English as a Second Language Lesson Plan

Teaching English as a Foreign Language

Grade Level: 6-7 (12-14 year olds)
Time: 30-45 minutes

Overview of Lesson

At the end of this lesson, students will

be able to comprehend and understand
short stories in English as well as be
able to answer questions from the
short story in Spanish.

Description of Learners, Intended

Learning Goals, and Lesson Content

Learners
6th and 7th grade students (1214 years old)
25 per classroom, even male to
female ratio
2-3 years prior English
learning; overall speaking and
understanding abilities are low
to moderately low
Learning Goals
Be able to read a short story in
English
Be able to comprehend an
English story when reading
AND listening to the story
Be able to provide correct
responses to short answer
questions in Spanish over the
English story.
Lesson Content
Goldilocks, Little Red Riding
Hood, and The Three Little
Pigs
Groups of three (one group of
4) working together
15 minutes allotted per book
10 minutes reading
5 minutes for questions
Three or four questions
following the book regarding:
Main plot
Climax
Main conflict and
resolution
Stories and questions provided

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in English; answers should be

in Spanish
Learning Objectives

Students have a basic comprehension

of a short story in English
They are able to provide
correct responses to short
answer questions in Spanish

Standards

Standard 1.1: Identify and use reading

and listening strategies to make text
comprehensible and meaningful.
Standard 2.1: Read, listen to, view,
write about, and discuss texts and
performances from a wide range of
authors, subjects, and genres.

Required Materials

9-10 story tales in english. ex.

Goldilocks, Little Red Riding Hood,
Three Little Pigs.
Evaluation worksheet (attached) for
each student.

Procedures

Split the students into groups of three.

Based on the class size, there may be
one or two groups of four.
Show the class all of the fairy tale
book options available for the activity.
Explain that the books are all written
in English.
Hand out the activity sheet that has the
three questions that need to be
answered after the book is read.
Read the questions aloud to the class.
Explain that the questions are in
English but answers should be in
Spanish.
Each student will get the chance to
read a story aloud in their small
groups.
Students will get 10 minutes to read
the book aloud to the group and 5
minutes to answer the questions as a

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English as a Second Language Lesson Plan

group.
Rotate the books every 15 minutes.
Make sure everyone gets a chance to
read and answer questions.
If there are groups of four, let two
students share the same book. Let one
student read the first half of the book
and the other student read the second
half.
Gather the group up as a whole and go
over the book plots and how different
groups answered the questions.

Assessment

Each child will be assessed based on

the response given to the questions
under Description of Learners,
Intended Learning Goals, and
Lesson Content -> Lesson Content
Did they understand the main plot of
the story?
4- Answer has an accurate
explanation of the story with
all key components presented
3- Answer has an accurate
explanation with some key
components
2- Explanation on the story
was fairly accurate and is
missing several components
1- Main story line is given but
no key components mentioned
0- Story was not understood
Did they accurately explain the climax

This picture was found at http://litforkids.wordpress.com/2013/05/24/book-flight-little-red-riding-hoods/

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English as a Second Language Lesson Plan

of the story?
2- Answer correctly discusses
the climax and what events
caused the climax to happen
1- The climax is given but no
information is given about
what makes it the climax
0- climax was not understood
within the story
Did they describe at least one conflict
in the story and how it was resolved?
4- Conflict and resolution is
provided with accurate detail
and the effects of the conflict
3- Conflict and resolution is
provided with some detail and
a few effects
2- conflict and resolution is
provided but without any detail
1- Conflict OR resolution
stated correctly but not the
other
0- conflict and resolution was
not understood
Assessment would be out of 10
possible points
References and Reference Materials

Oberle, J. (1990). Teaching English as

a Second Language. Training.
27(4), 61-67.
Nomass, B.B. (2013). The Impact of
Using Technology in
Teaching English as a Second
Language. English Language
and Literature Studies. 3(1),
111-116.
English as a Second Language:
Intermediate Grades 5-8. (2009, June
2). Retrieved October 19, 2014.

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APA style references:

Oberle, J. (1990). Teaching English as a Second Language. Training. 27(4), 61-67.
This article focuses on the English language and how it is becoming universally known
and recognized. It is said to be the most common language spoken throughout the entire world. It
further explains how for over 400 million people, English is a second language. Immigrants from
other countries are coming to America in search of jobs and they do not speak English. It is
becoming an increasingly time sensitive problem and more businesses than ever are now
providing immigrant workers with tools to help them learn English so they can better thrive in
the work place.

Nomass, B.B. (2013). The Impact of Using Technology in Teaching English as a Second
Language. English Language and Literature Studies. 3(1), 111-116.
This article focuses on methods of using technology to teach English as a second
language and its pros and cons. Technology can be used in ways such as using online books and
activities as well as videos online teaching the language. It talks about how learning English is
now more convenient to learn because classes can be taken online and at your own pace. At the
end of the article, they included percents of how many students found technology helpful in
learning English as a second language, and for most, they said it was very helpful.
English as a Second Language: Intermediate Grades 5-8. (2009, June 2). Retrieved October 19,
2014.

Name: ______________________

Date: ___/____/____

Short Story Evaluation

(Would be translated into Spanish)
After you have read your short story aloud, answer the following questions regarding the content
of the story. Answer the questions in Spanish.
1. What was the main plot of the short story?

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2. What was the climax of the short story?

3. What was the main conflict in the short story?

4. What was the resolution to the short story?

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