Hello Young Learner Teachers,

The lesson plans we are sharing with you are by the teachers in my Collaborative Lesson
Planning group.

During this week-long course with me, I invited teachers to rethink the way they go about
planning their lessons. For some of them, this process felt really challenging and even a
little uncomfortable, especially those who were used to just following the book.

Planning lessons that children love requires an approach that puts the focus on not just the
linguistic objectives but also the developmental needs and interests of our young learners.

That’s what you’ll find in the 5 lessons we’d like to offer you today!

Thank you to Diana, Priscila, Juliana, Thais and Isadora for the work that went into preparing
these lessons. I really loved how they turned out and hope you to try them with your
groups.

If you feel inspired to change the way you plan your lessons, check out my Lesson Planning
Playlist. This series of video lesson will help you get better at planning the kinds of lessons
you’ll find in this e-book.

Follow this link for more information: bit.ly/clpplaylist

See you online soon,

Claire Venables
 COLLABORATIVE LESSON PLANNING
E-BOOK OF YOUNG LEARNER LESSONS

WE LOVE PETS
Lesson Plan By Diana Bellardi Martins

Theme: Pets Delivery mode: Online synchronous lesson

Age: 7-8 years old Duration: 60 min

Learning Outcomes: Children at this age have increasing autonomy and sense of responsibility and these
skills can be developed further by encouraging them to have and take care of a pet. It can also help them
build a strong bond in a loving relationship with their pets. Through this theme, we bring awareness of
the importance of being responsible for another living being and what it takes to take good care of them.

To a second or third grader, pets are real companions that they talk about enthusiastically. This makes
the topic of pets an excellent vehicle for learning and using new words and phrases in an authentic
and personalized way. Through guided and free play, children will pick up new vocabulary and be
exposed to the grammatical structures in context.

In this lesson, learners will be able to describe the pet rocks they will make, talk about the things they
do together and how they take good care of them.

Key Question: How can we take good care of our pets?

Materials & Preparation:

● Routine slides (How are you?, weather, temperature, visual schedule)
● Slides with images and sentences of the target language: We love pets vocab
● Wordwall random wheel: We love Pets Wheel
● Wordwall Matching activity: We love pets matching
● Make three pet rocks (or you could make a pet with a box) that look like a dog, cat, and a
fish. If you can’t make the pet rocks, make slides with beautiful images of those animals.
● Song: I have a pet
● Craft list (below)

Send home a list of things you would like the children to bring to this lesson:

● A smooth round rock (or a small box)

● A permanent black marker
● Multi-colored craft paint
● A paint brush
● A glass with water and some tissue paper for cleaning
Optional:
● googly eyes
● glue stick
● pom poms
● cotton swabs
● fun fur, feathers or cloth

Lesson Stage & Instructions

Timing

Greeting Say Hello to each student individually and sing a hello song the students have
previously chosen, making the moves you have all created for this song.
5 minutes
Share the screen with the How are you?“ chart where there are pictures of
emojis showing different feelings. Ask each learner how they are and drag the
corresponding picture to each child’s name. Respond to how they feel showing
interest and concern. Tell children how you are feeling today.

The Weather If you have time, add that you are feeling cold (or hot, depending on the
weather) and use this to transition to talking about the weather.
5 minutes
Optional step: Check the weather. Share the screen to show a slide with images
of possible weather and an open window. Give them a countdown to go to their
window and look outside.

Ask: What is the weather like today? and try to elicit the answers from
individuals in English. If they need extra support with this point to different
images. Ask: Is it sunny? Drag the corresponding picture to the window. Use this
Jamboard: weather, temperature

You can increase the level of challenge by inviting them to try and guess the
temperature. Show them a picture of a thermometer and ask: What’s the
temperature? Model what they have to do by writing your guess onto a piece
of paper, showing it to them and saying the number out loud. Invite a volunteer
to do the same to make sure everyone has understood the instructions. Then,
they can all write down their guesses. Call on other individuals to share their
answers. This is a good way to practice saying numbers in a relevant context.

Finally, check their answers by looking up the temperature on a website or your

cell phone and compare this number with what they guessed and decide if it is
 hot, warm, cool or cold. Using the same slide, drag an arrow to the
corresponding spot showing the temperature.

Lesson Schedule Share the screen with the visual schedule slide and go through the lesson stages
of the class that day using the images to support their understanding of what
5 minutes you will be doing.

