Lesson Delivery Plan

Pay attention to the R-words to activate the brain for learning! DOWNING 5/31/2023

1. Objective (Rigor) - SMART and should be visible on your board daily.

Today 5 foreign words and/or phrases will be introduced. We will discuss their meaning and by the end of the class you will be able to explain their meaning
by using them in a sentence. The purpose of learning these foreign word meanings is to help you better understand what you are reading or what is being said.
Remember using context to find meaning of a word.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level? 

 What will you do to open the lesson to motivate and engage the students’ interest in the
content?
 How will you help students make connections to prior knowledge? 
 How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)?  
 How will you identify / teach / assess language demands?
Hook conversation starter: Students will pick a folded piece of paper from a bowl on a table near the door as they come in.
 How will you introduce language supports?
Each paper will have one of the five foreign words from the set we are introducing today. Students are instructed to read
the words to themselves and think about possible meanings.
 Is your opening congruent to the objective?
Think about context; is there a part of the word or phrase that looks or sounds similar to a word you know in English?

Identify and present by asking the essential questions after stating the objectives and throughout different periods of the
lesson such as when the students are working together to figure out the meaning and after the meaning has been found.
What foreign words do you think you already use frequently? Why is it important to be familiar with the meaning of
foreign words/phrases that are frequently used in English? What other ways can you think of to help identify the meaning
of foreign words?

Present central focus by referring back to using context (and context clues) to help find meaning of the words. Use the
essential question: What other ways can you think of to help identify the meaning of foreign words? We will brainstorm
ways to help identify the meaning of a foreign word/phrase and as I write them on the board as a sunburst map and the
students copy them in their journal. I will ask students the meaning of each word/phrase and after a acknowledging a few
responses I will write the meaning and the word/phrase on the whiteboard for the students to copy.

Write “I can” statements on whiteboard such as “I can identify meanings of foreign words and/or phrases. I do this by
matching words to their meaning.”

Focus on what we want to achieve in the lesson today, which is introduce five foreign words or phrases and discuss the
meaning and be able to correctly match them by the end of the period. Language demands for this objective:
discuss/explain/use the foreign words; small group work; graphic organizer.

Group students according to the word they pulled from the bowl at the start of class. Each group will complete a word
jigsaw and make a flashcard of their word/phrase. The flashcard should include a minimum of the word and the meaning
but may also include an illustration and/or sentence using the word/phrase. The meaning should be written in their own
words. They will have 15 minutes to create the flashcard. At the end of ten minutes each group will get one minute to
present their word and the meaning to the class and post it on the board in class. During each presentation of the
word/phrases students will present information on the word/phrase to use in completing a word jigsaw organizer on each
word presented (the word; a definition in the presenters own words; use the word in a sentence about yourself; use the
word in a question; use the word in an opinion). Each student is responsible for making sure they write down the meaning
of each word presented using a simple word map/word jigsaw. (Repetitive exposure to words; write; word
mapping/organizer)
Lesson Delivery Plan
 Lesson Delivery Plan

3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective?  (Be sure you have done a task analysis to break the
information/skill into small manageable steps).  How will you use strategies, technology,
learning styles?  What vocabulary and skills do the students need to master the material?  Are
theThe
strategies you plan
word/phrase. to usepronunciation.
The correct congruent toThe
themeaning.
objective?
Ways to help identify meaning. I will use strategies of learning
vocabulary through written text and oral speech, will use technology such as document camera, and use learning styles by
presenting words, meanings, and activities in different ways (i.e. visual, written, and orally). The students need to master
meaning of the foreign words/phrases and master skills of using context and context clues to understand meaning. Yes

 Model (Routing) – Outline your I DO activities.  Be sure to model strategies and academic
language supports needed.
I Do: Facilitate class discussion allowing students to tell me what they think the word they drew means. State the objectives today. Ask
essential questions and give feedback on responses. I use the white board to write down some answers to the essential questions. I explain
each foreign word/phrase including pronunciation and their meaning as I write them on the whiteboard. I use the document camera to
show a completed example of a word jigsaw organizer. I explain it and how to complete it .

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s
direct supervision.  The teacher moves around the room to provide individual remediation as
needed.  “Praise, prompt, and leave” is an excellent strategy to use.  Outline your WE
DO activities. Be sure to incorporate strategies and academic language supports that are needed.  
Pick one of the foreign words/phrases introduced today. Use the document camera to show a blank word jigsaw to the class.
Engage students by asking questions to complete each section of the organizer together (i.e., the word; a definition of the
word; use the word in a sentence about myself; use the word in a question; use the word in an opinion). Students get into
small groups based on words drawn at start of class. Each group completes a word jigsaw of their word and use the jigsaw to
create a flashcard. I will check in with each group over the 15 minutes and offer help or praise as needed. Each group will
present their flashcard and jigsaw to the class and post it on the board.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill.  Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used. 
Each student will be responsible for adding something to the flashcard and word jigsaw in their group presentation. Each
student will independently complete a new word jigsaw organizer for each word presented. Students will practice
memorizing the word meaning and pronunciation by repeating the word to themselves as they complete the jigsaw. I will
practice mindfulness when checking on the students as they work an be sure to give positive feedback and praises such as a
fist bump, high five, or verbal praise.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent.  So, make sure the students understand how to proceed before moving to the practice
phase of the lesson.  You may need to stop and reteach, so students practice correctly.  How do
How would you explain the meaning of this word/phrase in simple terms?
you plan to assess understanding?  What HOTQs will you ask? List at least 3
Can you give me an example of when you might use this word/phrase in conversation?

Can you identify some ways that will help you recall the meaning of the foreign words/phrase we learned today?
 Lesson Delivery Plan

To check for understanding I will do a round robin with the whole class and ask each student to construct a sentence with
one of the words or phrases.

I will reteach through cooperative learning. Students will get into their previously assigned groups and take turns identifying
the meaning of each word/phrase learned.

 How will you check for understanding or reteach?

4. Assessment  – How will we know that the students have individually mastered

the objective?   What evidence will be collected?  What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?
Administer a short paper quiz. Use fill in the blank questions for the students to write in the word/phrase that they think
belongs with that sentence. The quiz will be collected and an acceptable score is 80% (4 out of 5 correct). The group flashcard
and word jigsaw will be collected at the end of the lesson to demonstrate mastery of syntax and discourse.

5. Resources - What materials will you need for a successful lesson?

Food items; a small table by the door; a bowl; small paper with the words/phrases written on them; white board; expo
markers; document camera; pen/pencil; blank word jigsaw organizer handouts; construction paper to make the flashcards;
markers; colored pencils; tape; index cards

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned? 
Providing me with an exit slip. Each student will choose two of the words/phrases and write the meaning of them both on the
index card. Students will turn them in as they leave class. Each student that turns it in will get 5 extra credit participation
points plus two extra points for each meaning and word/phrase they got correct.

NOTES: