LESSON PLAN #1: COMMUNITY BUILDING LESSON PLAN

Grade: 3
Subject: Morning Meeting
Duration: 20 minutes
Classroom characteristics: 20 students of diverse racial and linguistic backgrounds
Range of language performance represented in this class: 1-6 (entering-reaching)
MCEA-ESL Lesson Plan Template
Teacher: _______________________
Time Needed: 25 mins

Grade Level: 3rd

Subject Area: Morning Meeting

Topic: Small Moments/community building

Part 1: Lesson Framework

Enduring
understandings
or essential
questions

Everyone in our classroom brings unique values and interests to our community.
What made you understand your classmates more?
What did you learn about your classmates interests and values?
Active listening helps you better understand your peers.

Standard(s)

Assessment/s
Evidence of
Understanding
/Learning

CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.3.1.C
Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.
How will students demonstrate what they have learned from this lesson? What knowledge will they be able to
demonstrate? Are you differentiating assessments based on your students?
We will informally assess students by observing them listening to their peers and asking questions
(original questions or provided questions) based on the objects shared.
At the end of the lesson, students will demonstrate their active listening skills by creating a visual or
written description about their partner. In this final lesson, they will demonstrate what they learned about
their peers after listening to them share about their interests and experiences. Differentiated forms of the
assessment include: drawing and labeling a picture, writing three sentences, and writing a summary about

what they learned about their partner.

Content
Objective(s)

After actively
listening to their
peers share
about their
interests,
students will
individually
write about
their partners
interests.

Language
objective(s)

What are the specific

language objectives that
stem from the content
objectives? What are the
specific things students
will need to be doing
with language to meet
those content objectives?
Consider: Function
(purpose)
Refer to chart below.

Specific
Language
Structures

What are the specific

discourses, sentences, and
words students will be using
to demonstrate that they
are engaging with language
objectives? Please, consider
both receptive and
productive domains.
Consider: Discourse,
Sentence, and words level.
Refer to chart below.

Part 2: Lesson Procedure

Learning Tasks

Introduction/
Engaging
Hook

Prior to this lesson, the teacher will send home a letter about the activity for homework. The students
will each bring in one object that they can use to tell a story about their interests or a memorable
moment they have.
(1 min)
Students will gather in a circle at the rug with the objects they brought to share.
We all have special interests and values that make us unique. Today, each of you brought an object that
represents something about you or an important experience you have had.

o (10 min) Together, the class will discuss sharing expectations.

Eyes on the speaker
Asking questions after the speaker finishes sharing about their object

Procedure

Speaking loud enough for your partners to hear when you are sharing
Teacher will model how to share about oneself in terms of her own special object. She will then give the
students time to ask her questions about her object and what she shared. Then, she will model how one
would make a visual or summary about what they heard her share. Throughout modeling, the teacher
will explicitly point out how the students questions show they are active listening.
o (5 min) Students will discuss their objects in groups of 3 or 4 to practice talking about themselves
and actively listening to others. Sentence starters and possible questions to ask will be provided to
scaffold conversations.
This is my _____________.
___________ is important to me because ____________.
I remember when ____________.
I like this because ____________.
I got this object from ____________.
Who gave you the object?
Why is it important to you?
When did you start liking _________?
o (5 min) Students will then meet with a partner (who was not in their group) to share about the same
object and ask questions to demonstrate active listening. Post-it notes will be available for the students
to use if they would like to keep notes of important things they hear their partner share.
o (10 min) After students share in pairs, they will independently create written and/or drawn
representations of what they learned about their partners. They will share their projects with the rest
of the class through a gallery walk.
Students will participate in a gallery walk around projects.

Closure

WIDA MPI Strand (Adapted)

Content
Objective:

After actively listening to their peers share about their interests, students will individually write
about their partners interests.

Performance
Definitions

Level 1-3

Level 2-4

Level 3-5

Language
Objective:

After listening to their

partner share about
their interests,

After listening to their

partner share about their
interests, students will

After listening to their partner

share about their interests, students
will individually write a paragraph

students will
individually draw a
picture about what
their partner shared
and label key words.

individually write three

sentences about what their
partner shared.

Their object is (basketball,

photo album).
It is important because...

summary about what their partner

shared.

Their object is_________ and it is

important to them
because______________. In
fact________________.
However,_____________.
Finally,______________.

Language
structures at
the
Discourse
Level

ex. basketball
photo album

Language
structures at
the
Sentence
Level

Students will label their Students will use grammatical

picture/drawing of what structures such as
they learned about their subject/verb agreement in
partner.
present tense to describe their
partner.

Students will use conjunctions to write

complex sentences as well as
transition words to create a cohesive
summary about their partner.

Language
structures at
the
Word Level

labels for drawings, such object

as their partners name
important
and the object

value
memory
experience