Moriah​ ​Cooper

Target​ ​Learners:​1st-2nd​ ​grade​ ​Newcomer​ ​ESL​ ​Sheltered​ ​Instruction

Objectives:
1.SWBAT​ ​name​ ​different​ ​parts​ ​of​ ​the​ ​body​ ​orally​ ​and​ ​through​ ​gesture
2.SWBAT​ ​name​ ​different​ ​types​ ​of​ ​illnesses​ ​and​ ​injuries​ ​orally​ ​and​ ​through​ ​gesture
3.SWBAT​ ​describe​ ​the​ ​relationship​ ​between​ ​the​ ​body​ ​parts​ ​and​ ​the​ ​illnesses/​ ​injuries
4.SWBAT​ ​ask​ ​how​ ​their​ ​classmates​ ​feel

Materials/Technology
Body​ ​part​ ​vocab​ ​list​ ​with​ ​visuals
Illness/injury​ ​vocab​ ​list​ ​with​ ​visuals
Projector
iPad’s​ ​for​ ​this​ ​activity:
http://learnenglishteens.britishcouncil.org/grammar-vocabulary/vocabulary-exercises/body-parts
Head​ ​shoulders​ ​knees​ ​and​ ​toes​ ​song
Butcher​ ​block​ ​paper​ ​and​ ​markers
Bingo​ ​cards​ ​-​ ​http://bogglesworldesl.com/partsofbodybingo.htm
Body​ ​crossword
2​ ​flyswatters​ ​and​ ​slides​ ​with​ ​2​ ​different​ ​body​ ​parts/sicknesses​ ​on​ ​each​ ​slide

Procedures Assessment
Students​ ​will​ ​come​ ​into​ ​class​ ​and​ ​I​ ​will
introduce​ ​the​ ​lesson​ ​with​ ​the​ ​song​ ​“Head,
Shoulders,​ ​Knees​ ​and​ ​Toes”
Project​ ​vocab​ ​list​ ​visuals​ ​on​ ​the​ ​screen​ ​and
have​ ​students​ ​repeat​ ​the​ ​vocab​ ​as​ ​well​ ​as
point​ ​the​ ​part​ ​on​ ​their​ ​body
Give​ ​students​ ​an​ ​opportunity​ ​to​ ​ask​ ​about
other​ ​body​ ​parts​ ​or​ ​share​ ​body​ ​parts​ ​they
know.
Point​ ​at​ ​specific​ ​students​ ​and​ ​ask​ ​them​ ​to 25%​ ​sample​ ​(objective​ ​1)
identify​ ​specific​ ​body​ ​parts

Body​ ​part​ ​bingo Check​ ​students​ ​bingo​ ​sheets​ ​when​ ​they​ ​get​ ​a
bingo-​ ​40-50%​ ​sample​ ​(objective​ ​1)
Project​ ​body​ ​crossword​ ​and​ ​do​ ​as​ ​a​ ​class. 40-50%​ ​sample​ ​(objective​ ​1)
Project​ ​illness/injury​ ​vocab​ ​list​ ​visuals​ ​on​ ​the
screen​ ​and​ ​have​ ​students​ ​repeat​ ​vocab
Present​ ​question​ ​about​ ​how​ ​a​ ​person​ ​feels:
How​ ​do​ ​you​ ​feel?​ ​How​ ​does​ ​your​ ​___​ ​feel?
Does​ ​your​ ​____​ ​hurt?
Pair​ ​up​ ​students​ ​and​ ​have​ ​them​ ​ask​ ​each​ ​other
these​ ​questions
Ask​ ​a​ ​couple​ ​groups​ ​to​ ​share​ ​in​ ​front​ ​of​ ​the 30%​ ​sample​ ​(objectives​ ​2,3,4)
class

Split​ ​class​ ​into​ ​2​ ​teams​ ​and​ ​have​ ​them​ ​line​ ​up
Hand​ ​a​ ​flyswatter​ ​to​ ​the​ ​first​ ​person​ ​in​ ​line
Project​ ​a​ ​slide​ ​with​ ​2​ ​different​ ​body​ ​parts​ ​or​ ​2
different​ ​sicknesses​ ​on​ ​the​ ​whiteboard
Shout​ ​out​ ​a​ ​vocab​ ​word
Students​ ​run​ ​to​ ​front​ ​and​ ​hit​ ​the​ ​correct 100%​ ​sample​ ​(loosely)​ ​(objectives​ ​1,2)
answer​ ​and​ ​then​ ​pass​ ​the​ ​flyswatter​ ​on​ ​to​ ​the
next​ ​person​ ​in​ ​line

In​ ​groups​ ​of​ ​2​ ​have​ ​students​ ​create​ ​a

“monster”​ ​on​ ​butcher​ ​paper:​ ​they​ ​can​ ​trace
their​ ​partner,​ ​have​ ​as​ ​many​ ​body​ ​parts​ ​as​ ​they
would​ ​like,​ ​have​ ​different​ ​colors,​ ​have
different​ ​“injuries”​ ​ie​ ​a​ ​cast​ ​on​ ​an​ ​arm,
thermometer​ ​in​ ​mouth,​ ​ice​ ​pack​ ​on​ ​head
Hang​ ​the​ ​“monsters”​ ​on​ ​the​ ​walls​ ​of​ ​the
classroom​ ​and​ ​label​ ​them​ ​A,​ ​B,​ ​C​ ​etc
Have​ ​each​ ​student​ ​pull​ ​out​ ​a​ ​sheet​ ​of
notebook​ ​paper​ ​and​ ​a​ ​pencil.
Ask​ ​questions:​ ​Which​ ​monster​ ​has​ ​7​ ​fingers? 100%​ ​sample:​ ​collect​ ​sheets​ ​and​ ​make​ ​sure
Which​ ​monster​ ​has​ ​4​ ​arms?​ ​Which​ ​monster students​ ​had​ ​the​ ​correct​ ​answers​ ​(objectives
has​ ​2​ ​heads?​ ​Which​ ​monster​ ​has​ ​a​ ​broken 1,2,3)
leg?

Homework:
Have​ ​students​ ​go​ ​home​ ​and​ ​ask​ ​a​ ​family
member​ ​how​ ​the​ ​feel 100%​ ​sample:​ ​share​ ​in​ ​class​ ​the​ ​next​ ​day
Extra​ ​time:​ ​iPad​ ​activity (objectives​ ​2,3,4)
100%​ ​sample:​ ​check​ ​student​ ​work​ ​at​ ​the​ ​end
Differentiation
Lower
Less​ ​vocab​ ​presented​ ​to​ ​students
Have​ ​flyswatter​ ​game​ ​teams​ ​work​ ​as​ ​a​ ​full​ ​group​ ​(all​ ​decide​ ​together)
Have​ ​students​ ​take​ ​notes​ ​(with​ ​words​ ​or​ ​pictures)

Higher
Have​ ​students​ ​write​ ​descriptions​ ​of​ ​monsters
Have​ ​them​ ​come​ ​up​ ​with​ ​some​ ​new​ ​body​ ​parts​ ​to​ ​share​ ​with​ ​the​ ​classroom
If​ ​the​ ​finish​ ​early,​ ​they​ ​can​ ​do​ ​a​ ​word​ ​search
©​ ​2015​ ​Lanternfish​ ​ESL​ ​ ​www.bogglesworldesl.com