Today we are going to listen to a song, play a game and make some art.

If learners are already familiar with these stages of the lesson you can show them
the image (on a card or slide) and elicit the words from them. Use different tones
of voice and facial expressions to make them curious and interested. If learners
aren’t familiar with these stages yet, ask them to repeat each stage so they can
interact physically and verbally with you. Ss can also use their own visual
schedule cards.*

Keep this lesson stage fast paced and fun.

Ready to Learn? Make sure everyone has what they need for the lesson to avoid disruptions
later.
5 minutes
Go through the materials that you requested they bring in the email sent prior
to this lesson. Show the children the items, eliciting or drilling the words. If
necessary, give suggestions of alternatives to the learners who haven’t got
everything. Put your materials to the side and have them do the same.

Get them ready to learn with a chant to make sure they are focused on you.

Example: Teacher: 1,2,3. eyes on me! Students: 1,2, eyes on you!

Introduce Show each of the pet rocks you prepared before the lesson. Make them appear
today’s topic on the screen in different ways that represent the different animals: running like
and key a dog, walking and pouncing like a cat or swimming like a fish.
language
Ask: I have a pet and he is a… call on individuals to answer. They can use L1 if
3 minutes needed. Reply using English: Yes! He is a dog and he says… hmmm...what does
a dog say? Wait to see if anyone can give the answer and then add woof, woof.
Let children have fun trying to sound like a dog. Repeat the same steps and use
the exact same language for the other two pets. This game prepares them with
the language they need to understand the video they will watch later.
Brain Break Get the students up and moving with a quick miming game. Call out a pet and
2 minutes have them move around the room pretending to be that animal. Ask: What
does the (dog) say? And encourage them to make the noises. Keep it fast
paced and fun.

Sing a transition song to get them back to their chairs.

(Sung to the tune of London Bridge is Falling Down)
Everybody please sit down,
Please sit down.
Please sit down.
Everybody please sit down,
Please sit down.
In 5...4...3...2...1….and zeeeeeeroooo!!

Song Show them a scene from the video you are about to play and ask: What animals
do you think we will see in this video? Will there be a dog? Use voice and
5 minutes gestures to support their understanding of these questions. Call on individuals
to try share their guesses.

Play I have a pet song without the video.

Elicit their answers and write them on the slide.

Play I have a pet song again, this time with the video. Encourage them to sing
along and mime the animals they hear in the song.

After the video, check and correct their answers.

Language Show a picture of a thirsty dog. Say: Oh, no! Poor dog. What can you see? Use
Practice Game plenty of gestures and facial expressions to express concern. Elicit what the
problem is. He’s thirsty. Show other images: a hungry fish, a bird in a dirty place,
10 minutes a tired cat, a bored hamster, etc. Elicit what they already know about caring for
pets. Accept answers in L1 and really allow them to express their thoughts and
feelings about the importance of taking care of animals.

Introduce the vocabulary for caring for pets by showing the images on the slide
We love pets vocab and saying: We need to give it some water.

Read each sentence aloud, drawing their attention to the image, asking learners
to repeat.

Introduce a challenge: Do you know how to take care of a pet? Really? Let's
check! Share your screen with a Wordwall We love Pets Wheel with images of a
thirsty dog, a hungry fish, a bird in a dirty cage, a tired cat, a bored hamster, etc.
Tell learners you will spin the wheel and they will tell you what to do in each
situation. Celebrate if they can get all the answers right. Congratulations! You
CAN take care of a pet!

Craft time Tell children you will start making a pet rock or a pet box during this lesson.
Explain that each of you will probably have to finish it at your own time later at
home. Tell them you have 10 minutes to start doing it. Show examples of pet
rocks (could be pictures from pinterest) to get them inspired and excited about
10 minutes doing this.

While everyone is making the pets, ask learners to tell you which pet they are
making and how they will take care of it. Start modelling by saying the sentences:
I have a pet, it is a lizard. I need to give it some water, feed it and clean up after
it. I have a pet. It is a hamster. I need to feed it and play with it. Ask children to
tell you about what they are doing. Encourage learners to say the sentences
while they are painting.

From time to time ask them to show on their camera how their work is going
and praise them for their effort.

Give children a 5 minute warning for this activity to be over. When there are only
three minutes left, tell them you will play the I Have A Pet song again and when
the song is over you will move on to the next activity.
Home - school Show them the Wordwall We love pets matching with images of animals needing
connection care and different ways of caring for them. They need to match the images.
instructions Share the link with them so they can do it for homework. Send this link and
instructions to families.
5 minutes
As an extra task, ask children to take photos of the things they do with their pet
rocks during the week. If possible, have them share their work on a platform that
allows others to respond with comments.

Ending the class Play a background calm song to let Ss know it is time to get ready to say
goodbye. Ask Ss to say (or show*) what their favourite part of the lesson was.

Ask / remind Ss when the next lesson will be as an opportunity to say the days
5 minutes of the week in a meaningful context. Say: See you on… Wednesday. When
learners get used to this stage, make gestures asking them to complete the
sentence with the day of the week, later on encourage them to say the full
sentence with you.

Say goodbye to each child individually.

 COLLABORATIVE LESSON PLANNING
E-BOOK OF YOUNG LEARNER LESSONS

LET’S PLAY!
Lesson Plan By Priscila Mª B. de Melo

Theme: Nurturing creativity Delivery mode: Online meeting

Age: 5-6 years old Duration: 75 min

Learning Outcomes:

Nurturing creative thinking allows space in our lessons for divergent, open and inventive play and is as
essential as learning the ABCs. We can help our learners develop the skills and motivation needed to
be creative by providing a learning environment where they are encouraged to experiment, think
outside the box without fear of making mistakes, and collaborating with others to find solutions to
problems.

It is important to remember that young children may be still learning about cooperative play and need
lots of support with turn taking, following rules, and working as a team. This is something we can and
should begin working on with them. By teaching children to play typical playground games we are
creating opportunities for them to develop these skills and also the language associated with game
play.

In addition, we can take advantage of their love of toys to work on different types of sharing and creative
play.

By the end of this lesson, students will be more confident to name their favorite toys and use
appropriate language when talking about toys, throughout nurturing their creativity

Key Question: Can you make a toy? Yes we can make many things! What ways can we combine
materials to make new things?

Materials & Preparation:

Request that students bring some loose parts to class - these can be any kind of material such as
shells, small stones, craft sticks, clothespins, buttons, leaves, corks, bottle tops, rubber bands,
paperclips, etc.

Watch the video: How Toys Are Made | The Great Indian Factory and take a screenshot at 0,17s.

Open the Countdown screen website

Learn this Transition song

 Lesson Stage & Description
Timing

Greeting Greet students as they arrive, looking into the camera, smiling and using their
names. Have a song playing (that they have chosen previously) and encourage
10 minutes them to dance it out!

Give each student a chance to talk about how they are feeling today.

Pro tip: take some notes about what each student shares so you can follow up
with them in the following lessons. This is a great way to build rapport. Don’t
forget to engage with the parents to make them feel seen and valued too! :-)

Lesson Schedule Present images that describe the main stages of your lesson and either elicit or
teach what these are. Letting them know what TYPE of activity is coming up will
5 minutes help reduce anxiety and prepare them for what is ahead.

Ready to Learn? Are you ready?

5 minutes Present a list with words and pictures of the materials needed for the lesson.
Go through the list and have them show you each item and repeat.

Use a chant to grab their attention and get them ready to focus on the next
part of the lesson.

“Are you ready? Yes!(3x)

Let’s go, Let’s go, Let’s go, go go”

Video Share your screen and show them a screenshot from the video.

5 minutes Ask them: What do you see? And elicit an answer from volunteers. Every time
someone offers an idea (they can reply in L1), praise their suggestion and ask:
What else? Use plenty of gestures to elicit more answers from other students.

Invite them to predict what the man is making. There are no incorrect
guesses. Watch the video to find out!
Introduce today’s Use your webcam to slowly reveal a toy (hold it right up to the webcam and
topic and key slowly pull back to bring the object into focus)
language
Ask: What toy have I got?
20 minutes
Try to elicit the names of the toys to see what vocabulary they already know.

Have them answer using the target language: You’ve got a…

Ask: Have you got a …?

Students: Yes, I have. or No, I haven’t.

Give them an on screen countdown to go and get their toy and come back to
show you.

Students: I’ve got a….

Repeat these steps, using the same language with the other 3 toys.

Next, give students an opportunity to present one of their toys in the same
way and ask their peers to guess what it is. Encourage them to use the same
language you did in the previous steps.

Student: What toy have I got?

Students: You’ve got a…

Teacher: Have you got a ….?

Students: Yes I have/No I haven’t

Topic Based Play Use a chant or song to transition to the next activity.

Show the students your materials and model what you want them to do by
combining the materials to make something that looks like one of the toys from
15 minutes the target vocabulary. Encourage them to guess what it is.

Now challenge them to do the same with the materials they have.

Give them plenty of time to play around with their materials. You should
continue to make and show them what toy(s) have you created and allow
them to present to you, using the target language: What have I got? I’ve got a
robot. Have you got a plane? Yes I have/No I haven’t.
Home - school Send home information about the power of play and encourage them to set
connection up a table somewhere at home with loose parts and leave it there for them to
instructions play with whenever they please. Ask them to take photos and or videos of
whatever their children make and send them back to you.
10 minutes

Ending the class Hold up your creation and ask the students to do the same so you can take a
screenshot.

Thank everyone for the support and participation and sing the goodbye
5 minutes chant: See you later, alligator, bye bye bye, butterfly!
 COLLABORATIVE LESSON PLANNING
E-BOOK OF YOUNG LEARNER LESSONS

LOOK OUTSIDE!
Lesson Plan By Juliana Cordeiro

Theme: Weather Delivery mode: Synchronous online class

Age: 7 - 8 years old Duration: 60 min

Learning Outcomes: The weather is an important aspect of our lives: we look up to the sky before
leaving home for work, or check the weather forecast before planning the weekend activities. Children
love to run and play outside on sunny days, fly a kite when it is windy or jump in puddles on rainy days.

Children are naturally curious to learn about the weather. Observing the sky and its natural
phenomena help the children understand the role the weather plays in their lives and the environment
changes. Students can reflect on the importance of the sun, the rain, the wind to the environment and
to peoples’ lives.

In this lesson, students will observe, identify, and describe different types of local weather and the
activities that they enjoy doing.

Key Question: How does the weather impact what we do?

Materials & Preparation:

Come up with gestures for your routine songs: Hello song, and Goodbye song
Suggestions: Super Simple Songs, The Singing Walrus, Goodbye song.
Prepare a visual schedule by printing cards or putting images on a slide.
Example: Cards for lesson routine
Prepare a slide with images to represent - microphones on/off, cameras on/off
Prepare an audio with sound effects - rain falling, the sounds at the beach, wind blowing leaves and
skiing down a slope.

Slides with photos to represent each of the above sounds - weather words (printed or on slides).

Video: What's the Weather Like Today? By The Kiboomers.

Real objects and/or items of clothing to represent different kinds of weather or activities you can in
different weather conditions:
 Lesson Stage & Description
Timing

Greeting Greet each student as they enter the online room by using simple expressions:
“Hi, (Ana), how are you?”.
5 minutes
Remember to look into the camera and show your interest by asking follow up
questions. For example: if your student says he/she is sad, ask why.

Sing a “Hello song” using gestures. Encourage the learners to join in where they
can and repeat the gestures.

Lesson Schedule Name the lesson stages that they will do today by showing them a flashcard or
image on a slide, naming it and encouraging them to repeat. Keep this fast
2 minutes paced and fun!

Ready to Learn? Check if everyone has brought all the materials they will need for the lesson.
Show these as you name them and encourage them to do the same.

Also check if they went to the bathroom or drank water before the class. Use
3 minutes images on a slide or flashcard to support their understanding of these
questions.

Elicit from them what your agreements are about the use of microphones, chat
boxes and cameras. You can use the symbols of each tool (on paper or slides)
to also remind them during the class when needed.

Introduce today’s Get the students curious and engaged by showing them photos with scenes
topic and key that match the audios you are about to play.
language
Ask: What can you see? They may answer in L1 (their first language).

Acknowledge their response before repeating back the key word to them in
8 minutes English and then expanding.

Reply: Yes! I can see the wind blowing the leaves. It’s windy!

If they are learning to read and write in English, you could add keywords from
their answers below each picture.
 Repeat this process with each photo, always encouraging but not forcing them
to use the target language.

Brain Break! Have them stand up to play a quick movement game. Show one of the images
and they should pretend to be in that scene. Join in to demonstrate what you
2 minutes expect them to do.

Say: Look! It’s sunny and we are at the beach.

Repeat each one a few times keeping it fast paced and fun!

Language Keep the images on the screen but now tell them: Close your eyes and listen
Practice carefully. Be sure to use gestures to support their understanding of these
instructions.

