TMATE Lesson Plan

Part 2
(A) Lesson Title: How To
(B) Standards: TEKS – English Language Arts and Reading, Grade 7 (b)
Knowledge and skills. (1) Developing and sustaining
foundational language skills: listening, speaking, discussion,
and thinking – oral language. The student develops oral
language through listening, speaking and discussion. The
student is expected to: (B) follow and give complex oral
instructions to perform specific tasks, answer questions, or
solve problems.

ELPS – (3)(B) expand and internalize initial English vocabulary

by learning and using high-frequency English words necessary
for identifying and describing people, places, and objects, by
retelling simple stories and basic information represented or
supported by pictures, and by learning and using routine
language needed for classroom communication; (C)  speak
using a variety of grammatical structures, sentence lengths,
sentence types, and connecting words with increasing accuracy
and ease as more English is acquired; (D)  speak using grade-
level content area vocabulary in context to internalize new
English words and build academic language proficiency; (E)
share information in cooperative learning interactions; (F)  ask
and give information ranging from using a very limited bank of
high-frequency, high-need, concrete vocabulary, including key
words and expressions needed for basic communication in
academic and social contexts, to using abstract and content-
based vocabulary during extended speaking assignments;
(H) narrate, describe, and explain with increasing specificity and
detail as more English is acquired; (I)  adapt spoken language
appropriately for formal and informal purposes.

CCRS – ELA III.A.1.b When speaking, observe audience

reaction and adjust presentation (e.g., pace, tone, vocabulary,
body language) to suit the audience. III.B.3.b. Use clear and
concise language to explain complex concepts; c. Practice
speaking from notes as well as from a prepared speech. CDS
I.E.1.a. Plan a project, establish its parameters, and complete is
with minimal supervision, seeking assistance accordingly.
(C) Learning The student will give an oral “how to” presentation on an activity
Objective: of their choice, scoring 4/5 on the grading rubric.
(D) Prior Learning: Content for this lesson is a continuation of directional skills initiated in
prior TEKS in grades K – 6.
Materials: Paper, pencil/pen, postcards, white board, markers, lesson frame

Lesson Cycle
(E) Focus (Hook):
How is the teacher introducing the learning topic? Involving the learner in a relevant way? Connecting to prior &
future learning?
Teacher: Students, I need you to pair up with your shoulder partner. I’ll give you a
few seconds (pause) 5, 4, 3, 2, 1. OK you should be sitting next to your shoulder
partner.

Teacher presents the first power point slide.

Teacher: I want to introduce you to my friend, Jeffrey.

Teacher presents the next power point slide.

Teacher: Jeffrey, is visiting from Key West Florida. Key West is the southernmost city
in the continental United States, and would you believe snow has never been
recorded there since the National Weather Service started keeping records in 1872?
I was speaking Jeffrey a couple of weeks ago during our snowstorm and he
mentioned he had never built a snowman. Can you believe that? Since Jeffrey’s
visiting I thought we could teach him. This is where you come in! We’re going to do a
quick Pair-Share.

Teacher presents the next power point slide.

Teacher: I want partner A to start and spend about 30 seconds explaining “how to”
build a snowman. When I call time, you will switch, and partner B will spend about 30
seconds explaining “how to” build a snowman. Thumbs up if you understand, hands
up if you have a question.

Teacher will pause to scan the room for thumbs up, and for any student questions.
Teacher presents the next power point slide.

Teacher: Ready… Partner A, please begin explaining “how to” build a snowman.

Teacher will allow 30 seconds for Partner A share. During the Pair-Share, the teacher
is walking about the class observing the student explanations.

Teacher: OK… time to switch. Partner B, you now have 30 seconds to explain “how
to “ build a snowman.

Teacher will allow 30 seconds for Partner B to share. During the Pair-Share, the
teacher is walking about the class observing the student explanations. Teacher
presents the next power point slide.
Teacher: Times up! Now, does everyone think they could build a snowman with the
instructions they were given?

Teacher pauses to acknowledge student responses.

Teacher: In this exercise you just gave an oral presentation of “how to” build a
snowman to your shoulder partner. How did you do?

Possible questions:
Did you identify any supplies you may need? (carrot, coal, buttons, sticks, hat, gloves,
scarf)
Was your snowman made from two snowballs? Or three? What might make the
difference?
Were the instructions presented in a sequential order? And easy to follow?

