Lesson Plan Week 3 Amy Reese ESL 1: Intro to ESL English Proficiency Standard: Social Studies Grades: k-2

English Proficiency Level: Beginning Subject: Family Lesson: Naming your family members using Word/definition matching (31) Objective: ELLs will be able to sort words of family members and match the words to the correct pictures. Words to identify: Mother, father, brother, sister, grandma, grandpa, family 1. Introduce pictures identifying family members. Have the students repeat the word after pointing to the picture. (speaking) 2. Show students a picture of a family (mother, father, brother, and sister) and have the students repeat the word family. (speaking) 3. After all the content words have been introduced; each child will have a turn to identify the pictures all the family members when the teacher states it. (Listening) 4. Show the words written on cards and pronounce the word and have the students repeat each word. As I introduce the word, I have a student place the word with the correct picture. (listening and reading) 5. Once all words are identified and matched with the correct picture, take down the words and have students take turns placing each word with the picture, saying the word as it is placed with its identified picture. (reading) 6. Give each student cards with pictures of each content word and have each student trace the word, then write the word under each picture. (writing) 7. Teacher goes around to each student and has each student point to the picture of each family member and say the word that has been written under each picture.

Post-Instructional Response This lesson covered all four-language domains for a level 1 ELL. The following is a reflection of all domains and the assessment of each domain: Listening: Students had an opportunity to identify pictures of members of a family and point to persons reflective of content-related vocabulary when orally stated. The students had some difficulty at first since some of the content words have similar endings. I had one student mix up brother and sister while pointing to the pictures but had corrected himself quickly when he was given the opportunity to try again. Speaking: Students repeated each content word and could identify and name the correct family member when I assessed each student. Some students had some difficulty remembering how to pronounce the words but overall, it was a successful assessment. Some students found it easy because their native language utilized similar words for the English word (E.g. madre=mother) Reading: Students were given the chance to match pictures of family members to labels during the lesson. Some students mixed up some of the words and pictures but given a few chances for corrections became successful. Writing: Students copied written words onto picture cards, which had the word on the card and student traced the letters with their pencil as well as copy the word under the traced word. Having the students trace the word first helped the students when writing the word on their own. Some of the letters were still difficult for some like s but overall, every student completed all the words. In conclusion, I feel the lesson was effective and students can identify family members using English words with pictures. With daily repetition these family content words will quickly become a part of each students English vocabulary.