Demonstrational Instruction Plan: How to Make

Flower Pens on Mother’s Day

Level: Beginner-Advanced; English Language Learners

Performance Indicators:
 Learning Strategy Objective: To follow a written
step-by-step instructional guide with the aid of
visual cues.
 Language Objective: To acquire vocabulary for
simple sensory motor actions and descriptive
adjectives.
 Content Objective: To make flower pens for
students’ mothers, sisters, grandmas, aunts, etc.
as a Mother’s Day present.

Materials:
 Artificial flowers
 Floral tape
 Pens with caps

Warm-Up: Show students previously made flower pens and ask them what
they know about Mother’s Day and what it means in America.

TESOL Standard: Standard 1. English language learners communicate for

social, intercultural, and instructional purposes within the school setting.

Task Chain 1. Following instructional guide with aid of visual cues

1. Instructor passes out the written step-by-step instructional guide to
each student.
2. Students then pair up and receive their individual materials.
3. Instructor recites the directions to the students aloud asking everyone
to follow along.
4. Instructor recites the directions once again using the materials to act
out each step of the direction and complete the task at hand.
5. Instructor allows students to ask questions; each answer is given
verbally and with a visual cue.
6. Students are instructed not to touch their materials just yet.

Task Chain 2. Acquiring vocabulary for actions and adjectives

1. Instructor puts up transparency of all the sensorimotor actions used in
the written step-by-step guide.
 2. Instructor asks students if they can enact such actions with their
materials while they say the vocabulary word aloud.
3. Each word that is used is circled as a vocabulary word (at least 10).
4. Then instructor asks students to use various descriptive adjectives
they have previously heard to describe their flowers.
5. These words are written on the board by instructor.
6. Out of the list of adjectives the instructor will circle five which are to
be added to the day’s vocabulary list.

Task Chain 3. Creating flower pens

1. Students are given permission to begin creating their flower pens.
2. In their pairs Student 1 will be reading the directions aloud to Student
2 as he or she is creating their flower pen. When Student 2 is finished
the roles are reversed.
3. Students must use the action vocabulary words properly only when it
is their turn to direct. The other student’s responsibility is to listen.
4. When students are finished each will say a sentence aloud to the class
about their flower pen using a descriptive adjective.

Final Assessment: Making Flower pens

1. Students will receive The Assessment Sheet and should be able to
affirm their awareness of sequence, and knowledge of sensorimotor
vocabulary and descriptive adjectives.
2. On the back, students will write a few sentences about who they are
going to give their flower pen to on Mother’s Day or if they are going
to keep it for themselves and why.
 The Assessment Sheet

Awareness of Sequence. Number these steps in the correct order

_Continue to wrap floral tape around pen, stretching tape as you go

_Wrap floral tape above the pint of pen tightly
_Tape flower to top of pen
_Cut off extra floral tape
_Wrap floral tape securely around flower’s stem twice

Vocabulary. Circle three action words and three adjectives from our vocab. List

Bump Wrap Beautiful Cut Smile

Log
Smell Stretching Gorgeous Tape

Pretty
Cool Whale Lemon Mother

Context for vocabulary. Fill in the blanks with an appropriate word from our
vocab list.
1. I had to __________ extra floral tape.
2. Ms. Nagi said her flower was _________.
3. The first step was to _______ the flower to the pen.
4. Flowers are _______ plants.
5. My partner told me to _______ the tape around the entire pen.