Lesson Plan Template for Content-Based Instruction

Teacher’s Name: Jaylen Fudge & Sophia Quattrocchi Date: 6/17/19

Grade/Class/Subject: High School Time Period:
Unit/ Topic: American Slang Lesson Title: American Slang

Content Objectives: By the end of the lesson, students will (know and do): understand and use American slang in
casual conversations.

Language Objectives:
Form
Function
(grammatical term and/or example, eg. “Past Tense: ‘The boy went to
(in –ing form, eg. “Retelling a story” )
see his grandfather;’”)
1) Speak slang to as nouns. Present tense “to be” to describe something: I am shook.
My hair is on fleek. I am hangry. He is my bae.

2) Use slang to describe an action Present continuous: I am chilling at home. Wow, he is

flexing.

Review Vocabulary New Vocabulary Signal Words

(previously taught vocabulary that students likely (new vocabulary to be explicitly taught that is
need review of) critical to an understanding of the content)
15 American slang words:
smash, lit, tea, bae, hangry, shook,
y’all, haters, roasted, chill, on fleek,
GOAT, bread, flex, crash
(vocabulary that may need to be taught or
emphasized that link concepts in meaningful
ways, such as conjunctions and time markers)
Fill-in-the-blank
Informal/casual language
Charades

By the end of the lesson, students will speak informally using American slang (do X function using Y form with Z
vocabulary): Students will be able to speak informally using slang. They will use slang to describe nouns and actions
using present and present continuous forms with 15 new slang words.

Special Cross-Cultural Considerations: Include here anything relevant to culture that you will either incorporate as
part of your lesson or that you need to be attuned to in terms of your students’ background to ensure a lesson that is
culturally responsive.
The social norms of informal and formal language differ between Korean and American culture so teachers must
keep this in mind. In America, people often use slang with those of other ages and may be informal in a setting that
is considered formal in Korean culture. Most of the slang refers to music and everyday activities so the students
shouldn’t have trouble understanding.
Materials: Include here all the materials that you need, including textbook titles and the page numbers you will
refer to.

Powerpoint slides
Youtube clips containing key slang words
Handouts containing fill-in-the-blank activity and definitions of slang words
white board to keep score

Lesson Sequence: This may be adjusted as necessary to accommodate unique lesson plan features. For each
step, explain what the teacher will do, the expectation of what the students will do, and how long the stage should
take.

I. MOTIVATION: Describe how you will build content background and introduce the specific language functions/forms that
you will target.

TIME: 10 MINUTES
The teacher will…(specifically what the teacher does)
Teachers will begin class with by greeting the students
and asking about their day.
Teachers will ask the students if they are familiar with
slang and show examples of Korean and American slang.
The teachers will play Youtube clips (American pop
songs, American TV shows, K-Pop songs) containing key
slang words. The Youtube clips played in class will show
how widespread American slang is.
The students will… (specifically what the students should do
in response to what the teacher does)
Students will talk about their day.
Students will give examples of Korean and American slang
that they already know.
Students will complete a fill-in-the-blank worksheet and fill in
the blanks with the key slang words played in the Youtube
clips. The music and entertaining clips will get the students
excited for class.

Formative Assessment (How will you gauge whether or not students are connecting to the background the teacher is providing?) :
Students will respond to questions such as, “Do you know what slang is?” “Can you give an example of American
slang?” Teachers can also gauge understanding based on whether the students are providing correct answers to the

II. PRESENTATION: Describe the specific techniques you will use to make your presentation of new content and linguistic
material comprehensible to students, to provide opportunities for interaction through appropriate questioning, to engage learner
strategies, and to assess whether or not students are “getting it”.

TIME: 10 MINUTES
The teacher will…(specifically what the teacher does)
Teachers will use a PPT to go over the answers to the
worksheet blanks and the definitions of these words.
The students will… (specifically what the students should do
in response to what the teacher does)
Students will repeat the correct fill-in-the-blank answers after
the teacher.

Teachers will describe the rest of the American slang Students will repeat the words back to use practicing the
terms (those not included in the youtube clips) and pronunciation and understanding of the words.
how to pronounce them.
Formative Assessment (How will you gauge whether or not students are comprehending/using the targeted language forms as
presented?):
Teachers will listen to the student’s pronunciation. Teachers will ask for understanding following the explanation of
each slang word to make sure students understand the definition and how it is used in a sentence.
III. PRACTICE/APPLICATION: Describe the activities you will use to allow for meaningful practice targeting the lesson
objectives, the learner strategies you will engage, and the formative assessment you will provide to gauge whether or not
students’ practice is moving them along closer to the target)

TIME: 30 MINUTES
The teacher will…(specifically what the teacher does) The students will… (specifically what the students should do
in response to what the teacher does)
Teachers will explain the following directions: Students work as a team to play charades and act out
● Students will be competing in teams American slang words.
● Sophia and I will act out the words for the
students Students will also act out the words in skits.
● all the groups will try to guess the word, their
designated speaker will raise their hand and
say the word
● students will pick five words out and create a
storyline
● after creating a skit they will students should
practice
● they will perform skits for the class

Formative Assessment (How you will gauge whether or not students’ practice is moving them closer toward achieving the objective
in a meaningful way?)
Teachers will know students are understanding if students are acting out the words so that other students can guess correctly.

EXTENSION: Describe the student-centered activities you will use for students to further apply language skills toward
greater mastery of the targeted content and language objectives, either independently or with a group. This should be an
opportunity for developing higher-order thinking skills and using language in communicative ways.

TIME:
The teacher will…(specifically what the teacher does)
Teachers will instruct the students to listen for slang in
everyday pop culture, such as American television
shows and English pop songs.
The students will… (specifically what the students should do
in response to what the teacher does)
Students will make sentences using slang words
throughout the charades activity.
Students will look for slang words in everyday American
pop culture.

Summative Assessment (Describe the ways in which you plan to determine whether or not students achieved the content and language
objectives for the lesson. Be specific in terms of not only what the students will do to demonstrate their knowledge and skills, but how you will evaluate
what they produce.):
Students have achieved the lesson objectives if they correctly use the slang words in sentences and are able to act out
each slang word.