TESOL-LICENSURE Lesson Plan （4/13）

Name: __Yanxi Zhou____________________ School: __Josiah Quincy Upper School___

Grade: ______6__________________ Topic of the Lesson: Non-Fiction Reading Unit+

# of ELs/# of students in Spelling

total:____6___________ Lesson length: 47 min

ELs’ WIDA Levels: ________4________

*As you fill in the template below with your own content, delete the instructions in gray color.

Background (LCP#1)

Intended Class and Students:

It’s a 50 minutes class including 6 sixth graders, about 11 or 12 years old. Their
English proficiency level are Level 4 out of 6 ELD (English Language
Development) from WIDA.
Among the 5 students, there are 1 Puerto Rico girl, 1 Arab boy, and 3 Chinese
boys.
- The Puerto Rico girl A’s native language is English and she speaks English
fluently. She was born in U.S. and only speak English at home. However, her
family language is Spanish and she can speak Spanish because hers other family
members, like her uncle and grandparents speak Spanish. Thus, she also hear
Spanish at home.
- All three Chinese boy, B, C, and D, speak Chinese at home. Only B was born in
U.S. but his parents only speak Chinese to him, so his English is not very
proficient. His accent and grammar can have a great room to develop.
- The Arab boy E was born in Middle East, and studied in England for a few
years. He can speak English very fluently but he has a great room to develop on
writing. He writes words to form sentences without any punctuation marks.
- The Dominican girl F’s native language is both English and Spanish and she
speaks English fluently. She speaks Spanish at home.
Brief Description of the Lesson:
1. 1st student’s presentation (20 min)
2. Peer Review & Teacher’s Feedback (3 min)
3. 2nd student’s presentation (20 min)
4. Peer Review & Teacher’s Feedback (3 min)

Two students will present their nonfiction articles (A - Poisonous Frogs; E - Outer Space).
This week is a formative assessment for students of Non-Fiction Unit. Each of the student will
lead the class as a teacher to hold a mini lesson (about 20 minutes) for their specialized non-
fiction reading. Each day in ESL class, we will have two “student teachers” to present. I will
be a facilitator in the class.

Grading Rubric:
Building or Connecting to background Knowledge:
This is a final project and formative assessment for the non-fiction reading unit. After taking
this unit for 2 months, students are able to familiar with non-fiction text and the way they
teach to the class. In students presentation, they will show their comprehension to a new article
on their own and teach their classmates. Also, this project will practice “Listening” by follow
the teachers’ instruction and answering the students’ questions, “Speaking” by a 20 minutes
presentation, “Reading” by read the article and comprehend it on their own, and
“Researching” by having digital/ multimedia expression.

Stage 1: Desired Results (LCP#1)

MA Curriculum Frameworks Standards/WIDA ELD Standards:

- Understand how ideas are connected across a whole text through a wide variety cohesive
devices that connect ideas throughout the text (whole/ part, substitution, ellipsis) (WIDA p.172)

- Understand how coherent texts (spoken, written, multi-modal) are created to meet a purpose
through genre-specific organizational patterns (orientation and explanation sequence) (WIDA
p.172)

Content Objectives: Language Objectives:

Students will be able to set up a mini lesson by - Students will be able to answer their

comprehending a topic of non-fiction reading classmates reading-related questions.

thoroughly. - Students be able to read at grade-level

informational text.

- Students be able to write with focus on

comprehension and vocabulary in context.

Stage 2: Assessment Evidence (LCP#1)

Forms of Assessment:

1. Grading Rubric (All classmates & teachers). Language Skills:

 Reading: non-fiction grade level text - article of choice, chosen by students

 Researching: having digital/ multimedia expression

 Listening: follow the teachers’ instruction and answering the students’ questions

 Speaking: have a 20 minutes presentation

2. I’ll work as a student and facilitator during the presentation.

Student:

- Ask presenters pronunciations or meanings of some important vocabulary words.

- Ask presenters reading-related questions to make sure they understand their topics.

Facilitator:

- Remind the presenters time.

- If presenters are stuck in a section, I’ll help them move to the next step.

3. When the the presenter is teaching vocabulary words (5 words), I’ll let students write down the

words on their notebooks to help them better remember these.

Stage 3: Learning Plan (LCP#2 & #3)

Learning Activities:
Student teachers’ required lesson activities:

- Do Now

- Learn 5 new words

- Non-fiction reading

- Comprehension questions - KAHOOT or Online Review Games

What I (the teacher) will be What student teacher will be

doing? doing?
1. Take notes of student teacher’s performance 1. Having presentation

(strengths& areas for improvement) 2. Teaching new words/ reading time (the rest

of students will take notes at this time)

2. Ask students how to pronounce some words
3. Having a presentation:
or definitions
Create Google slides, speak clearly to share
3. Help student teacher move to the next step
information
if they have difficulties

Scaffolds

Sensory - presentation of pictures on vocabulary words slides. Presentation to preview/support

visual understanding of concepts and vocabulary and to help students make connections between

prior knowledge and new ideas. 

Interactive - Whole class sharing during Do Now. Presentation to have whole class sharing can

strengthen students listening skills and engaging in an on-going process with others. ELs can

transfer these strategies to other classes to join forces with others to collaboratively understand

new content.