ELD Lesson Plan
Grade Level: Sixth Grade
Level of ELD: Intermediate Level
Objective: Vocabulary Building
Prior Knowledge and Skills: word recognition, writing, some sentence structure
trailhead, wilderness, canyon, rapids, canoe, doe/fawn
Materials: flashcards, overhead projector, pencil/marker, short film
1. Anticipatory Set (Time: 15 minutes)
The teacher will show a short film about the forest/wilderness. Each vocabulary word will be used in this film. Then the teacher will begin a short discussion on what was shown in the film. This will show whether or not the students understood what they were watching. The students are able to bring any prior knowledge to the discussion.
2. Instruction/Direct Teaching (Time: 10 minutes)
The teacher will write the short list of vocabulary words on the board with their definitions. Then the teacher will read each definition to the small group of students. The students will write each vocabulary word, along with the definitions down on flashcards (one word per flashcard, the word and definition on opposite sides). Then the teacher will show a picture of each word and describe what is in the picture without using the vocabulary word. This is like giving another definition, but a visual one. If the students like the “new” definition then he/she will write that one down too.
3. Guided Practice (Time: 10 minutes)
The teacher will choose any two of the six words and write sentences with them. He/She will demonstrate how each sentence coincides with the definitions. The students will write down the two example sentences on the proper flashcard on the side of the vocabulary word. This is so if the student forgets the definition, he/she can read the sentence without turning the card over and possibly come up with the definition. If there are any questions then the teacher should answer them at this point.
4. Independent Practice (Time: 20 minutes)
The student will write sentences for the next four vocabulary words. After the students have quickly written down sentences on a regular sheet of paper, the teacher will then ask each student to read their sentence aloud. The teacher will randomly call each student for each vocabulary word. If the sentence is good, the teacher will tell the student to write his/her sentence on the flashcard of the appropriate vocabulary word. If the sentence is bad, the teacher will help the student rewrite the sentence without changing the meaning.
5. Assessment (Time: HOMEWORK)
If there is enough time then the student will be able to begin the assessment in class, otherwise they will need to take it home for homework. The student will write a short paragraph summarizing the movie with the new vocabulary words. The students will be able to use their flashcards, so the paragraph should not be too difficult and it should let the teacher know whether or not the student really understands the new vocabulary words.
6. Intelligence Inventory
• Linguistic: Students are able to discuss the movie and past experiences. They write down word definitions along with sentences. The student then presents their sentence to the class for feedback.
• Spatial: Students are able to use flashcards for their learning experience.
• Interpersonal: Students discuss the movie along with their sentences with their peers.
• Intrapersonal: Students work individually to make their own sentences. They also think about which definition will better suit them in the long run.