Student: Viviane Sorrentino
Type of Lesson: Community Language Learning
Title of Lesson Plan: Animal Names
Date: June 09, 2023
1. Objective: The students will be able to identify 8 animals by listening and will know how to
correctly say their names, Dog, Cat, Cow, Pig, Horse, Lion, Bear, Monkey, Giraffe, Elephant,
and say their characteristics.
2a. Foreign Language Standard(s) Addressed: Communication – Standard 1.1: Students engage in
conversations, provide and obtain information, express feelings and emotions, and exchange
opinions.
2b. English Language Development Standard(s) Addressed: The WIDA English Language Development
Standards Grades Kindergartens (4-6 years old): Can Repeat and respond to chants about working
collaboratively in small groups or centers (e.g., call and response) using gestures.
3. Common Core Anchor Standard: Anchor Standards for Speaking and Listening: (1) Prepare
for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively. (2)
Integrate and evaluate information presented in diverse medias and formats including
visually, quantitatively, and orally.
4. ACTFL Proficiency Level Expected: Novice Low
5. Scaffolding:
a) The students already know the animals’ names in L1 and the adjectives meanings in L1.
b) I will use visual aids of each animal, the students will play “What animal am I?” activity,
the students will complete a worksheet activity.
6. Review: The students will review the sentence structure, “My favorite + noun + is +
noun.” From previous lesson.
7. List the following:
New Vocabulary: Dog, Cat, Cow, Pig, Horse, Lion, Bear, Monkey, Giraffe, Elephant.
New Structures: The students will learn to say 10 animal names, and the students will lean to say “I
like” and “I don’t like” saying, “I + like/don’t like + the + (animal name).” sentence structure.
Materials the Teacher will Need: Each animal visual aids, 1 flash card of each animal, a “Racing around
the world with the animals” board game to each two students (they will play in peers).
Materials the Student will Need: eraser or pencil sharpener (any school supply that can be used as the
board game piece).
8. Teach the Material:
a) The teacher will ask the students “Who likes animals?”, and let the students answer
the question.
b) After having the students answering this first question the teacher will ask, “Where
can we find animals?” and let the students answer the question.
Ex.: Zoo, Farm, Jungle, forest, House, Pet Shop, etc.
c) The teacher will say that today we will learn some animal names, so the teacher will
present the new vocabulary by showing each animal visual aid at a time and saying
their names.
OBS: Fix each visual aid on the board as you show them.
d) The teacher will repeat the ‘Teach the Material (c)” activity but this time having the
students repeating after the teacher.
(10 minutes)
9. Guided Practice:
a) The teacher will ask one student at a time to come to board and point their favorite
on the board and say “My favorite animal is the (animal name).”, and go back to his
or her sit.
b) The teacher will say in L2, “What do you want to say about your favorite animal?” and
then repeat the sentence in L1. Let the students answer the question in L1 then teach
them how to say it in L2, asking him or her to repeat the sentence in L2 after you, one
student at a time.
c) Revise what the students just said about the animals asking the whole class to repeat
each sentence aloud together.
(20 minutes)
10. Independent Practice:
a) The students will play “What animal am I?”. The teacher will place the animal flash
cards on the table with the animal figure turned down, divide the class in two groups
and ask the students to come one student from one of the groups at a time to the
table, take one flash card and mime the animal so he’s or she’s group can guess what
animal hi or she is miming. The group will have 1 minute to guess the animal, if they
don’t the other group will have the chance to guess. Then is other group time, and
they keep playing until they mimed the 10 animals.
b) The teacher will divide the students in peers and give one “Racing around the world
with the animals” board game to each peer.
c) Each step on the bord correspond to an animal learned in the class. The students will
roll a dice one at a time and the student who gets the higher number will start
playing, rolling the dice again and moving his or her eraser on the board as many
steps as the dice says.
d) The teacher will explain that according to the animal on the square the students place
his or her eraser, they will have to say the animal’s name and “I + like/don’t like + the
+ (animal name).”
Ex: If the student gets on the lion’s square and he or she likes the lion, he or she will
say “The lion.” “I like the lion.”
e) Then, the other student repeats the steps, having each one the chance to play many
times, until the end of the bord squares.
OBS: The teacher will walk around the class to hear the students while they play.
(25 minutes)
11. Differentiated Instruction Options:
a) The teacher can ask high-level students to help the classmates during the class. For
example, during the peer activity the teacher can put one higher-level students with one
lower-level student or during the group activity the teacher can put one high-level
students to help each group.
b) The teacher can do the same example for low level students to shy students.
c) The teacher can ask students with motor disabilities to help holding visual aids, or
control the timing during the mime activity, if the disability is can’t walk for example.
d) The teacher can ask unquiet students to help taking materials, or help to set the flash
cards, etc.
12. Formative Assessment:
a) During the lesson the teacher will observe students’ participation and will attentively
listen to right words and pronunciation answers while they repeat the animal names and
during the mine and board game activities.
b) The teacher will pay attention to their listening comprehension during the “What do
you want to say about your favorite animal?”.
13. Summative Assessment:
a) During the board game teacher will assess if the students are able to relate the
animal figures to their names and say “I like/I don’t the (animal name).”
14. Closure:
a) The teacher will say “Today we learned animal names. Say a strong animal.”(use the
adjectives the students give to their favorite animals during the “Guided Practice”
activity, and having the students answering together and so on, quickly reviewing the
students favorite animals names.
b) The teacher will greet and thank the students for the great job during the class.
