Lesson Plan Example for English Language Learners

 Lesson Planning is the pillar of your teaching to young learners. I use the 3P's method, which is Presentation, Practice and Production. Adding, Warm up in the beginning and Wrap up at the end, in total 5 steps.

Here is an example using one of my resources.

STEP 1-Warm up. This is a short step. Use a simple game to either review something that you taught last lesson or an easy concept that might be fun to check. I chose the numbers 1 to 10, within an insect theme.

I have this set of number cards. I would give each student a random card and have them show me the card as I name it.
Teacher: Show me number six!
Students: six! (all students with number six , either in numeral or words should show the card)

Then, call all groups. Teacher: All the beehives, stand here. All the butterflies go to the door. All the number words sit down. All the numbers go to the window.

And that will be it! Short and easy and getting the students into the mood for starting the class.

Step 2. Presentation. Focus on the main grammar and the vocabulary items for the unit. Maybe this is your second class with the insects unit. Review the vocabulary with the flashcards. Place them on the board and ask the students: What can you see?

Students: a butterfly!!

Introduce the parts of the body of the insects using the flashcards.

Teacher: This is the antennae. (Point and write the word)

Continue with the rest of the body of any insect.

 Then have the students find all the insects with wings and show the wings in each one.

There is a magnifying glass that you can create for another activity. Have the students use the device to look for the body parts in each flashcards as they name one.

Student: antennae! Wings!!

Step 3. Practice. This part can be done using the worksheets or your workbook.There a different level of worksheets for reviewing the body parts.

Step 4. Production. Use a set of games available, easy to print. Students can play in small groups. Platying games give the stduents the opportunity to listen and speak with their peers.

There's Domino, Bingo, file folder games, game board and a puzzle.

Step 5. Wrap up your class in those last 5 or 10 minutes left. I would use the fly swatter game with the small cards that I can set up in the classroom meanwhile the students are playing the games.

Have the students come up one at a time to swat a fly or any other insect that you lined up. When the student swats a card he/she can pick up their school supplies and leave the classroom or make a line.

And that's a wrap! If you need help with lesson plan, let me know and comment below.

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Insects Unit for Elementary ESL- part 2.

This is part 2 for the Insect unit. Here is the link to the product.

https://www.teacherspayteachers.com/Product/Bugs-or-Insects-Unit-Resources-for-Elementary-ESL-4136295

The resource is also available here:   https://www.bilingualmarketplace.com/products/bugs-unit-for-elementary-esl?variant=13633060667441

                                    

How many bugs are there? I made some cutouts to be used as a diorama or permanent exhibit for speaking opportunities. I placed a clip behind each animal to make a diorama on a desk.

Teacher: Look ! a bee hive! How many bees are there in front of the bee hive ?

Student: There are four!

Teacher: How many bees are there behind the bee hive ?

Student: There are three!

Teacher: How many bees are there in the bee hive ?

Student: There are seven!

Or use the cutouts on the board.

Teacher: What are they?

Student: They are spiders.

Teacher: What color are the spiders?

Student: They are brown spiders.

Teacher: How many spiders are there on the spider web?

Student: There are five blue spiders! There are five brown spiders!

Or students can make their own posters and write their paragraphs!

I made these small cards for several games. Review prepositions with the students. Students listen to the directions and place them where they belong.

Teacher: There is an ant on the chair. There is a bee under the chair. There is a spider behind the chair. There is a ladybug in front of the chair.

 Review colors. If you have dictated the colors.

Teacher: What color is the worm?

Students: It is purple!

If they colored as they wished the bugs. Have them make groups of the same color bug.

Teacher: Who has blue butterfly? Stand up and make a group.

Continue with all the cards and count how many students are in the same color bug group.

I had this book from my kids. You can read the book and then use the flannel board to retell the story using the cutouts in the product. I made mine out of floor cloth for mopping. I added Velcro to all the pieces, it stays on the flannel board and does not come down. It is easy to take off and relocate. If you want the story to retell it, request it: ei98srl@gmail.com

Watch the videos!

Math vocabulary has to be introduced in all units to increase language production in this area. Use the cards to play games. Give a group of students the butterflies, another the number words and the next group the number cards. At your signal have them walk around and find the match of the three cards. The first three students to do so calls stop! And hands in the cards to you. Place them on the board.

Follow me!PLEASE Leave your comments here. I would love to hear to your opinion about this.

Insects unit for Elementary ESL

Very few books have units related to insects, so this could be a unit to include for those extra lessons that you want a quick unit to review basic grammar structures and add new words.
Here is the link to the resource.
https://www.teacherspayteachers.com/Product/Bugs-or-Insects-Unit-Resources-for-Elementary-ESL-4136295

 I would love that you leave me some feedback at the comments section of this blog post.

The resource is also available here:    https://www.bilingualmarketplace.com/products/bugs-unit-for-elementary-esl?variant=13633060667441

And yes, I always start with flashcards as my visual aids to avoid translation and stimulate speaking.

What color are the bugs? Place all the flashcards on the board and ask questions.

Teacher: What color is the butterfly?

Student: It’s pink and green.

Teacher: name two red bugs.

Student: ant and ladybug.

There’s a worksheet to review colors and prepositions.

 Teacher: What color is the ladybug?

Students: The ladybug is black and red.

Teacher: Where is the ladybug?

Students: The ladybug is on the tree.

Have the students write a paragraph about the picture.

Bugs are everywhere. I researched a little to make the flashcards to indicate where I can find the bug and their habitat. I also added the sun to imply that the bugs like warm weather. I made an example with a butterfly and a ladybug and created a mind map.

Teacher: Where can I find a butterfly?

Student 1:  On the rock.

Student 2:  On the leaf.

Student 3:  In the garden.

Student 4:  On the flower.

Place a habitat or place flashcard on the board and ask which bug is most likely to be found there. I suggest that you research about bugs and the students as well.(mind map)

Teacher: Here is the mountain. Which bug can I find there?

Students: spiders !

Teacher: yes! More examples!

Students: mosquito!

Teacher: NO!!

Place an insect and a habitat or place flashcard, one next to the other. (mind map)

Teacher: Is there a grasshopper on the plant?

Students: Yes, there is.

Teacher: Is there a scorpion in the farm?

Students: No, there isn’t.

And the cutouts are a good visual for prepositions.

Place the habitat or place and a bug. Ask questions and have them write the answers on their notebooks and they can even draw a picture.

Teacher: Where is the caterpillar?

Students: The caterpillar is on the leaf.

You can also give the printed bugs and habitat to the students. They can create a poster and a text. Do a show and tell. Have the students ask questions.

Student1: Is there a worm?

Show and tell student: No, there isn’t.

 Student1: Is there a fly?

Show and tell student: Yes, there is. It is in the house.

Hang the posters around the class.

Bugs feed themselves! Use the flashcards to show what a specific bug eats.(mind map)

Teacher: Look at the bee? What does it feed on ?

Student: watermelon, nectar from flower, soft drinks.

Or, use the flashcards to compare an item and which bugs eat them.(mind map)

Teacher: Which bug feeds on grass?

Student: worm and grasshopper!

Assign a bug to each student. They should investigate what does that specific bug eat or feed on. Then make a writing craft. I saw a similar one on Pinterest and I will recreate mine. Then have individual students come and show their bug.

A simple worksheet to review big and small. Have them sort the bugs and glue them. Model sentences.

Teacher: A big red ant.

Students: A small red ant.

Place the bugs flashcards on the board and have the students organize them by size. 

Teacher: The big red ant is small.

Students: The green grasshopper is big.

Teacher: The black fly is bigger than the ant.

Students: The black fly is smaller than the butterfly.

Ask questions.

Teacher: Which is bigger, the butterfly or the cockroach?

Students: The brown cockroach is bigger.

Bugs have a body. Use the flashcards to introduce the body parts. The students are familiar with eye, head, leg but the other words are new and are the same for all the bugs: thorax, abdomen. (LABELING)

Use the worksheets for the students to do the same to review body parts. Students can use the labels or write thier own words.

A game to wrap the unit up. Place all the flashcards on the board and start saying facts for the students to guess which bug is the one you are talking about.

 Teacher: It has two antennae. It has six legs. It is small. It doesn’t have ears. It never sleeps. It red or black. Some people can eat it. It can crawl. It lives in colonies. It eats sweets.

Students: The ant!

It is good that you research about the insect facts to play the game, or students can research and play as the teacher and the class has to guess.

Bugs have predators. Explain about predators. I placed as an example the ladybug which is eaten by spiders, dragonflies, birds and frogs using the flashcards. (mind map)

Follow me ! Follow me at my TPT store:   https://www.teacherspayteachers.com/Store/Holistic-English-Resources-By-Rosa-Amelia