Jade Payad

T&L 409

Lesson Plan
1. Topic/ Subject Content Area
- The topic that I am doing is about farm animals (chicken, duck, pig, etc.)

2. Target Students
- The target students are 4th graders in a diverse classroom

3. Content Objectives
- SWBAT identify different kinds of farm animals
- SWBAT describe characteristics of farm animals

Language Objectives:
1. SWBAT orally identify a farm animal based on given characteristics.
2. SWBAT orally describe characteristics of farm animals, using vocabulary
related to farm animal.

1. Materials
- Video- www.teachertube.com/video/learn-about-farm-animals-284045
- PowerPoint Presentation
- Computer and Projector for PowerPoint Presentation
- Worksheet/Handout
- Pencil
- Paper
- Card with picture of farm animal for Headbanz Game
- Bands for Headbanz Game

2. Instructional sequences, Steps and Timelines, Activities --- Pre-, In-,

Post- Stages

Pre- Stage
- Play video about farm animals to get students interested in the topic- Video (3
minutes)- (Stop the video at 2:15 minutes)
In- Stage
- Teacher will teach the students the different farm Animals, their
characteristics and descriptions. (10-15 minutes)
 a. The teacher will use a PowerPoint presentation, which the teacher will
make beforehand, with pictures of the different farm animals, and the
vocabulary words, and describe the farm animals to the students.
b. The teacher will use 6 vocabulary words, that will describe the different
farm animals
- The teacher and the students will have a class discussion and answer any
questions the students might have. This will be a good time for the teacher
and the student to review what they have learned about farm animals. (5-10
minutes)
- Let/give students do a task or an activity - Complete word search (activity
sheet), group discussion, and headbanz game.
a. Activity Sheet /worksheet (5-10 minutes)
b. Group Discussion (5-10 minutes) - After completing the activity
sheet/worksheet, the students will go in groups of 3, to discuss and ask
each other questions, and to clear any confusions the student may
have about the lesson.
c. Headbanz Game (15 minutes)- Students will be participating in the
game of headbandz, where they will place a card without seeing the
picture of a farm animal on their forehead and have to identify what
animal it is through descriptions and characteristics their classmates
give them. This activity will be done with partners each person will take
turns describing an animal and then having the opportunity to guess
what animal is being described.

Post- Stage
- Evaluate Students work – Assessment (Oral Interview)(10 minutes)
Oral Interview Assessment (10 minutes)
After the students have done the activity, the students will individually come to the
teacher and have a conversation with them. The teacher will ask specific questions
about descriptions and characteristics of farm animals. The teacher will listen in for
keywords given by the students, and ask them questions from the original question
asked. The follow up questions will depend on what the student’s original answer
was. Below are some sample questions that the teacher would use to get the
conversation started and going.

Questions for Oral Assessment Interview:

1. Can you describe what a chicken looks like?
2. What is your favorite farm animal?
3. Why is it your favorite farm animal?
4. Can you describe your favorite farm animal?
5. What animal farm have you seen before?
6. What animal farm would you like to see?
Worksheet/ Activity Sheet (Will find in the In- Stage)
 Analytic Rubric for Oral Language Assessment

Focus/Rating 1 2 3 4 5

Speaking Begins to name Begins to name Can begin to start When having an Communicates
very few concrete concrete objects a conversation, oral interview, competently,
objects asks and they can give oral interview
responds to details and response is
simple questions descriptions, has clear, has little
some errors but to no error
does not interfere
with meaning

Fluency Repeats words Speaks in single Occasionally Speaks almost Speaks fluently,
and phrases, word utterances hesitates when like a native like a native
when responding and short speaking. (3-4 speaker, but still speaker, with
or asking a patterns; repeats errors) makes little no hesitations
question some words mistakes (1-2 or errors (no
errors ) errors)
Grammatical Uses little or no Uses simple Uses complex Uses a variety of Master a variety
Structure grammatical grammatical sentences and structure with of grammatical
structure structure (5 or grammatical occasional structure (no
more errors) structure (ex. grammatical errors)
Irregular, forms errors (1-2 errors)
such as wrong
tense) (3-4 errors)
Vocabulary Uses very little or Uses limited Uses adequate Uses adequate Uses extensive
limited vocabulary, when vocabulary, but vocabulary, but vocabulary, 0 or
vocabulary, responding or still makes 3-4 makes 1-2 errors no errors out of
student failed to asking a question errors out of 6 out of 6 6 vocabulary
use vocabulary in the oral learned in class, vocabulary learned in class
that was learned interview, but still when talking or learned in class
in class. makes 4-5 errors responding
out of 6
vocabulary words
learned in class
 Justification Page

The lesson plan that I chose is about farm animals. This lesson plan is for 4th

grade students in a diverse classroom. The lesson plan that I chose is the Pre-, In-

Post- Stage. In the Pre- Stage, The teacher will show a video that would get students

interested in the topic. In the In- Stage, the teacher will give a lesson, and then the

students will do activities and worksheets. In the Post- Stage, the teacher will give an

evaluation or an assessment. (Woodward, 124)

I put the authentic assessment in the Post- Stage of the lesson plan. For the

assessment I chose to do the oral language assessment. This is where the students will

be assessed by their speaking, their language, etc. The type of oral language

assessment that I chose is the oral interview. This can be done individually or in pairs,

but in this assessment I chose to do it individually. This type of oral language

assessment can be used for all levels of language proficiency. It does not require any

preparation for students. The language functions used are, describing, giving

information and giving an opinion. (O’Malley and Pierce, 78)

The rubric is an analytic one, and it is specifically assessing the oral language,

the students Speaking, Fluency, grammatical structure, and vocabulary. The grading

scale is from 1 to 5. This rubric will help when evaluating the student’s letters

(Assessment activity). The goal of the teacher is to have all students at the end of the

lesson/assessment to be meeting standard/above standard or finding out who is

struggling with their oral language.

 Bibliography

O'Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners:

Practical approaches for teachers. Reading, MA: Addison-Wesley Pub.

Woodward, T., (2001). Planning lessons and courses: Designing sequences of work for the

language classroom. Reading MA: Cambridge University Press.