Lesson Plan Template for Content-Based Instruction

Teachers Name: Mandeep Ballagan, Katie Harding Date: June 20th-24th

Grade/Class/Subject: 1st/2nd/Conversation/English Time Period: 50 minutes
Unit/ Topic: American Pop Culture/Superheroes Lesson Title: Superhero Chubby Bunny
Challenge

Content Objectives: By the end of the lesson, students will (know and do):
-Pronounce words and phrases pertaining to superheroes and their catchphrases
-Listen and repeat certain catchphrases correctly
-Write for a short activity over what they learned about superheroes, different heroes in their life, and
how they will be heroes in English
-Students will share what they wrote in English

Language Objectives:
Function
1) Describe how they will be a hero in the future
tense
2) Describe what they learned in the past tense

Form
Future tense: I will be a hero to others by

3) Share heroes in their life and why in the present

tense

Past tense: I learned . About

superheroes.
Present tense: My hero is because

New
Vocabular
y
Review Vocabulary
(previously taught vocabulary that students likely need
review of)

Catchphrase
Marshmallows
Competition
Support
Real life hero
Encourage
Super powers

(new
vocabulary to
be explicitly
taught that is
critical to an
understanding
of the content)

Chubby
Bunny
Game
Tournament

Signal Words
(vocabulary that may need to be taught or
emphasized that link concepts in meaningful
ways, such as conjunctions and time markers)

Whole (As in whole phrase)

3 minutes per round
10 minutes for the writing activity
___ minutes left!

Bye (In
tournament
s)
Call a
friend (In
games)

By the end of the lesson, students will (do X function using Y form with Z vocabulary):
-Describe how they will be a hero in the future tense with vocabulary such as real life hero.
-Describe what they learned in the past tense with vocabulary such as catchphrase or super
powers.

-Share heroes in their life and why in the present tense with vocabulary such as encourage
or real life hero.

Special Cross-Cultural Considerations: Include here anything relevant to culture that

you will either incorporate as part of your lesson or that you need to be attuned to in terms
of your students background to ensure a lesson that is culturally responsive.
Because the chubby bunny game is a popular game in America and not very well known in Korea,
we created a video explaining and demonstrating the game for the students. It also shows us as
teachers playing the game and helps the girls feel more comfortable about playing a game they
dont know. Once again, our lesson emphasizes the ability to be your own hero and a hero to others
and try to help the girls not be so focused on their appearance or success.

Materials: Include here all the materials that you need, including textbook titles and the
page numbers you will refer to.
Projector, internet, video example, online timer, marshmallows, catchphrase cards, superhero team
table markers, superhero team cards, paper, pens, suckers (for prizes)

Lesson Sequence: This may be adjusted as necessary to accommodate unique lesson plan
features. For each step, explain what the teacher will do, the expectation of what the
students will do, and how long the stage should take.
I.
MOTIVATION: Describe how you will build content background and introduce the
specific language functions/forms that you will target.
TIME: ____5 minutes_____

The teacher will(specifically what the teacher

does)
-Hand out cards at the beginning of class will a
superhero on it that assigns the groups, six groups
total. One card in each group has a smiley face
sticker
Ask the students what they learned last week in
class
-Ask the students different aspects of superheroes
that they worked on creating in their groups last
week
-Ask the students if they have ever heard of the
Chubby Bunny challenge
-Tell the students that they walked in with a card
that has a certain superhero on it, and will tell the
students that they will be competing in a
tournament against each other.
-Tell the students that in each group there is a
person that has a smiley face on their card and

The students will (specifically what the

students should do in response to what the
teacher does)
-Sit with their table group according to the card
handed to them
Shout out things that they learned last week
-List different aspects of superheroes that they
created last week, super powers, weaknesses,
catchphrases
-If students know the game, explain the rules
-Listen to the teachers instructions, answer
comprehension questions over instructions

that theyre the person that will put the

marshmallows in their mouth

Formative Assessment (How will you gauge whether or not students are connecting to the background the
teacher is providing?):
They will be evaluated based on their participation in class, attentiveness, and answers to questions
from the teacher.
II.

PRESENTATION: Describe the specific techniques you will use to make your
presentation of new content and linguistic material comprehensible to students,
to provide opportunities for interaction through appropriate questioning, to
engage learner strategies, and to assess whether or not students are getting
it.

