not pay attention to their classmates when they did timed pair share or when the class shared out. They
were more interested in what they wanted to say and share. As a result, I will have them share that their partner said rather
than what they said themselves to make sure that they are listening to their partners during sharing. We will also go over
listening etiquette before we start — and remind students that they have to look at their partners, lean in, and listen.

* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.

Keys to Planning for Learning, 2013