Ruita Coyne Revised Eld Lesson Plan

Ruita Coyne
April 27, 2014

2
nd
Grade
Content Area: ELD
30 minutes
Describing People, Places and Things
GOALS
ESOL Goal (Function): Describing people, places and things
o Using nouns, pronouns, and adjectives students learn to understand and generate oral and
written language with nouns, pronouns, and adjectives.

OBJECTIVES
ESOL Objective (Forms):
o Students will be able to write a description of a given picture using the following
sentence frames.
EI: The ________________ is/are __________________.
EA: The _____________ is/are ____________, but the ______________ is/are
______________.
Targeted Language Skills:
o Reading: Students will read the sentence frames in order to complete their sentences.
o Writing: Students will write a description of a given picture using the given sentence
frames.
o Listening: students will listen to their partners and teacher.
o Speaking: Students will speak using the provided sentence frames
Learning Strategies:
o Describing
PRE-REQUISITE KNOWLEDGE/SKILLS
o Students will already have the vocabulary necessary to describe the pictures.
o Students will have experience finding and working with their elbow partners using the 4
Ls (Lean toward partner, use a Low voice, Look at partner, and Listen to partner)
o Students will have experience using Give One, Get One

MATERIALS
o Picture Cards (pages taken from magazines and laminated), pictures should have a fair
amount of activity so students have things to describe.
o Sentence Strips
o Markers
o Paper
o Pencils
o White Board/Poster Paper for Word Bank

PROCEDURE
Anticipatory Set:
o In order to hook the students, play a quick game to get them thinking about descriptions.
Begin with simple directions like go stand by something yellow, or go stand by
something soft. Depending on students levels, the directions could be very explicit or
vague and could describe several things in the classroom or just one that students have to
find.
o This activity gets students thinking about the way we describe items to prepare them for
the lesson as well as uses Total Physical Response.
Teaching:
o After completing the game, have students come sit down at the carpet area, the teacher
will choose one of the pictures and model aloud describing the picture using the sentence
frames.
o As the teacher is describing the pictures using the sentence frames, create a word bank
that students can use as they orally describe their picture and for writing their own
sentences. Aim to include words at varied levels so students at different academic levels
can apply the words to their sentence frames.
o Once the teacher has modeled the activity, ask students to show with their fingers, their
comfort level (1 = too hard, cant do by themselves, 2 = can do with help from a partner,
3 = expert, could teach someone else). If one student shows a 1, provide support to them
when they work with partners, if more than one student shows a 1, model another
example using student participation. If all students show twos and threes, begin the
guided practice.
Guided Practice:
o With their elbow partners and a picture to share, students will describe the picture using
the sentence frames.
o Remind students of the 4 Ls of partner work, especially the listen to partner portion
because the teacher will be calling on students to share what their partner said after
partner work is complete.
o Provide students about 2 minutes to practice and share their sentences with their partners.
o As students are working in pairs, the teacher should be circulating the classroom listening
for students using the sentence frames accurately, proving support, praise, and
encouragement.
o Once the 2 minutes is up, bring the group back together and collect the pictures.
o The teacher can now quickly and randomly choose a couple pictures to be talked about.
Initially, call on the pair that had that picture and ask them to share the sentence their
partner said. Then ask the class if anyone else would like to practice a sentence
describing that picture.
o As sentences are being said, add the words used to fill in the sentence frames to the word
bank.
Independent Practice:
o One new picture will be posted for all students to see. Students will write a sentence
describing the picture using the given sentence frames.
o Remind students that the word bank is a resource they can use to complete their
sentences.
o The teacher should be circulating the room to provide support for students who need it.
Closure:
o Students will participate in Give One, Get One to orally share their sentences with
classmates.

DIFFERENTIATION
ESOL strategies are highlighted.

ASSESSMENT
Informal: Listen for accurate use of sentence frames in elbow partners.
Formal: Students will write three sentences describing a character in a story we read.

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Ruita Coyne

April 27, 2014

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