TIME: ____5 minutes______

The teacher will(specifically what the teacher does)

The students will (specifically what the

students should do in response to what
the teacher does)
-Watch the video and pay attention or write
down the rules
-Tell the teacher what the rules are, answer
the questions about the rules

-Show a video example of the teachers playing the

game
-Ask the students what the rules are after the video
Rules:
-3 rounds
-3 minutes per round
-First round 3 marshmallows, second and third round
4 marshmallows
-Do not pass on catchphrases, have to stay on that
catchphrase until the group says it correctly
-The group has to repeat the whole catchphrase
correctly in order to move on
-First round catchphrases easiest and shortest, the
catchphrases get longer and harder for each round
Formative Assessment (How will you gauge whether or not students are comprehending/using the targeted
language forms as presented?):
The students will be evaluated based on their attentiveness and answers to the teachers questions
III.
PRACTICE/APPLICATION: Describe the activities you will use to allow for meaningful practice
targeting the lessons objectives, the learner strategies you will engage, and the formative
assessment you will provide to gauge whether or not students practice is moving them along closer
to the target)
TIME: ____20 minutes_______

The teacher will(specifically what the teacher does)

The students will

(specifically what the
students should do in

-Give the students who have the smiley faces on their notecards
the marshmallows as well as the catchphrase cards.
-Tell the student to put the marshmallows in their mouth and to pick
up the catchphrase cards
-Tell the students to start and will start the timer
-Tell the students when the time is up, and will announce the
winners after the round, the fastest group will get a bye to go to the
championship round
-Tell the students about support systems by providing them with the
example of calling a friend
-Assign the support system teams, 2 teams for each competing
team
-Give marshmallows to the student, it can be the same or a
different student which each group will decide, and will also give
that student the new catchphrase cards
-Tell the support teams to stand up and go to their team
-Tell the students to put the marshmallows in their mouth and to
pick up the catchphrase cards.
-Start the timer
- Tell the students when the time is up and will announce the
winners of the round
-Assign the new support system teams and give marshmallows to
the student as well as the catchphrase cards
-Tell the support system teams to stand up and go to their team
-Tell the students to put the marshmallows in their mouth and to
pick up the catchphrase cards.
-Start the timer
-Tell the students when the time is up and will announce the winner.
-The teacher will give everyone a marshmallow, collect all cards,
including the team cards

response to what the

teacher does)
-Rreceive both the
marshmallows and the
catchphrase cards.
-Put the marshmallows in
their mouth and pick up the
catchphrase cards.
-Listen to the catchphrases,
repeat the whole
catchphrase back before
moving on
-Listen to the winners
-Answer the teachers
question about support
systems
-Receive both the
marshmallows and the
catchphrase cards.
-The support system teams
will go to their teams
-Put the marshmallows in
their mouth, either the same
or a different student, and
will pick up the catchphrase
cards.
-The teams will start playing
-The students will listen to
the winners
-Repeat the same formula for
the last round
-Listen to the winners.
-Eat the marshmallows

Formative Assessment (How you will gauge whether or not students practice is moving them closer toward
achieving the objective in a meaningful way?)
The teacher will walk around to each group to listen to them playing the game and to see if the group
members are correctly repeating the entire catch phrase back to their group member. The teacher will also
make sure that the student that has the marshmallows in their mouth correctly says the catchphrases

EXTENSION: Describe the student-centered activities you will use for students to further
apply language skills toward greater mastery of the targeted content and language
objectives, either independently or with a group. This should be an opportunity for
developing higher-order thinking skills and using language in communicative ways.
TIME: ______20 minutes________

The teacher will(specifically what the teacher does)

The students will

(specifically what the
students should do in
response to what
the teacher does)

-Pull up the PowerPoint slide that has the writing activity on it and will
explain the writing activity to the students
-Share their own example of the writing activity for further modeling
-Ask the students for sample answers and ask about last weeks instruction
about real life heroes
-Tell the students they have 10 minutes to complete the writing activity
-Announce when 10 minutes are up and will ask the students to share their
answers
-Debrief

-Listen and answer

questions about the
writing activity
-Offer examples to
the questions and
provide examples of
real life heroes
-The students will
start writing
-The students will
share their answers

Summative Assessment

(Describe the ways in which you plan to determine whether or not students achieved the
content and language objectives for the lesson. Be specific in terms of not only what the students will do to demonstrate their
knowledge and skills, but how you will evaluate what they produce.):

The teacher will walk around while the students are completing the activity to answer any questions
and then the teacher will evaluate the worksheet based on completion in English. The teacher will
also evaluate their performance based on complete sentences and grammar.

