Education Internship – H453/454/455 Lesson plan template: 

 
Name: Sarina Castella Cooperating Teacher: Mrs. Johnson 
Subject: ESL Date of Lesson:  
 
CLS #1​ - Objective: 
The students will practice saying specific vocabulary words that go along with gardening in order to expand their English 
vocabulary. 

 
The students will define and draw a symbol for each vocabulary term in order to demonstrate their understanding for the 
English language. 
 
CLS #1 ​- Learning Targets (CLS/CCS) for lesson: 
ESL Standard 2, LB. S7 The students are able to produce simple statements and requests related to basic needs. They utilize this 
standard by writing their own definitions of the vocabulary words from the short story, 
 
 
CLS #2​ - Introduction (anticipatory set): 
To begin the lesson, I will set down a variety of flowers and leaves on the table for the students to see. The students 
will tell me what each flower type is based off of their prior knowledge as well as guess what the lesson will be about. 
 
CLS #3​ - Teaching Input:  
 
● To begin this lesson, the students will each need a book about gardens and a worksheet about the vocabulary 
words in the book. 
● The students will begin the lesson by sitting in their assigned seats around a round table so that everyone 
can see each other. 
● The teacher will start a conversation about gardens and ask them if they have ever seen a garden or have 
one. 
● The teacher will ask other prompting questions such as “What is your favorite type of flower”, “Do you prefer 
to play outside or inside and why?”, and “Have you ever been to a national park and which one?” 
● The students will respond accordingly and bounce off of each others’ answers. 
● After the conversation of gardens dies down, the teacher will ask the students to define the vocabulary 
words: column, row, stem, flower, petal, leaves, and plot. 
● The teacher will clarify the definitions by hinting that columns and rows are found in plots and that petals and 
leaves are parts of a flower. 
● The students will respond accordingly and if they do not know the definitions then the teacher will explain the 
words to them in a basic definition that compares to how they might see the words in their own lives. 
 ● Once the students have either stated or been told the definitions of the words, they will fill out the vocabulary 
worksheet from the book. 
● On the worksheet, the students will write the words, definition of the words, and a picture of what it looks like 
in their life in the spaces based on what the column says to do. 
● After the worksheet, the students will start looking at the cover of the book and tell the teacher what they think 
the book will be about. 
● The students will then switch off reading the whole book and pause after each page so that the teacher can 
explain to them in more basic language what the page said because the students may have a hard time with 
comprehending what they read due to the learning process of English. 
● The students will also pause at each vocabulary word to go back to their worksheet and insert the definition 
that they wrote on their worksheet to apply what they know about that vocabulary word into a book’s context. 
 
CLS #4​ - Checking for Understanding: 
The students will each be given a piece of paper as an exit slip. The students will write 5 words on the slip to describe 
what they read about as well as explain and justify why they chose each word. Based off of the students answers, the 
teacher will be able to infer if the information needs to be refreshed with the students or not.  
 
 
 
CLS #5​ - Follow up/Closure: 
 
“Today we defined the words column, row, petal, leaves, flower and plot. We also talked about gardens and that all of 
the vocabulary words can be found in gardens. Together, we read a book about gardens to plug in the new terms 
that you learned and to get a better understanding of what exactly a garden is. Going off of columns and rows, next 
week we will utilize these concepts in math class by learning more about patterns and how to create your own 
patterns.” 
 
 
 
 
Instructional Materials/Supplies:  
(Detailed list of everything needed – ​includes copies​ of instructional materials, notes, keys, etc.). 
● My Garden book 
● Vocabulary worksheet 
● Pencil 
● Flowers 
● Leaves