Lesson Plan Template for Content-Based Instruction

Teachers Name: Lauren Caldwell, Naomi Phan Date: 6/22/17

Grade/Class/Subject: 2nd Grade Time Period: 6/20-26
Unit/ Topic: Conversational English Lesson Title: Tongue Twisters

Content Objectives: By the end of the lesson, students will (know and do):
The student will be able to make their own alliterations, using the whs.
The student will be able to recite some English tongue twisters with minimal error.

Language Objectives:
Form
Function
(grammatical term and/or example, eg. Past Tense: The boy went to
(in ing form, eg. Retelling a story )
see his grandfather;)
1) Accurate pronunciation Tongue twisters

2) Conveying information using the whs Making their own alliterations

3)

Review Vocabulary New Vocabulary Signal Words

(vocabulary that may need to be taught or
(previously taught vocabulary that students likely (new vocabulary to be explicitly taught that is
emphasized that link concepts in meaningful
need review of) critical to an understanding of the content)
ways, such as conjunctions and time markers)
Consonant Tongue Twister First of all
Vowel Alliteration Next
Assonance Last
Woodchuck

By the end of the lesson, students will (do X function using Y form with Z vocabulary):

By the end of the lesson, the students will have practiced accurate English pronunciation by repeating tongue
twisters using alliteration and assonance.
By the end of the lesson, the students will be able to convey information using the whs by means of making their
own alliterations.

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.
We included Korean tongue twisters both to introduce the subject of tongue twisters, as well as to connect to their
background knowledge of tongue twisters. They also like to let the girls challenge us to Korean tongue twisters so
that they would feel more comfortable being challenged by us to English tongue twisters. We also used a video of
Americans rapping tongue twisters because we thought it was more exciting than just saying tongue twisters.
Materials: Include here all the materials that you need, including textbook titles and the page numbers you will
refer to.

Papers, white board, white board marker, powerpoint, computer, projector, microphone.

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: _4 minutes_____________
The teacher will(specifically what the teacher does)
Put on the videos.
Ask the students if they know what tongue twisters are.
Try to say Korean tongue twisters.
The students will (specifically what the students should do
in response to what the teacher does)
Watch the videos.
Try to explain what tongue twisters are.

Formative Assessment (How will you gauge whether or not students are connecting to the background the teacher is providing?):
If the students can recite Korean tongue twisters or define what a tongue twister is then they know what is going
on.

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 teacher will explain the what assonance and
alliteration are and have the students repeat the words
and phrases as many times as needed.
The students will (specifically what the students should do
in response to what the teacher does)
The students will repeat the words and phrases as many
times as needed until everyone is saying it together.

Formative Assessment (How will you gauge whether or not students are comprehending/using the targeted language forms as
presented?):
If the students are repeating after the teacher, then that means that they are engaged and following what is going
on.
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: _11 minutes_____________

The teacher will(specifically what the teacher does)
Asking alliteration or assonance about the phrases on
the projector.
Trying to say the tongue twisters on the projector.
Challenging the students to tongue twisters and having
them repeat the tongue twisters as many times as
necessary to make it so the whole class is saying them
together.
Coaching the students on how to make the sounds in
the tongue twisters with their mouths.
The students will (specifically what the students should do
in response to what the teacher does)
Saying whether the phrase on the projector is alliteration
or assonance.
Repeating the tongue twisters after the teacher enough
times to make it so everyone in the class is saying them
together.
Forming their mouths in the way the teacher is showing
them to make the sounds properly.

Formative Assessment (How you will gauge whether or not students practice is moving them closer toward achieving the objective
in a meaningful way?)
If the students can say whether the tongue twisters are assonance or alliteration, as well as if they can repeat the tongue twisters after
the teacher it means that they fully understand the lesson.

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: ___30 minutes___________

The teacher will(specifically what the teacher does)
Explain the rules of the alliteration making game.
Facilitate the game.
10 minute wrap up where the teachers thank the
students for the wonderful experience, as well as give
some challenge tongue twisters.
The students will (specifically what the students should do
in response to what the teacher does)
Listen to the rules of the alliteration making game.
Make alliterations based on their names.
Each time they finish an alliteration, they have a teacher
check their alliterations, and then they must all go around
the table and say their alliterations in order to get a point.
The students will try the challenge tongue twisters on the
board.

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.):
If they can make their own alliterations, it solidifies that they really know what alliterations are. As well as if they
can all say the alliterations that they made, then they understand what we were trying to teach them in the activity.