Wait for everyone to close their eyes and then play the first audio.
10 minutes
Say: Open your eyes! Raise your hand if you know what it is. When answering,
encourage them to use the target language that was introduced with the
images.

Repeat this process with the other audios. Keep it fast paced and fun!

Audio Tracks
1. Rain
2. Sound of someone walking in the snow
(this may be very challenging but that’s ok. Let them try and guess
what it might be before telling them the answer.)
3. Sounds of the beach
4. Wind blowing

Song Use a transition song or chant to signal to the students that it’s time for a
song.
10 minutes
Show them the first scene of the video and elicit what they think the song will
be about. Ask them to pay attention to the activities that are mentioned in
the video. After listening the first time, elicit the activities and have them
stand up and do a mime for each one.

Play the song again, without showing the video and have them mime the
activities they hear.
 Now, tell them to look through the window and answer the question: “WHAT
IS THE WEATHER LIKE TODAY?” (Give them 30 seconds to do it using an online
countdown).

Ask them: What can you do on a (sunny) day?

As students answer this last question, write their answers on a slide/e-board.

Model the answers by giving your suggestion using “I CAN…”.

Repeat the steps using the other weather words (sunny/ rainy/ windy/
snowy).

Topic Based Play Let’s Dress Up!

10 minutes Demonstrate this game by doing an example first. Use some clothes and
accessories that would be appropriate for a specific weather condition and
mime/role play a scene to help the students guess what it is. Model the
language you expect them to use: It’s (rainy). I can (jump in puddles).

Explain that it’s their turn to go and get dressed up. You will play today’s song
twice and they need to be back on their chairs before it is over.

Let them take turns presenting to the rest of the class. Encourage them to
guess by using the structures they practiced previously: It’s (rainy). I can
(jump in puddles).

You can use a special strategy to choose whose turn it is such as “The wheel of
names”.

Home - school Show the learners the example you prepared on the padlet.
connection
instructions Tell them they should do the same by naming their favorite kind of weather,
an activity they can do and posting a photo of themselves dressed for that
5 minutes weather.

They must access the link, write down their answers and add an image to
illustrate it. Send these instructions to the parents in L1 too.

Ending the class Review with your students what you have talked about in this class.

5 minutes If you use the visual schedule, show them it’s “Goodbye” time and sing a song.
You can also thank them for the class before they leave the room.
 COLLABORATIVE LESSON PLANNING
E-BOOK OF YOUNG LEARNER LESSONS

YOU CAN’T BE IT
IF YOU CAN’T SEE IT
Lesson Plan By Thais Malagoli Braga

Theme: Professions Delivery mode: Pre-recorded video

Age: 4-6 years old Duration: 10 min (2 videos, 1 for steps 1, 2 and 3; another for 6
and 7)

Learning Outcomes:
“The visual & verbal messages young children absorb from books and other media heavily influence
their ideas about themselves and others." Louise Derman-Sparks

By the age of 4 to 6 children have already been exposed to stereotypical ideals and are likely to have
formed preconceived notions of people and society. Taking into consideration the key role images
play as a medium for meaning-making, it is of extreme importance to expose young children to images
which present people from all walks of life.

Thus, exposing young children to images of a diverse range of people who make valuable contributions
to our society is a way we can break down the stereotypes that often limit their beliefs about others
and themselves.

In this lesson, the learners will put together jigsaw puzzles that show images of people who work in
different jobs. The images will have been carefully selected to send the implicit message that
regardless of your color, gender or disabilities, you can still be a great person and do incredible things.
This will create the perfect context for the acquisition of vocabulary and structures related to
professions (She/ He is a painter, musician, doctor, an actress/ actor...) and language needed for the
puzzle (Here’s her head/ Where’s her body? / Is this her body?/ I don’t know/ Oh look!).

Key Concept: I can do great things when I grow up.

Materials & Preparation:

Find pictures and cut out the upper/ lower parts of the characters’ bodies so as to create the puzzle.
(The idea is to have as much diversity as possible, especially focusing on images of black women,
people with disabilities, overweight women/ men dressed up in their uniforms or with their work
tools.)
Lesson Stage & Description
Timing

Setting the Scene Start the video with the teacher playing with a puzzle, trying to fit Frida Kahlo’s
head with different parts of the body/ professions.
3 minutes
● Camera will open with the teacher playing, and look up with surprise
as if the child had just arrived in that room to play.
● Connect with the child watching at home with a big smile and say hello!
Use your gestures and facial expression to show how you are feeling
today.
● Then show the puzzle and your frustration at not being able to put it
together.
● Ask them to help you using plenty of gestures to support their
understanding.

