Phase 2 Lesson Plan Sample: Children/Young Learners

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Based on a lesson from:
U. S. Department of State, Office of English Language Programs Bureau of Educational
and Cultural Affairs. (2013, June 12). Shaping the way we teach English: From
observation to action: Primary: Very young learners: Unit 2 [Video file]. Retrieved
from https://www.youtube.com/watch?v=qqaAdZ9hZhY
A. Students and Setting
Students
Kindergarten/first grade (ages 5-6); beginning English in a Spanish-speaking environment.
Could be adapted up to ages 7-10. There are 25-30 students in the class.
Setting
This is a public school where the teacher has the same students daily. English is practiced in
20-30 minute lessons every day. She can build vocabulary from day to day with English lessons
and games. The chairs and desks are lightweight and easily moved around to different
configurations for whole-class or pair/group work.
B. Lesson Background
This lesson introduces new vocabulary for the first time: Introductions (This is [name]. Her/his
name is . ) and designations of boy vs. girl. Students will find the puppets amusing, and the
realia will help alleviate self-consciousness as children learn new words.
C. Learning Objectives/ Expected Results
Students will listen and hear the vocabulary many times in slightly different contexts. Since this
is the first time to hear this vocabulary, students respond orally only if they can. By the end of
the lesson, they will have some basic understanding of what the new vocabulary words mean.
Continued practice in later lessons will help them acquire the language and be able
to remember the words, understand what they designate, and say/apply them appropriately.
D. MATERIALS and SOURCES
Materials
This idea comes from Shin (2006) and the Shaping video (2013) below. Two large, child-sized
puppets made by the teacher from old clothing, stuffed with cloth or straw, and cardboard cutout and drawn or painted heads. (Children could loan shirts and shorts or dresses to be used for
a day or two.) Puppets need to be identifiably male and female.

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan Children/Young Learners
Page 1

Sources
Puppets are made by the teacher from cardboard and old clothes.
Shin, J. (2006). Ten helpful ideas for teaching English to young learners. English
Teaching Forum 44 (2), 2-7,13. Retrieved
from http://americanenglish.state.gov/files/ae/resource_files/06-44-2-b.pdf
U. S. Department of State, Office of English Language Programs Bureau of Educational
and Cultural Affairs. (2013, June 12). Shaping the way we teach English: From
observation to action: Primary: Very young learners: Unit 2 [Video file]. Retrieved
from https://www.youtube.com/watch?v=qqaAdZ9hZhY
Additional sources used in Phase 2
Bean bag for the game, made by the teacher. This is idea comes from Schindler (2006).
Schindler, A. (2006). Channelling children's energy through vocabulary activities. English
Teaching Forum, 44 (2), 8-12. Retrieved
from http://americanenglish.state.gov/files/ae/resource_files/06-44-2-c.pdf

E. PROCEDURES / TIMING
Use either the table format (Option 1) or the list format (Option 2) to create the
Procedures/Timing portion of your lesson plan.
Option 1: Table Format
Teacher does/says . . .

Students do/say . . .

Approximate
Time

Place puppets on chairs

Assemble in circle or group

5 min.

Introduce puppets using names:

This is . . .
His/her name is
Is this a girl or a boy?
Hello [name]
Wave to

Watch and listen

Respond if able

5 min.

Have students interact with puppets:

Who wants to sit next to [name]?
Teddy sits next to [name]
She is a girl/boy.
Are they girls or boys?

One or two students come

up to sit with puppets as
requested.

10 min.

Now were going to play a game.

Is the teacher a girl or boy?
Is Pedro [the puppet] a boy or a girl?
Engages all students in movement:

10 min.
Respond if able to:
A girl
A boy
Girls stand up

15 min.

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan Children/Young Learners
Page 2

Students respond if they can.

All the girls stand up.
Are you boys or girls?
Now all the girls sit down.
All the boys are going to stand up.
Encourages children if they are slow to stand.
Are you boys or girls?

Boys stand up

Students respond orally if

they can.

Continues asking questions, using or and

singular and plural forms, encouraging
students to speak, and waiting until one or
more students responds.
Now everyone sit down. [Signals transition to
new part of the lesson.]
Now were going to play another game. . . .
Continues to next part of the lesson.
Puts students in small groups
We are now going to introduce the puppet to
our group
Say, This is Pedro
Say, Hello, Pedro!
Tell them your names.

Total: 30-40
min.
Assemble in small groups

Introduce themselves:
Hello Pedro, Im Paolo.
Now lets play a game. Everyone get in a big
circle.

Form a circle.

This is a bean bag. Pass it around.

Motions to children to pass the bag.

Pass the bag from one to the

other in the circle.

OK, now lets clap hands. When I say Stop!

the person with the bag must answer my
question.
Has students pass the bag, says Hot potato,
hot potato, hot potato, Stop!
Then stops the clapping and asks a question:
What is your name? Or Are you a boy or a
girl? or What is her name? (pointing to
another child).

Practice passing and trying

to answer questions.
[By the end of the game,
most students will be able to
answer the questions
correctly.]

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan Children/Young Learners
Page 3

Follow-up:
After the game, teacher can place students in
pairs and have them introduce themselves.
Then have them introduce their partner to
another pair, etc., until all have had a chance
to introduce each other.
Option 2: List Format
Teacher does/says . . .
Students do/say . . .
Approximate time:

Teacher does/says . . .
Students do/say . . .
Approximate time:

Teacher does/says . . .
Students do/say . . .
Approximate time:

Teacher does/says . . .
Students do/say . . .
Approximate time:

Etc: [Use as many lines as needed]

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan Children/Young Learners
Page 4

Additional Elements for Phase 2

F. LEARNER FEEDBACK/FORMATIVE ASSESSMENT:
Although in the initial lesson not all children will be able to say the words, I will know what they
understand by their nodding or action responses. In the second activity, while the students play
the game, I will be making mental notes on whether students are able to answer easily and
quickly. This formative assessment will help me determine if they need more practice, or if they
have learned the new words well enough to use them appropriately in the follow-up. I will make
a note later of students who may need some additional help, and I will practice with them
individually during their learning station time using smaller hand puppets to get across the idea
of introducing using My name is and Whats your name?
G. EXTENDED REFLECTION - ADDITIONAL ELEMENTS IN PHASE 2
Include the following information:
(a) Describe how this lesson plan is similar to or different from the plan in Week 2. What have
you changed or added? Explain why your changes make it better.
(b) Your plan must include authentic materials/realia, pair/group work, and critical/creative
thinking, plus learner feedback or assessment. Explain how this lesson incorporates all of the
required topics.
(a) In the first lesson, students just had to repeat. The puppets are realia that helped introduce
students to the vocabulary. I added the bean bag game so that students will have to apply the
words they learned creatively by correctly answering the questions. They have to think about
the meaning of the question, because it will be a surprise to them each time, and then answer
correctly. This is an improvement over simply repeating what I say, as in the first lesson. The
follow-up activity, introductions in pairs gives students a chance to meet their new classmates
and learn their names using English.
(b) The bean bags in the game are realia. Students wont think about the repetition and practice,
but will be involved in the game and passing the bag around. The game involves thinking about
the meaning of the question and so uses critical and creative thinking on a modest level. The
follow-up activity asks students in pairs to use language authentically and creatively: they have
to use the correct name or ask the name of the other student and use the correct expressions. I
will use formative assessment in taking notes during the activities to find out which students
may need more help and individual practice.

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan Children/Young Learners
Page 5