Writing Activity

Materials: Chubby Bunny Challenge Video: https://www.youtube.com/watch?v=kA1O522dpMI

1. What has
learning about
superheroes
taught you?
2. Who are heroes
in
your life
and why?
3. How will you be a
hero to
others?

Online Timer: http://www.online-stopwatch.com/bomb-countdown/full-screen/

Mandeep Ballagan
Dr. Gonzlez-Bueno
C&T 491
27 June 2016
Reflection Over Second Lesson Plan

This week Katie and I wrapped up our last week of teaching. We both learned a lot about
ourselves and about teaching, and we mutually agree that this was an important period of growth.
We had a great time teaching and interacting with the students; we are sad to leave them but we
know that they are going to be successful and will go far.
Overall, our lesson went extremely well. This week we tried something completely new
by playing the Chubby Bunny challenge. Most of the girls had never heard of the game before
and it was a little nerve-wracking introducing a foreign game to them. However, the majority, if
not all, of the students were extremely engaged in this lesson and were having fun. The girls
faces were filled with enthusiasm and all their worries about academics seemed to fade and
disappear for those 50 minutes. The writing activity that we incorporated into our lesson also

went really well; many girls wrote thoughts from their heart and it was heart-warming as a
teacher to read the inner thoughts of my students. Though our lesson went quite well, there is one
particular part of the lesson that I wish could have gone better. Some girls could fit more
marshmallows in their mouth compared to other girls and that gave them an advantage when it
came to the game. They were able to pronounce their phrases easier and clearer compared to
other students who had smaller mouths. This made the competition a little bit unfair, but that is
how it works with games like this.
Just like last weeks lesson, this lesson allowed the students to be kids and have fun in the
classroom without having to listen to lectures or complete worksheet after worksheet. The
students got to be active and release their stored up energy through the Chubby Bunny challenge
and we also allowed the students to have a cool down activity where they got to write down the
answers to various questions and have the opportunity to share them to the class. Again, the
students got to share their answers with the class and this provided the students to get to know
each other better. Katie and I walked around during the activities to see if the students were
completing the activity correctly and the students were saying the catchphrase correctly back to
the student with the marshmallows so we knew that the students were understanding the
objectives. We also walked around during the writing activity and for those students who had
blank papers we talked to them about what they were confused about and we worked together to
formulate answers in English. We collected the worksheets at the end of class and graded their
performance on completion and use of English. Again, in almost every class there is a noticeable
level of English proficiency between the most and least proficient students. The proficient
students had longer answers on their writing activity and the less proficient students had one or
two sentences.
Some students had a hard time coming up with answers for the writing activity and to
treat those errors Katie and I walked around the class and looked at each of students papers. For
the papers that were blank we talked to the student and worked together to formulate an answer
in English. This really helped the students take the thoughts in their head and get it out on paper.

Katie and I decided on the Chubby Bunny challenge because it is a fun way to have the
students execute the writing objective. The students have to pay attention to the student with the
marshmallows so that they can say the phrase back correctly in order to move on to the next
catchphrase. As mentioned above, the students were extremely engaged because many of them
had never heard of this game before and when I told them it is a popular game played in America
they immediately sat up in their seats and payed attention. They were really excited to play a fun
game like Chubby Bunny in class. Though the game was new to them, the catchphrases that they
were saying in their groups were familiar to them because they had created them in last weeks
lesson.
In general, the greatest success in teaching this week was the level of engagement that we
were able to get out of the students. The students were excited, engaged, and competitive. They
listened well and they played the game with a competitive spirit. After class, many students came
up to me and told me that they had so much fun in class. Many of the students told me that I will
be a great teacher someday and it warmed my heart to hear that because that means they enjoyed
my class. There are still many things that I need to learn about teaching and pedagogy, but for the
small amount of experience and training that I had going into this I am very proud of what I was
able to do and the impact I was able to make.