Lesson Overview

Topic Lesson Information

Lesson Title: Lesson 18: Yes and No Questions
Lesson Author: Kalonji Johnson
Date Created: 11/15/2023
Lesson Timeframe: 9:30 am – 12:00, 11/15/2023
Content Area(s): ESL
General Topics/Skills Covered: ● Forming yes/no interrogative questions.
● Answering interrogative yes/no
questions
NRS Level(s): 2-3

Objectives, Materials, Vocabulary, and Culturally Responsive Teaching

Topic Your Objectives, Materials, Tips/Questions to Consider
Vocabulary, and Culturally
Responsive Teaching
Lesson ● Check it with SMART. (Is it
Objective(s): ● SWBAT form yes/no Specific, Measurable,
questions related to the Achievable, Relevant, and
previous vocabulary Timely?)
words that they have
learned.

● SWBAT respond to yes/no

questions that are relevant
to their personal identity
in terms of their likes,
dislikes, habits and
personality traits.

Texts, Materials, ● Pencils ● Are the recommended texts at

Resources: ● Pens the appropriate complexity
● PPT. levels, relevant to adult
● Writing Paper learners, culturally
● Audio File responsive, and useful for
● Listening Transcript building knowledge and
● Listening Worksheet achieving the objectives?
 Topic Your Objectives, Materials, Tips/Questions to Consider
Vocabulary, and Culturally
Responsive Teaching
● ‘To Do’ yes/no question
worksheet
● ‘To Be’ yes/no question
worksheet
Lesson Vocabulary: (All vocabulary was learned in ● Include 5 -10 vocabulary
previous lessons): terms.
● Running ● Include instructional
● Playing Soccer strategies below for teaching
● Walking the vocabulary.
● Cleaning
● Working
● Studying English
● Singing
● Cooking
● Listening to Music
● Watching TV
● Dancing
● Kind
● Punctual
● Mean
● Organized
● Unorganized
● Sick
● Hungry
● Tall
● Short
● From Haiti
Target ● Verb ‘To Do’ ● Include new grammar, or
Grammar/Language ● Verb ‘To Be’ language forms, that is
Forms: ● Subject-Pronoun Verb relevant to the context of the
Agreement lesson.
● Include new or unfamiliar
grammar or language forms
found in the text used for the
lesson.
 Topic Your Objectives, Materials,
Vocabulary, and Culturally
Responsive Teaching
Culturally ● The students will be able to
Responsive Teaching connect the lesson content to
Notes: their own lives in terms of
being able to ask and answer
yes/no questions related to
their likes, dislikes, and
habits, and personality traits.
Instructional Activities
Topic Lesson Information
Lesson ● T provides Ss with the agenda
Introduction: for the lesson.
● T introduces Ss to the goals of
the lessons with Ss.
Lesson Body:
Lead In ● T elicits yes/no responses from Ss
by using pictures in the PPT.
- E.g., T- “Look at the
picture. Does she like
pizza?”
- E.g. Ss – “No” or “No,
she doesn’t.”
Tips/Questions to Consider
● Is it evident that students will
connect content to their own
lives and to what they already
know?
● Do the student resources
regularly include authors,
images, and ideas from a
range of racial, cultural,
linguistic, gender, and
(dis)ability representations
and backgrounds, especially
those of our students?
● Do cultural representations
and varied perspectives seem
to be fair and accurate? Are
stereotypes avoided?
Tips/Questions to Consider
● Explain how the lesson
objectives will be
shared with learners.
● Make connections to
learners’ goals and
prior and future
lessons.
● Provide enough detail
that another instructor
could teach this lesson
based on the
information in this
lesson plan.
● Include how the
students will be
grouped, approximate
timeframes for each
activity, and how
technology will be
integrated.
 Topic Lesson Information Tips/Questions to Consider

Meaning-Focused ● T provides an explanation of the ● Describe how and

Input upcoming listening exercise: where in the lesson
- “Listen to two people sequence, the instructor
having a conversation in will model the target
a classroom.” skills and/or tasks for
- “Circle, ‘Yes’ or ‘No’ the learners.
based on what you hear.”
● T provides Ss with the listening
exercise worksheet and plays the
audio file twice.
● T reviews the answers with Ss and
refers to the transcript if Ss show
signs of not understanding.