Suggestion script:
Oh, hello there! How are you today? (make sure you look into the camera)
I’m not feeling so good (facial expressions are keyhere!), I can’t (try to make it
as if you were having difficulties finding the correct pieces of the puzzle)...
Oh, can you help me?

(Remember to wait for a few seconds for ss to interact with the video at home
and invite ss to guess)

Lesson Teaser Calling their attention to the puzzle you are trying to solve, ask them Oh, can
you help me? (show the camera Frida [or another character’s] head) say (while
3 minutes you are sorting through the pieces)

Here’s her head...

But… where’s her body?

(silence)

I don’t know.

Is this her body? (time for interaction) No, it’s not.

 Meanwhile try and fit different bodies (2 or 3) until you find the right one.

Is this her body? (time for interaction) Yes, it is!

Oh look, it’s Frida Kahlo! She’s an artist!

Be consistent with the steps and the language you use in this game.

Introduce today’s Invite ss to play the game with you in order to present them the key language
topic and key of professions.
language
Are you ready to play the game with me? (time)
4-5 minutes I can’t hear you, are you ready? (time for interaction)
Say Yes, I’m ready! (time for interaction)

So here we go!

Cut to a top down shot of the completed puzzles, each showing a different
profession. Point to each one and introduce the profession in English with a
quick drill: police officer, doctor, singer, artist, scientist.

Topic Based Play Camera cuts back to show the whole teacher and the puzzle pieces.

3-5 minutes Model the way to play the matching puzzle game being consistent with the
steps and the language you use.

Flip the puzzle pieces over and mix them around with your hands. Say mix,
mix, mix! Flip over two pieces and see if they match. Name each profession
as you do: A police officer and a scientist. They’re NOT the same. Flip them
back over and keep trying until you have a match.

After you have completed the puzzles, stop and look in the camera and thank
them for playing with you.

Ending the class Tell them that It’s time to go! End the lesson by standing up and singing one
of the songs they are familiar with from previous lessons. Invite them to sing
2 minutes and do the actions with you.

Wave and say Goodbye!

Home - school Send a video to the parents/caregivers with instructions for how to make and
connection do the puzzle with the children at home before the next lesson.
instructions
 COLLABORATIVE LESSON PLANNING
E-BOOK OF YOUNG LEARNER LESSONS

ONCE UPON A HALLOWEEN

Lesson Plan By Isadora Guerra

Theme: Halloween Delivery mode: Online Meeting

Age: 5-6 years old Duration: 50 min

Learning Outcomes: Exploring Halloween-themed imaginative play helps young children to process and
manage their own emotions such as fear. Between the age of 4 and 6, children find it difficult to set
apart what is real and imaginary. Then, Halloween characters (ghosts, witches and monsters) and
animals (spider, snake and bats) can be a source of fear.

In this lesson, the children will be able to identify the things they are scared of and sort them between
real or imaginary. This will create the perfect context for learning vocabulary and structures to talk about
their fears and learn how to overcome them.

Key Question: What are you scared of?

Materials & Preparation:

A week before this lesson, send home a note to families requesting the children come to class in
costume.
Visual Schedule Flashcards
Halloween bucket
Witch’s hat
Halloween plastic animals
Halloween characters images (pictures or realia)
Two DIY cauldrons:
● Two plastic bottles bottom halves
● Food coloring
● Detergent
● Straw

Practice this Youtube read aloud: Go Away, Big Green Monster

Lesson Stage Description
& Timing

Greeting Greet them and call them by name as they log into the classroom.

Show interest and notice their costumes, makeup and hair.

5 minutes Encourage S-S interaction by asking: (Ana), look at (Felipe)! What do you think he
is?

Lesson Sing these verses to the tune of the Adams Family song:
Schedule
What will we do? (Snap)
2 minutes
What will we do? (Snap)

Mystery box! (Snap) 2x

Then, what will be next? (Snap)

Story time! (Snap) 2x

As you sing the lesson stages show flashcards for them: Mystery box, Story, etc.