Teacher: These are some of the questions that will help us understand “how to” give
instructions. Let’s take a look at our learning objective.

Teacher presents the next power point slide.

Teacher: Our learning objective is students will give an oral “how to” presentation on
an activity of their choice, scoring 4/5 on the grading rubric. Let’s check our lesson
frame.

Teacher directs attention to the lesson frame.

Teacher: We will learn to give an oral “how to” presentation to complete a task. Now,
let’s read the closing task together…

Teacher and Students: I will give an oral “how to” presentation to complete a task.
What is the student doing?
Students will participate in class discussion of the components of an oral
presentation. Students will respond to teacher questions to express understanding
and will recall what they already know about giving oral instructions for multiple action
steps that were introduced in the sixth grade TEKS.
(F) Instructional Delivery (Teacher Input):
How is the teacher delivering content related to the central focus and objective? What are the key teaching points,
key vocabulary, and elements of the content? How is the teacher relating content to the learners’ world? What
varied instructional strategies are being used? Is the instruction learner centered?
Teacher presents the next power point slide.

Teacher: What is an oral presentation?

Teacher presents the next power point slide.

Teacher: An oral presentation is the verbal sharing of information to a group or

audience to explain, inform, teach, or entertain.

Teacher presents the next power point slide.

Teacher: How do I explain “how to”?

Teacher presents the next power point slide.

Teacher: Start from the beginning. Assume the information is new to your audience.
Just as Jeffrey had never built a snowman, we had to start with the basics. But if he
had some experience with snow, our instructions may have differed. Research your
topic and know your “stuff”. You can’t easily teach someone “how to” if you have not
done it before. Write down the steps to completing your task or activity, in the order in
which things should be done. By doing so, you can make sure you’ve not left out an
important step. And think about any tools or supplies need to show “how to” do your
task. Show of hands, how many of you thought to tell you Pair-Share partner the
supplies you needed?

Teacher pauses for student acknowledgement.

Teacher: If your partner told you the supplies you need, turn to them, and say, “Good
Job!”.

Teacher pauses for student compliments and presents the next power point slide.

Teacher: When giving an oral presentation there are some speaking do’s. Let’s take
a look.

Teacher calls on individual students to read each speaking do, while exhibiting the
appropriate behavior and elaboration on the ‘do’ as necessary. Teacher presents the
next power point slide.

Teacher: There are also a few speaking don’ts. Let’s review those.

Teacher calls on individual students to read each speaking don’t, while exhibiting the
appropriate behavior and elaboration on the ‘don’t’ as necessary. Teacher presents
the next power point slide.

Teacher: While there are speaker do’s and don’ts, there are also listener do’s and
don’ts. Let’s see what it takes to be a good audience.

Teacher calls on individual students to read each listening do, while exhibiting the
appropriate behavior and elaborating on the ‘do’ as necessary. Teacher presents the
next power point slide.

Teacher: There are also some listening don’ts.

Teacher calls on individual students to read each listening don’t, while exhibiting the
appropriate behavior and elaborating on the ‘don’t’ as necessary. Teacher presents
the next power point slide.

Teacher: Show of hands, how many of you have given an oral presentation before?

Teacher pauses to acknowledge the show of hands and gauge prior understanding of
this task.

Teacher: If you have done an oral presentation before, this will be a review. If you
have not, this will be helpful information. How do you prepare for an oral
presentation? Rehearse your presentation in front of a mirror. Practice in front of
family or friends. Have someone time your presentation to ensure you can complete
the necessary information within the given time limit – if there is one. Your
presentation will have a 10 minute time frame.

Teacher presents the next power point slide.

Teacher: Any questions about how to give or prepare for an oral presentation,
speaking do’s/don’ts, or listening do’s and don’ts?

Teacher pauses for student questions.

What is the student doing?
Students will participate in a “how to” demonstration to complete a writing task.
(G) Guided Practice:
How are the students practicing the skill/knowledge they just learned? How is the teacher providing individual and
whole-class feedback? Is the practice directly related to the standards, objectives, and content? Does this activity
allow students to model the behavior/skills being evaluated in the Independent practice?
Teacher presents the next power point slide.

Teacher: Let me show you “how to”

Teacher presents the next power point slide.

