Hayoung Jane Cho Korean Level 3

WORLD LANGUAGES LOTE LESSON PLAN TEMPLATE #2

LESSON TITLE: Baby at the Grocery Store

GENERAL GOAL: For students to understand and express how to use “should not do
(something)” sentence structure.

STUDENT OUTCOMES: Students will be able to understand story about a baby at the grocery store
and express that baby should not do something using “should not do” sentence structure.

CALIFORNIA STATE STANDARDS ADDRESSED:

State Standards:
Content
Stage II
2.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of
other disciplines.
2.1 Students address topics related to self and the immediate environment, including:
d. Care of the home, interacting with people in the community

Communication
3.0 Students use planned language (paragraphs and strings of paragraphs).
3.1 Engage in oral, written, or signed (ASL) conversations.
3.2 Interpret written, spoken, or signed (ASL) language
3.4 Describe, narrate, explain, and state an opinion.

Cultures
3.2 Describe similarities and differences in the target cultures and between students’ own cultures.

Structures
2.0 Students use sentence-level elements (morphology or syntax or both) to understand concrete and
factual topics

Settings
2.0 Students use language in interpersonal settings.
2.1 Participate in age-appropriate cultural or language-use opportunities outside the classroom.

WHAT ACADEMIC AND CONTENT SPECIFIC VOCABULARY WILL BE INTRODUCED?

“Should not do (something) sentence structure.
“You should not run around the store.”
“You should not touch things without permission.”
“You should not eat food anywhere.”
“You should not open without permission.”

HOW WILL YOU ASSESS STUDENT LEARNING OF SKILLLS, CONTENT AND CONCEPTS
TAUGHT IN THIS LESSON?
I will check students’ comprehension by asking “yes or no, either or” questions and thumbs up or
down. Exit slip.

Warm-up *quick activity to engage students during teacher housekeeping: (7-10 minutes) 12:56 – 1:06
Hayoung Jane Cho Korean Level 3

As soon as the bell rings, I will do greeting routine and continue on “That’s me” activity about their
weekend.

Anticipatory Set *activity or question to open lesson and capture student interest: 5minutes 1:06-1:12
I will show the following grocery bags and ask if students have been to one of them:
Trade Joe’s, World Market (Korean grocery store in Torrance), S-Mart (Korean grocery store in
Torrance), Target.

STEP-BY-STEP PROCEDURES:

1. Anticipatory set (5-6 minutes) 1:06 – 1:12

2. Comprehensible input: (10-15 minutes) 1:12-1:27
TPRS: “Baby at the Grocery Store”, I will ask one of the student volunteer to be a baby. I will
use props and gestures to present the story. I will act as mom of the baby and introduce
“should not do (something)” sentence structure.
Later, I will ask other volunteers to act out as I narrate the story.

3. Guided Practice Activity: (10 minutes) 1:27-1:37

Comic strip: students will draw picture and write story of “Baby at the Grocery Store”
1. Students will receive a blank comic stirp paper
2. They will draw picture of baby and mother on each box
3. Students will use “Should not do (something)” sentence structure to write.

4. Independent Practice: (10 minutes) 1:40- 1:50

Create “Signs” using “Should not do” expression
1. Students will form groups of 3-4
2. The teacher will give a copy of 3 signs
3. Students will create sentence explaining each picture and create one more on their own
Students will guess what the picture is telling them NOT to do.

5. Closure: (3 minutes) 1:50- 1:53

Informal assessment
1. Ask students to close their eyes and put thumbs up or down for their responses. (Thumbs up
for yes and down for no)
2. Ask students to close their eyes and rate from one through ten with their fingers to show the
level of competence on today’s lesson.
3. Explain homework: (Independent practice) Create a pictogram on a piece of paper and write down
its answer on the back using “Should not do (something)” sentence structure.

How will you check for comprehension?

I will check students’ comprehension by circling questions. It could be yes or no questions and
either-or questions.
During independent practice, I will be checking students’ writing.

What higher-order thinking questions will you ask to engage students in analysis and discussion?
What should you not do when you graduate from high school?
What should you not do when you turn 21 years old.

How will I DIFFERENTIATE INSTRUCTION with MULTIPLE for diverse learners?

Hayoung Jane Cho Korean Level 3

Verbal-linguistic: comic strip.

Visual-spatial: Comic strip, pictogram for independent practice,
Logical-mathematical: comic strip
Bodily-kinesthetic: story telling with gestures and motions

Extension Activity *in class or assigned homework to reinforce the lesson and/or prepare them for the
next lesson.
Students can create a classroom rules using “Should not do (something)” sentence structure.

Required materials:
PPT
Props for comprehensible input.
Printed comic strip, pictures for independent practice.