Ready to Share your screen and show them a Harry Potter-themed image as a model for the
Learn? expected behavior (e.g. scene from the HP movies in which they are attending
classes).

Ask: What do you see?

5 minutes
As students say what they see, highlight the expected behavior to them: looking
eyes, listening ears, quiet mouth.

Show and check if they have the supplies needed for the lesson:

Tell students: Oh, no! The witch was here! Now all my material is invisible in the
witch’s hat! I need your help!

Get them to call out to the witch’s hat: Pencil, pencil, are you there? Take supplies
out of the witch’s hat. Ask them to show you their pencils.
 Introduce Bring out your Witch’s hat which is filled with halloween themed objects.
today’s topic
and key Have them guess what is in the hat. Elicit a few ideas before pulling them from the
language hat, one by one.

As you show them the first item and elicit the name. They may use L1. Introduce
the word in English and have them repeat it.
5 minutes
Ask them: Are you scared of…? They should answer: Yes! or No! Use plenty of
gestures and facial expression to support their understanding of the question.

As they identify the objects that they are afraid of, ask them: Is (a monster) real?
Can you touch it or feel it?

Show them the two cauldrons. Establish that one is for things that are real and one
for imaginary things. Make sure they have understood this by repeating the
question: Is (monster) real? No! Put the picture of the monster into the cauldron
for things that are not real.

Do the same with the rest of the objects, taking care to repeat the steps and the
language consistently every time.

The items they are not afraid of can go back to the witch’s hat.

If there is a kid that is not afraid of anything call the kid to be the class helper:

(Student name) isn’t afaid. He/she is brave. So today (student name) will be my
helper and we will scare away the monsters, witches, spiders (name the items
that they mentioned they were afraid)! He/she will check if everyone's camera is
on and microphone is off.

Brain Break Have everyone stand up, play Halloween song (Suggestion: ghostbuster theme)
and do a dress parade. Tell them:
5 minutes
Let’s show the scary things we are not afraid! Let’s show our costumes and make
a scary face!

Model to them by showing your costume and make a scary face.

Remind the class helper to check cameras and microphones for you.

Call children’s names one by one: It’s your turn, (student name). Every child can
show their Halloween costume and make a scary face.
Story Time Use a chant to grab their attention again and bring their focus back to you and get
seated ready for Story Time. (Suggestion: Storytime song).

Ask them if they are afraid of monsters. Show the cover of the book and ask: What
5 minutes do you see?. Elicit or introduce: A monster.

Read the title: Go away, big green monster. Make a gesture and voice to say it and
encourage them to follow you.

Read the story and encourage them to join in every time you say “Go away” with
the same gestures and voice.

Game Get everyone standing up to play a game.

Model what they have to do by taking three big steps away from the camera (or as
far back as you can). Face away from the camera and wait a few
3 minutes seconds. Suddenly and very quickly turn around and say: Green monster, go
away! Call out the names of each child and get them to go right back to the other
side of the room (or as far away from the camera as possible). Face away from the
camera again and encourage them to creep forward. Spin back around and say:
Green Monster, go away! once more. Tell them to go to the back again.

Topic Based Use a chant to grab their attention, get them seated and focused on you.
Play
Hocus Pocus Chant:
10 minutes
Hocus Pocus! Everybody focus! 3x

Bring back the pretend play cauldron with items previously sorted. Show them the
items one more time by saying: Ewww a/an (name)! Call them to join in. Teach
the word courage in L1.

Make a potion using water and food coloring. (You can add detergent and straw to
blow and make it bubbly).

Model how you will stir it and say the magic words: Go away, scary (name). Hocus
Pocus!

Invite them to draw things that make them scared. Then, invite them to share their
picture by saying I’m scared of (name). Go away, scary (name).

Everyone pretends to drink the magic potion to give them courage and say the
magic words.
Home - school They will write a spell by drawing. Children will draw and label the ingredients on
connection their spell (real or imaginary).
instructions
Make a coffee stained paper to write the spell: https://youtu.be/17Z8Hw86f_o
5 minutes
Show them a model of your spell.

Ending the Clean up their workspace.

class
Review the key language by encouraging them to say:I’m not scared of (name)
5 minutes anymore or I’m a little bit scared of (name).

Dance a Halloween song: The Skeleton Dance -

https://www.youtube.com/watch?v=Pbl4BNkAq_U.

Wish them a Happy Halloween!

Say goodbye individually.

CLICK HERE!