LESSON PLAN

(2ND GRADE EMERGING)

* Nancy Magana
* Itzel Aispuro

CLASSROOM DEMOGRAPHIC
2nd grade emerging classroom
75% ESL students and 25% native speakers
Language Arts lesson

CALIFORNIA ELD
STANDARDS

PART 1: Interacting in Meaningful Ways

3. Offering opinions Offer opinions and negotiate with others in conversations using learned
phrases (e.g., I think X.), as well as open responses, in order to gain and/or hold the floor.
10. Writing. Write very short literary texts (e.g., story) and informational texts (e.g., a description
of a volcano) using familiar vocabulary collaboratively with an adult (e.g., joint construction of
texts), with peers, and sometimes independently.
PART 2: Learning About How English Works

3. Using verbs and verb phrases a. Use frequently used verbs (e.g., walk, run) and verb types
(e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the
teacher and sometimes independently. b. Use simple verb tenses appropriate to the text type and
discipline to convey time (e.g., simple past tense for recounting an experience) in shared
language activities guided by the teacher and sometimes independently.
5. Modifying to add details Expand sentences with frequently used adverbials (e.g., prepositional
phrases, such as at school, with my friend) to provide details (e.g., time, manner, place, cause)
about a familiar activity or process in shared language activities guided by the teacher and
sometimes independently

BACKGROUND
INFORMATION
Students already had instruction on adjectives.
Adjectives- words that describe nouns i.e. tall, fat, blue, brave, etc.

MATERIALS NEEDED
Pictures
Paper
Pencils
PowerPoint

TIME MANAGEMENT
Day 1 Verbs
Attention Grabber----------------------------------------------------------------------------------------------------------------------------5 min
Introducing Verbs-------------------------------------------------------------------------------------------------------------------------5-10 min
Work on verb worksheet----------------------------------------------------------------------------------------------------------------5-10 min
Verb activity ------------------------------------------------------------------------------------------------------------------------------5-10 min
Students will produce their own sentences using verbs-------------------------------------------------------------------------5-10 min
Day 2 Prepositions
Review-------------------------------------------------------------------------------------------------------------------------------------- 5 min
Introducing Prepositions------------------------------------------------------------------------------------------------------------5-10 min
Students work in groups--------------------------------------------------------------------------------------------------5 min per picture
Students will produce their own sentences using prepositions-------------------- -------------------------------------------10 min

Students write a narrative---------------------------------------------------------------------------------------------------------10 min/HW

LANGUAGE ARTS LESSON

DAY 1 (VERBS)
Attention Grabber
- Attention grabber. Teacher will provide students with a ball, then
proceed to ask them to follow her directions. Teachers directions will include
verbs, so that students can first witness what verbs are without previous
instruction.

Verbs- words that describe actions i.e. walking, running, jumping, etc.

LANGUAGE ARTS LESSON

DAY 2 (PREPOSITIONS)
Review
Teacher will review her previous lesson on adjectives and verbs, by asking students to

name a few adjectives and verbs and writing them out on the board.

Presenting Prepositions.
Creating sentences using prepositions with the help of

visual aids.

Wheres the
caterpillar?
Whats a preposition?
-prepositions are words that are
used to express the relationship
of nouns to other things.
Examples
Above
Against
Between
In
Beyond
From
Inside
Over
toward

Example of Sentences

TEACHER ASSESSMENT
Did the students understand what prepositions are?
How can I further assist students that need more help?
What adjustments can I make to make this lesson clearer to both native

and ESL students?

Was working in groups helpful for ESL students? If not, what can I do to

encourage both native English speakers and ESL students to work

together?