Teacher: Write a postcard. I recently took a trip to New York with my daughter and
she wanted to send a postcard to her best friend, so we went to the gift shop,
purchased a few postcards, and I let her fill one out. When she handed back, she
had not included her friends address. There was no way for the post office to know
where they were to deliver this postcard. It was at that moment we learned that she
had never been taught “how to” write/send a postcard. So, today, we’ll make sure you
know how to do so.

Teacher presents the next power point slide and passes out postcards for each
student. Once each student has a postcard in hand…

Teacher: Now that each of you have a postcard. A postcard is mail without an
envelope. I want you to look at it. On the front side you will typically see a picture or
image of the place you are visiting. On the back, you’ll see a place for writing. Today
we’re going to send a postcard to someone that you know. It may be a family
member or friend, as long as you know their address. Now I want you to put your
postcard on your desk photo side down.

Teacher pauses for students to place their postcards face down, while walking around
the room to aid students, as necessary. Teacher presents the next power point slide.

Teacher: The first thing you’ll want to do is write the recipient’s name and address on
the right side of the postcard. This is the address of the person you’re sending the
postcard to. Some postcards will have lines, some may be blank. Take a few
minutes and write their name and address on the right side of your postcard.

Teacher pauses to allow students to complete step 1. Teacher will walk around and
assist students, as necessary. When students appear to have completed this step,
Teacher presents the next power point slide.

Teacher: Now we’ll move on to the left side of your postcard. We’ll start with the
date. Look at my example and write the date in the top right corner of the left side of
your postcard. This lets your recipient know when you visited. After the date, you will
want to start with a greeting, such as “Dear Jane”. Take a minute and add the date,
and your greeting.

Teacher pauses to allow students to complete step 2 and step 3. Teacher will walk
around and assist students, as necessary. When students appear to have completed
this step, Teacher presents the next power point slide.

Teacher: Next, you will write a message to your recipient. You may want to tell them
where you are, what you’ve been doing, places you’ve seen, or what the weather is
like. I’ll give you 5 minutes to write a quick message to your recipient.

Teacher pauses to allow students to complete step 4. Teacher will walk around and
assist students, as necessary. When students appear to have completed this step,
Teacher presents the next power point slide.

Teacher: You may want to finish your message with a closing sentence, such as “I’ll
see you soon,”. I’ll give you a couple of minutes to write your closing sentence.

Teacher pauses to allow students to complete step 5. Teacher will walk around and
assist students, as necessary. When students appear to have completed this step,
Teacher presents the next power point slide.

Teacher: We’re almost done. Next, you will write an ending and sign your name.
Take a minute to end your postcard and sign your name.
Teacher pauses to allow students to complete step 6. Teacher will walk around and
assist students, as necessary. When students appear to have completed this step,
teacher presents the next power point slide.

Teacher: Finally, you affix a stamp in the upper right corner of the postcard. As of
today, the current cost of a postage stamp for a postcard is $.36. You typically have
to go to the Post Office to purchase postcard stamps, so if you travel, you might want
to consider buying some before you leave.

Teacher presents the next power point slide.

Teacher: Now you know “how to” write a postcard.

Teacher presents the next power point slide.

Teacher: Any questions on “how to” write a postcard?

Teacher pauses to allow for student questions. Teacher presents the next power point
slide.

Teacher: Now let’s review our learning objective. Students will give an oral “how to”
presentation on an activity of their choice, scoring 4/5 on the grading rubric. This is
where you get to shine. You will present an oral presentation of something you know
“how to” do.

Teacher presents the next power point slide.

Teacher: Here are just a few examples of the “how to” presentations you may
consider.

Teacher reads some of the examples and pauses to allow students time to review the
sample “how to” topics.

Teacher: This list is not exhaustive; you may choose something else.

Teacher presents the next power point slide.

Teacher: Before we move on to your independent practice, let’s do a StandUp-

HandUp-PairUp. Let’s get your blood flowing and review what we’ve just learned. I
want everybody to stand up. When I say “Go” you will put one hand up in the air and
when you find a pair, you will high five and put your hands down. Ready, set, Go…

Teacher pauses to allow students to pair up. When all hands are down, and all
students paired with a partner, the teacher will continue.

Teacher: OK, with your partner, I want you to think about 1 speaking “do” we learned
about today. I’ll give your 15 seconds to think of your answer, and “go”…

Teacher allows 15 seconds of think time.

