Lucas Czewonka

ESL Lesson Plan (incorporating elements of edTPA)

1. Language Proficiency Level:​ Beginning

2. Grade:​ 1st
3. Unit/Theme​ Vegetables
4. Illinois State Learning Standards​:

CCSS.ELA-LITERACY.L.1.5

With guidance and support from adults, demonstrate an understanding of word

relationships and nuances in word meanings.

CCSS.ELA-LITERACY.L.1.5.A

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the
categories represent

5. ​Content Objective(s):

Students will be able to sort the objects as presented in the book.

Students will be able to identify the new word from the reading.

6. English Language Development (ELD) Standard(s)​ These are the WIDA standards.

ELP standard 1​: Follow oral directions according to complex commands using
manipulatives or real-life objects (e.g., “Put the cubes in a row across the paper.”)

ELP standard 2​: Match visuals of characters, places or objects with oral statements from
an illustrated pattern or predictable books after numerous recitations

7. Language Objective(s)

-Students will be able to follow verbal instructions (listening)

- students will be able to match the picture to the story. (listening)

- Students will be able to categorize the vocabulary with the corresponding

pictures. (Reading)
 8. Academic Language:

Vegetables

- Carrots
- Lettuce
- Corn
- Beets
- Broccoli
- Radishes
- Celery

Hare

Harvest

Instructional Strategies Learning Task

Lesson introduction/Motivation/Access or During the introduction the students
Build background will:

1. Display standards are written on the 1. Ask questions verbally if the

board in a way so that the students students have any. student.
can understand.
“CCSS.ELA-LITERACY.L.1.5-
understanding of word relationships
and word meanings.

CCSS.ELA-LITERACY.L.1.5.A​-
Sort words into categories.” 2. Observe different vegetables
introduced.
2. Bring in Carrots, beet, radishes,
corn, celery, broccoli, and lettuce.
Placing them in front of the
classroom on display. 3. Answer teachers prompting
3. Ask the students these questions: questions
Can you recognize any of these (the
vegetables)? Do you know what
these have in common? Have you
ever grown your own? What are
your favorite vegetables? 4. Make comments to the class if
4. ​Introduce students to each one of pertaining to the vegetable
the vegetables by holding it up and
saying, “This is a ____” (state the
vegetable name). Allow students to
make comments if they have any
experience with this vegetable. 5. Take notes and ask questions as
5. Show pictures of how the vegetable needed.
grows. Making note of how each
part grows above ground and
underground.
6. Provide the students with the chance 6. Take turns feeling and smell each
to smell and feel the vegetable. If the one of the vegetables. If they want
students want they can verbally to verbally describe what they
describe what they notice. notice as they smell and touch the
vegetable.
 7. After everyone touched the 7. Repeat the name of the vegetable.
vegetable have them repeat the name
after you.
8. Repeat steps 3-5 with each one of
8. Repeat the 3-5 for each one of the
the vegetables.
vegetables presented.
Note;(ELLs are provided personal
dictionaries where they have the
words translated in L1 and L2 with While I am teaching the concept the
the corresponding pictures) students will:

Teach the concept/Presentation

1. Introduce the Book ​Tops & Bottoms
By Janet Stevens by asking about
the cover? What do they notice
about the cover? Based on the
pictures what do we think this book
might be about?
2. Have a Shared reading of the book
with the students. Shared readings
are read aloud that the person
reading is asking impromptu
questions about what’s happening in
the picture or points out things in the
text or picture.
3. Discuss the new vocabulary we
learned as they come up in the book.
Connecting to the recently learned
words. “Have we seen this vegetable
before?”
4. Stop and discuss each of the pages,
ask if there are any questions, and
read each page. Note: Focus on the
pages (11-14, 19-22, and 27-28)
with the vegetables and categories.
On these pages ask “How did the
1. Answer the question about the
cover. Give prediction of what the
story might be about.
2. Answer and ask questions as they
come up through the reading.
Actively engage in conversation
through participation in shared
reading.
3. Make a connection to newly
learned vocab by answering
questions and recalling their
experience.
4. Actively participate in reading by
answering the teacher’s question
and asking their own as they come
up. Bringing in your own
 Hare outsmart Bear by growing this knowledge while answering the
group vegetable?” “ How did these questions.
sets of vegetables grow?”
5. Check for understanding by creating
a collaborative chart depicting how
5. Collaborate with the class to create
the different vegetables grow
a chart depicting how the
according to the story. Give the first
vegetables grew.
as an example (“carrots places her
cause it grows underground”)
(Attached below of what it would
look like on the board)

Feedback Application/Practice

1. Change the vocabulary in the text 1. Color and Cut out the given picture
based on student responses or that corresponds to the story.
reactions. (Example might be using 2. Using the chart given, glue each
Rabbit instead of Hare) picture into the corresponding
2. Explain additional words or context categories.
as students show confusion.
3. Ask students to use the pictures
provided to place them into the
corresponding category of where
they would grow.
4. The mainstream student would not
receive word dictionaries, with
matching pictures.
5. Allow ELLs to refer back to the
chart we made as a class and to use
word dictionaries to complete
assignments.
6. Work with struggling students to
revisit the topics.

Closing

1. Revisit with the class our goals

(standards) that we have written on
the board.
 2. Discuss the words that we learned
today. Asking if there was any we
remembered?
3. Ask the student if we sorted any
words into categories today?

Assessment(s)​: Informal: Check to see if the students followed instructions with placing the
picture in the correct spot in correlation to the story.

Formal: Use the chart as an assessment of categorizing words and corresponding pictures. Grade
for completion but check for accuracy. Revisit if students struggled.

Instructional Resources and Materials

- ​ y Janet Stevens
Book ​Tops & Bottoms B
- Vegetables:
- Carrots
- -Lettuce
- -Corn
- Beets
- Broccoli
- Radishes
- Celery
- Worksheet with objects from the story (Attached Below)
- Worksheet with the chart (Attached Below)

Citation:

Stevens, J. (2008). ​Tops and bottoms​. Boston: Houghton Mifflin Harcourt.

Reflection after teaching the lesson