EDUC 230 Lesson Plan 2

Your Name: Estefany Gallardo

Grade level this plan is for: Materials you’ll use: cards, pictures, previous notes


2 Grade

Central Learning Focus and Planned Learning Outcomes

Central Focus Interpersonal communication is the exchange of information and the negotiation of meaning between and among
individuals.
(Content)
ELA Anchor Standard W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-
LS4-1)
Standards for
Mathematical Practice

Learning Standard(s) . 7.1.NL.IPERS.1: Respond to a few simple questions on very familiar topics using memorized words and phrases
for the Central Focus that have been repeatedly practiced.

Objectives based on the - Through the target language, learners recognize and identify the names of a few typical products related to
Learning Standards everyday life in the target culture and in the learners’ own culture.
listed above - Learners recognize and identify a few typical practices of the target culture.

Prior Academic Greetings based on different levels of language formality, school supplies in target culture and in the United States,
Knowledge authentic songs and dances as a reflection of target-language people. Family members, school supplies, pets, and or
the weather.
Anticipated Issues Students may have trouble recalling previous words or sentences practiced.
 Academic Language Demands
(Vocabulary)
Family members:
- Mom /Dad
- Brother/sister
- Uncle/Aunt
- Grandfather/Grandmother
- Causins
School Supplies:
- Paper
- Pencil/colors
- Eraser
- Scissors
- Books/ notebooks
Pets:
Language Used
- Cat /dog
(Vocabulary, Syntax, Weather:
Discourse) - Cold
- Hot
- Sun
- Snow
- Rain
- Wind
- Fog
(Syntax)
- I am / I'm
- You /you’re
- We/ we’re
- they /they’re
- He /He’s
- She/She’s
- it it’s
Meeting the Language Use the words in sentences while answering questions through a conversation.
Demands

Assessment
Assessment Type Evaluation Criteria and Feedback for Students

Assessment Task Planned Modifications to
(Informal or (Teacher Tasks - What evidence of student learning related to the
Description Assessment Tasks
Formal) learning objectives and central focus does the assessment task
(Student Tasks)
provide? What feedback will you provide the students?)
Completing dialogue or - Watch for any student This assessment shows that the students were able to Respond to a few
conversations through written that may need help and simple questions on very familiar topics using memorized words and
Informal prompts. guide them accordingly. phrases that have been repeatedly practiced.
(During Instruction) - If students are struggling
have them pair up and
help each other.
Oral practice with each other - If students can't get This assessment shows that the students were able to Respond to a few
something right have simple questions on very familiar topics using memorized words and
Informal them practice more and phrases that have been repeatedly practiced.
(During Instruction) or have them read
practice with more
partners.
Worksheet Quiz/Test - Have students take a short This assessment shows that the students were able to Respond to a few
Formal quiz to assess what they simple questions on very familiar topics using memorized words and
have learned and what you phrases that have been repeatedly practiced.
(After Instruction)
need to go revisit and
teach a different way.

Launch / Motivation /
Anticipatory Set
(Engage)
Instructional Core
Sequence
(Explore, Explain, Elaborate)
Structured Practice &
Application
(Formal Assessment or
Evaluate)
Closure
How does your lesson
plan include language
arts, math, or social
studies content?
Extension Activity
Differentiation/Planned
Additional Support
(Special Needs, ELL,
Gifted, Apathetic)
Instructional Strategies and Learning Tasks
Once students reach the classroom have them sit and have them do a “warm up” of words of sentences used on the
previous class. Then pass around the classroom cards with different words and questions previously practiced.
Have the students brake into groups of pairs, and have them come up with a proper way to ask a question with the
word they were given and a question to have them answered. While they are practicing go around the classroom
and guide or correct students who are struggling and or give them a push in the right direction to have them
remember. If done, have them complete written prompts or conversations with their words previous learned. If
they are struggling have them work together to figure out what word is used where. If they worked separate have
them compare answers before going over it as a class. In the end have them fix any desks and collect all the cards
used during the lesson. Have them share what they practice at home so that they can share how their conversation
went at the next class.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-
LS4-1)
MP.2 Reason abstractly and quantitatively. (2-LS4-1)
If students have finished both of their assignments have them complete different prompts as extra practice.
Materials
- Pictures,
- Class Recordings
- Less workload
Instruction
- Give the students time to adjust to their new surroundings and language, and to have an opportunity to
demonstrate their learning over time, do not rush them.
 Teaching Analysis
(You do not need to complete this section.)
Which lesson aspects
worked?

Which did not work as

well as you planned?

What would you need to

say/do tomorrow, based
on how well this lesson
worked today?

Specific Changes

Resources
World Languages NJSLS 2020 (June 2020)
WEATHER Words: Useful Words & Phrases to Describe the Weather in English - My English Tutors