Language-Focused
Learning ● T provides explanations and
examples of how Ss can form yes/no
questions using the verbs ‘to do’ and
‘to be’ using the PPT.
● T emphasizes the importance of
subject-pronoun verb agreement
when forming yes/no questions and
answering them.
● T invites Ss to try and form yes/no
questions directed to T.
● T asks Ss yes/no questions in order
to elicit appropriate responses from
them.

Meaning-Focused ● T provides Ss with an explanation of

Output the writing and speaking output task:
- Ss are provided with a
worksheet related to
forming and answering
questions with the verb
‘to do’.
- Ss form questions in the
middle column using the
activities in the left
column.
- Ss ask their partner the
questions using the
 Topic Lesson Information Tips/Questions to Consider

questions they have

formed.
- Ss write down their
partner’s responses in the
right column in
adherence to
subject-pronoun verb
agreement rules.
- Ss respond to their
partner’s questions.
● T provides Ss with an explanation of
the second writing and speaking
output task:
- Ss are provided with a
worksheet related to
forming and answering
questions with the verb
‘to be’.
- Ss form questions in the
middle column using the
activities in the left
column.
- Ss ask their partner the
questions they have
formed.
- Ss write down their
partner’s responses in
adherence to
subject-pronoun verb
agreement rules.
- Ss respond to their
partner’s questions.
● T invites Ss to practice asking and
answering yes/no questions in front
of the class.

Differentiation: ● Provide Ss with a transcript of ● How can you and/or

the audio for the listening other teachers adapt
exercise. this lesson to support
learners with varying
levels or needs (e.g.,
texts at different levels,
broad topics, or
compelling tasks that
 Topic Lesson Information
Digital Literacy N/A
Integration:
Lesson Conclusion: ● Ss demonstrate the ability to
form yes/no or questions using
the verbs ‘to do’ and ‘to be’.
● Ss demonstrate the ability to
answer yes/no questions
Assessment: ● The degree to which I reduce the
amount of scaffolding will
inform me of students’
progression throughout the
lesson.
● At the end of the lesson, I will
ask Ss two yes/no questions;
with one using the verb ‘to do’
and the other using the verb ‘to
be’. I can base Ss understanding
Tips/Questions to Consider
allow teacher/student
flexibility)?
● What kinds of choices
are students able to
make within the lesson
plan (e.g., text
selection, project
topics, or products)?
● Are sufficient
instructions given to
students around the use
of digital tools, and is
sufficient time
provided to practice
using the tools?
● Do students use digital
tools to create and
present products (e.g.,
papers, presentations,
graphics)?
● Are students provided
with an opportunity to
select and use
appropriate technology
to solve problems in
class?
● Review lesson
objectives.
● Provide an opportunity
for student reflection.
● Connect to prior and
future learning.
● Describe the ongoing
formative assessments
that will be used to
check learners’
progress toward the
lesson objectives.
● Describe the
cumulative
assessments that will
measure the extent to
 Topic Lesson Information Tips/Questions to Consider

of the lesson content by their which learners met the

ability to answer the questions lesson objectives.
by providing relevant
information and adhering to
subject-pronoun verb agreement
rules.

Lesson Extension, ● N/A ● Include opportunities

Homework: for learners to practice
skills outside of class
time.

Lesson Extension, N/A ● Include opportunities

Additional for learners to extend
Enrichment/Practice their learning through
Opportunities: additional resources
(print and online),
readings, and practice
of skills.
Instructor Reflection Before the Lesson
● Because the students are familiar with forming and answering ‘wh’ questions I don’t
anticipate that they will struggle too much with forming and answering yes/no questions.
Instructor Reflection After the Lesson
● Overall, the lesson went well. The students enjoyed engaging with one another during the
pair work activities. However, some of the students struggled with subject-pronoun verb
agreement. This is something that I will continue to address throughout my lessons.