Teacher: Now I want you to share aloud with your partner 1 speaking “do”. If your
partner gives a correct answer, I want you to fist bump and say, “way to go”. If your
partner does not give a correct answer, I want to you offer a correct answer in a
respectful manner. Remember we’re encouraging and coaching each other. Ready,
set, “share”.

Teacher allows 15 seconds of sharing time while walking among the students to
monitor for understanding of the speaking “do’s” as well as encouragement and
coaching during the pair share.

Teacher repeats the StandUp-HandUp-PairUp activity with students changing

partners with each prompt asked.

Possible prompts
Name a speaking “do”
Name a listening “don’t”
What is one way to prepare for an oral presentation?
How do I explain “how to”
Name a speaking “don’t”
Name a listening “do”
What is the student doing?
Students participate in the StandUp-HandUp-PairUp activity circling the room to a
new partner with each prompt, voicing understanding of the lesson content.
(H) Independent Practice:
Does the activity described in this section directly relate to the Learning Objective? Does this activity reinforce the
learning of the lesson? Is the assessment authentic? How will this assessment be scored? Remember that you
must create the assessment, including full instructions, an answer key, rubric, and/or grading guide.
Teacher: Let’s take another look at our lesson frame, and our closing task. Read it
with me…

Teacher and Students: I will give an oral “how to” presentation to complete a task.

Teacher will present the next power point slide.

Teacher: Now, it’s your turn. I want you to think about your “how to” presentation.
Remember, you may use one of the suggestions, or you may come up with your own
idea. This activity should show us something more about you. You will first need to
decide what task or activity you want to present. I’ll give you time to think about it,
and as soon as you think of your task or activity, give me a thumbs up and I’ll come
check it out. You’ll have about 15 minutes to think about your activity.

Teacher presents the next power point slide.

Teacher: When you select your topic, I want you to write it out just like you see on the
screen… “I will give an oral presentation on “how to” ______________” and I want
you to fill in the blank. OK…”GO”.

Teacher provides time for students to think about their presentation topics, while
walking around the room monitoring for understanding and task focus. Teacher will
also monitor for thumbs up to check student task or activity.
What is the student doing?
Students are completing their topic selection and once their topic is approved, may
begin research or development.
(I) Closure:
Does the closure summarize the learning? Does it involve the learner? Does it connect to future learning?
Teacher: OK, everybody has selected a “how to” topic for their presentation. In our
next class, we will review the lesson frame, and you will begin researching and writing
your oral presentation. As you’re working on your presentation, you will want to think
about any props/tools/supplies that you may need. You may want to include a google
slide show, or an illustrated poster. I will let you be creative. Whatever you chose,
you want to make it inviting and exciting for your audience. We will also discuss
when you will present your “how to” to the class. We can probably do 3 to 4
presentations per day, so we’ll discuss a schedule for the presentations.

Teacher: Why do you think we need to know how to follow and give instructions in
this format?

Teacher pauses for student reflection and possible answers.

Teacher: I want you to think about your daily routine. When might you need to follow
or give instructions?

Teacher pauses to allow for student response.

Possible scenarios:
Learning to solve a complex Algebra equation
Learning to drive
Telling a friend how to get to your house
Teaching your little brother or sister how to ride a bike

Teacher: We don’t realize how often we learn “how to” do something through oral
presentation. We will work on your presentations the next time we meet.
What is the student doing?
Students are putting their materials away to transition to the next class and sharing
their topic ideas with their peers.

(J) Enrichment: (K) Reteach:

What learning opportunities will you offer to students Describe different instructional strategies you will use to
who have already mastered or quickly master the reteach the material if students do not master the
objective? objective?
Enrichment opportunities may be varied with
this lesson. It is expected that advanced
students will present a “how to” for more
complex tasks and use digital technology, or
advanced visual aids, with their presentation.
Baseline students, and slower learners may
present a less complex “how to” task or
activity with a less complex visual aid or
representation.
Modifications:
Students requiring re-teach of the lesson
content will be provided with one on one, or
small group, guidance in reviewing “how to”
topics and assistance in breaking down the
activity into discernable parts to identify steps
to identify in their oral presentation.
Students requiring additional assistance with
the oral presentation piece may receive one
on one, or small pair/group practice with oral
readings of prepared information (ex. a recipe
card)
Accommodations: