Asgn 2 Doc 1

Assignment 2: Unit Plan and Scaffolded Tasks
Ali Pravda Haas

TESL 36: Literacy for English Language Learners
March 3rd, 2017
Jean Campbell
TESL 36 Literacy in TESL/TESD
Theme: Sports and Hobbies
Subtheme: Body Parts and Movement
Case Study: 5 ESL Learners; all immigrants from Iraq and Sudan. They have been in Canada from 12 to 18
months. They are in grade 5 (three males) and grade 6 (two females).
STUDENT DESCRIPTION
Focus Group Grades 6-12 ___ Adult Immigrant
Immigrant/Refugee __ Aboriginal __Other Canadian Non-English Speaker

Foundation:
CLB or De Foundation L CLB 1L CLB 2L ___CLB 3L ___CLB 4L
equivalence
Writing is at Foundation L and Phase 1L, while reading is mostly at Phase 1L and Phase 2L.
Teaching will be focused on Phase 1L / CLB1L.
Learners can (related to the theme):
(Speak) Can minimally speak using short phrases; can maximally speak using
simple sentences.
(Speak) Learners have some basic vocabulary (e.g. personal pronouns; basic verbs
to be and to have; some basic grammardeterminants such as this, that, these, and
those)
(Listen) Can follow some basic directions
(Listen) Can follow basic conversations
(Write) Can look back at a model when copying
(Read) Can use pictures and context for comprehension
(Read) Can maximally read patterned sentences
(Read) Can read some sight words
(Read) Can understand basic phonetics
(Sam)
S - speaks in sentences
understands most conversation
L - Follows directions
S - Spokesman for group work
S - Excellent enunciation and pronunciation
(Robert)
S - speaks using short phrases and broken English
S - Good consonant sounds
R - Reads short Phase 1 books (Pg. 30)
R- Good use of picture clues and context (Phase II pg. 55)
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Good worker; tries hard to please
(Fatuma)
S - Does the speaking for Robert
(Mary)
R - Early reading stage
R - Read patterned sentences
R - Focus on letters and the words (Phase II?)
S - Speaks in short phrases
(Ali)
R - Reads using phonics
R - Word calls at Phase 1 developing level (pg. 30, 34)
S / L - Speaking and Listening at CLB 2 (pg. 55)
Learners cant:
(Listen) Cannot follow all basic directions
(Speak) Cannot speak in simple sentences
(Read) Cannot differentiate between pronounced and silent letters
(Write) Cannot follow word order
(Sam)
immature; cannot focus
R - Beg. (Phase 1 initial) reading (pg. 12)
(Robert)
L - Following directions
S - Shy and reticent to speak
L / R - misses main ideas of conversation/lesson
Follower (trouble with Sam)
S / W - Misses nouns
(Fatuma)
R / W - Does not like to read or write (Phase I initial) (pg. 12)
(Mary)
C - Remembering routine
Not very motivated
Uses others as models rather than doing her own
R - Needs reminding to use picture clues (Not fulfilled Phase II)
R - Does not put meaning to text
(Ali)
R - Dismayed with silent letters (Phase II)
W - Writing does not follow the patterns of word order (Becoming familiar = Phase II)
Age Grade 5 and 6 (ages 10-12)
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Class size; 5 students from Sudan (2) and Iraq (3). L1 is Assyrian.
students L1;
country of
origin
Educational Non-literate in L1; fewer than 5 years of formal education.

Background
Current ESL Support: Oral part of Rosetta Stone LLP; completed identifying initial
consonant sounds; two are working on discriminating between final consonant sounds.
Read levelled books at home.
Purpose(s) Increase expressive and receptive language. Read with meaning.

for studying
English Communicate with others in English; develop skills to be successful in a regular academic
setting.
Rationale for Children and youth enjoy extracurricular sports and clubs, as well as personal hobbiesthis
theme gives them great opportunities to socialize and find new interests. ELLs often have a difficult
choice time becoming involved in school activities because they do not understand commands
from their coaches, how to move their bodies, or the culture of this type of community. In
addition, there is often jargon with each new activity that can leave the most fluent of
English speakers confused.
As students start to understand each of these new concepts, they first have to attain the
skills and vocabulary to understand their body and the ways to move it. Depending on the
sport or hobby of interest, students may need macro-movement (e.g. legs and arms for
running) or micro-movement (e.g. fingers for playing guitar, or ankle-movement in dance). It
is important for students to fully understand these concepts so that they are not further at
risk for hurting themselves or others while learning new activities. Luckily, the body and its
movement can be extremely visual; which makes it easier for students to follow along and
gain context while learning the language.
Goals and Learning Outcomes
Vocabulary Body parts of the main body: Arm, leg, knee, shoulders, toes, (foot/feet)
(note: the Body parts of the head: head, eyes, ears, nose, mouth,
bolded and
italicized Body parts of the hand: hand, finger
vocabulary is
the main Level 1 verbs: move, touch, put, use
focus, while
additional Possessive Determiners: her, his, their, my, your, (its, our)
vocabulary
may be used Possessive pronouns: (hers, his, its, ours, theirs, mine, yours)
for extension
activities Prepositions: to, on, (towards, beside, above, across, around, at, etc.)
and/or
advanced Left, right
students)
Additional verbs, prepositions, prepositional phrases:
put __ to ___,
Listening/ Listen and respond by following verbal commands with body

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Speaking Say sentences that follow SVO pattern structure
Listen to music and follow commands with body
Sing song that refers to body parts (i.e. Head, Shoulder, Knees, and Toes)
Repeat vocabulary and sentences said by the teacher
Verbally identify body parts
Reading Reading simple sentences about body parts and actions
Reading short paragraphs
Answer true or false (or yes/no) questions regarding reading passages
Writing Writing simple sentences
Identifying possessions by writing objects with possessive pronouns and/or

possessive determinants
Answer comprehension questions in writing
Numeracy Count to ten
Use zero
Identify singular and plural subjects/nouns
Grammar/ Simple present tense

Structure Imperative verbs (i.e. commands)
Use word order: Subject / Verb / Object (SVO sentence structure)
Nouns, prepositions, verbs, determinants
Bring it together/goal: Use your ____ to ____. They use their ____ to ____. (e.g.
legs to walk, hand to write, hand and mouth to eat, etc.)
Social Work with partners, small groups, and large groups by participating in task
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Unit Plan
Sub-theme: Body Parts
Lesson 1
Content:
Objective
Identify body parts (arm, leg, head, eye, ear, nose, mouth, hand, finger, toes)
Count to ten
Sort body parts by singular or plural.
Language:
Say the words of the body
Write the words of the body
Answer 1 or 2 by speaking and my writing
Speak and write using simple sentences
Social:
Work with a partner
Review: read the simple present conjugation of the verb to have, (i.e. I have, you
Procedure have, she/he has, we have, and they have).
Project a human body or draw an outline of a body.

Example:
https://s-media-cache-
ak0.pinimg.com/564x/35/51/04/355104750a21aedf8ebf54bb29b12603.jpg
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Ask students to brainstorm the names of body parts that they already know.
Say each body part and point to it on the body. Have students say the word also.
Repeat all the words and have students say the word and point to their body.
Write the words in the chart.
Fill-in any of the following vocabulary that students have missed: arm, leg, head, eye,
ear, nose, mouth, hand, finger, and toes
Read each letter of each word aloud and then the body part vocabulary. Have
students repeat after you. Have students say the spelling and word with you.
Have them copy down the words on the sheet provided (See Scaffolded Task 1)
(Copy under the word into boxes without the diagram).
Have students copy down the words on their diagram (See Scaffolded Task 1)
Have students point to each body part on themselves and repeat the word after you.
Note: You may want students to stand up for this activity to see if they are pointing to
the correct body part). Repeat two times.
Using sticky notes (one word per note) have students label a partner; make sure
there are two sticky notes for plural body parts. When they put a sticky note on their
partner, have them say You have a ___. Repeat the activity, this time students will
say [Name] has a ____. Make sure that the diagram is still available for students to
see.
Have students complete the following chart:
I have 1 or 2 Body part
I have (1) nose
I have (2) hands
I have (1) head
I have (2) eyes
I have (1) mouth
I have (2) arms
I have (2) legs
I have (2) ears
I have 10 (Body part)
I have 10 (toes)
I have 10 (fingers)
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Correct the chart as a class (filling in the chart while projected on the board).
Read the sentence out loud. Have students repeat the sentence out loud.
Have students turn to a partner and read each sentence with You instead of I.
Have students rewrite each sentence with another students name and has.
Students may do this on a piece of loose-leaf if they are comfortable, or they may
rewrite it on their chart. (E.g. Robert has 2 hands. Mary has 2 eyes.)
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Lesson 2
Objective
Content:
Count to ten (including zero)
Identify body parts by having one or two.
Language:
Say and listen to the words of the body
Write and read the words of the body
Answer by speaking and by writing the numbers 0-10.
Speak, listen, read and write using simple sentences and questions (including
conjugations of to have, Do you have, and Does it have)
Social:
Work with a partner
Procedure
Review: Say the vocabulary words and point to the body parts; have students repeat
and point to the body parts as well.
Have students focus on pronunciation of each word. Go through how to pronounce

each phoneme and syllable.
Play a game of concentration (with vocabulary word on one card and the picture on
the other card)
With the diagram put away, give the students a list of the pictures of the body parts
with spaces for the letters of the word beside the body parts.
E.g.
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____ ____ ____
On a worksheet, prompt new subjects (e.g. I, you, he/she, etc.) and have students use
the verb to have with each body part.
E.g. Tom _______ one leg; The dog ____ four legs. They ____ legs.
Use sentence frames (cut-up) of the subject, verb, 1 or 2, and the body parts, and
allow students to rearrange the sentences.
Do the Making a Monster Worksheets. (See Scaffolded Task 3) (Only pages 1 to 4)
Allow students to draw their own monster and write sentences about the monster.
Go over how to ask a question: Do you have? and, Does it have ?
Give examples of how to answer these types of questions: Yes, I have or No, I do
not have
Have students interview each other about the monsters that they made, but have
them ask different numbers of body parts (e.g. Does your monster have 4 eyes?)
Students may use it instead of monster.
Cut up the monsters from Scaffolded Task 3 and play Guess Who? with the
monsters in pairs. Again, students may use it instead of monster when asking and
answering questions.
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Lesson 3
Content:
Objective
Language:
Answer 1 or 2 by speaking and by writing
Write and speak using possessive determiners (my, your, his, and her)
Write, read, listen to, and speak using this and these as determiners
Speak, listen to, read and write using simple sentences
Social:
Work with a partner
Review: Have students reread the chart from lesson 1 (I have 2 hands, etc.).
Procedure
Ask students which vocabulary words end in s in the chart. (i.e. the suffix s).
(What word ends in s?) Have students circle the s in their chartsmaking sure to
correct fingers and toes if these were not correctly written with an s.
Ask students if there was an s on the end of the words on their diagram (i.e.
Scaffolded Task 1). Ask students to think about why there were no ss on the
diagrams words.
Put the following headings on the board and ask students to fill-in the chart by saying
a word: (Make sure students pronounce the s).
No s s
Hands
eyes
Nose arms
head legs
mouth ears
toes
fingers
Read the list aloud with the students. Exaggerate the s noise for the words in the
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second column and have them do as well.
Have students copy down the chart in their notebooks.
Ask students Do you have 1 or 2? when pointing to each word, (except with fingers
and toes; you may ask how many? and students will likely understand from
context) and write as follows:
No s s
Hands (2)
eyes (2)
Nose (1) arms (2)
head (1) legs (2)
mouth (1) ears (2)
toes (10)
fingers (10)
On the board (in the chart) write 1 = singular and 2 = plural. Underneath you can list
all numbers (e.g. 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 = plural).
Repeat the previous speaking activity (saying body parts while pointing) but ensure
that all plural body parts are said with an s and are motioned at (e.g. both hands are
raised when saying hands).
Write the word my ____ on the board.
Have students point to their body parts repeating after you, but this time saying my
___, (e.g. my nose, my ear, etc.).
Complete the phrase on the board by writing This is my ___, (singular) and These
are my ___, (plural) below it.
Have students write the following in their chart:
No s s
Hands (2)
eyes (2)
Nose (1) arms (2)
head (1) legs (2)
mouth (1) ears (2)
toes (10)
fingers (10)
Singular (1) Plural (2, 3, 4, )
This is my ___. These are my ___.
Write each possible sentence (i.e. one per vocabulary word) on the board.
Have students repeat after you and point to each body part on themselves stating
This is/these are my ____.
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Take cut up sentence frames 1 and have students connect the pieces. (See
Scaffolded Task 2: Sentence Frames 1)
When they are complete (and have been checked), have students glue the strips into
their notebooks.
Repeat activity with Sentence Frames 2; have students check their work with a
partner.
Ask students to write each sentence, using the sentence frames to copy.
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Lesson 4
Objective
Content:
Identify body parts (arm, leg, head, eye, ear, nose, mouth, hand, finger, toes; new:
knees)
Count to ten (including zero).
Language:
Listen for the words of the body.
Write and speak using possessive determiners (my, your, his, and her)
Write sentences using this/these is/are
Write and speak using the sentence form His/her/my [body part] is/are [colour].
Social:
Work with a partner
Review: Have students take out the chart of body parts (sorted by s or no s).
Procedure Have students read the words to themselves again.
Review: Have students finish the last pages of Making a Monster (Scaffolded Task 3)
Have students put the chart away. With a partner, ask students to try to make the
chart themselveswithout looking at the original chart at first. When they are
finished, have them check their answers and their spelling.
Have students draw a picture of themselves and label the picture with the sentences
This is/these are my ____.
Have students share their drawings with a partner and compare their sentences.
Observe and fix corrections that have been missed.
In the same partners, have students write your instead of my under each of the
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partners sentences. E.g. This is my nose. This is your nose; These are my fingers.
These are your fingers.
Play a game of bingo with the body part vocabulary.
Project the following image and have students use the sentence frames His [body
part] is/are [colour].
Image adapted from http://azcoloring.com/coloring/xig/nM5/xignM5bjT.gif
Repeat with the second image, students now state: Her [body
part] is/are [colour]:
Image adapted from http://www.skylinepedicab.com/coloring-

upload/2015/11/18/children-coloring-pages-coloring-town.jpg
Allow students to colour their own person (i.e. print a colouring

page of a boy or a girl) and have them list the sentences using his or
her.
On their own paper have them write the following sentences: My

eyes are [colour]; My mouth is [colour], My hands are [colour]. My nose is [colour].
Students have not been focusing on the vocabulary word kneesyou may want to
briefly explain now, or just point and say the word before the next step. (This will be
explicitly taught during the next lesson)
Tell students that you will sing a song about the body parts. Sing Head, shoulders,
knees and toes, knees and toes, knees and toes; head, shoulders, knees and toes;
eyes, ears, mouth, and nose. Three times to them as they watch. Then have
students start to join in. Repeat the song as a class numerous times.
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Lesson 5
Objective
Content:
Identify body parts (arm, leg, head, eye, ear, nose, mouth, hand, finger, toes; new:
knees)
Count to ten
Identify body parts by singular or plural.
Use body parts in sentences
Identify the verbs to move and to touch
Language:
Say words with silent letters (e.g. knees)
Read multiple choice answers about body parts, numbers, and subject-verb
agreement
Answer 1 or 2 by speaking and by writing
Read and write using possessive determiners (my, your, his, and her)
Speak and write using simple sentences (e.g. I use my ___ to ____)
Listen to and speak using the verbs to touch and to move.
Listen to, speak, read, and write using the preposition to.
Social:
Work in small and large groups
Review: Start with pointing and saying each body part on the diagram. Then raise or
Procedure point to our own body parts saying this/these is/are my ____. Then sing Head,
Shoulder, Knees, and Toes, as a class together.
Write the word knees on the board. Explain that the k is silent, and cover it when
you say the word knees. Pronounce the word phonetically and shake your head
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perhaps make a stern look when doing this as well.
Ask students Does the word have a s? and Do you have one or two?
Tell students that the word is plural because we have two. Circle the s.
Repeat some previous activities using the word knees: Say These are my knees;
write These are my knees; on a partners paper, write These are your knees.
Have students colour the knees on their diagrams a different colour and write His/her
knees are [colour].
Next, have another diagram of a human body with the vocabulary words from lesson
1 and knees on cut-out pieces of paper. Have students use tape/glue/sticky tack to
attach the words onto the diagram.
Show images of different groups of body parts and have them list the number of each
body part: How many hands are there? e.g. eight hands or there are eight hands;
you may also give these pictures with multiple choice answers: a) this is four hand. b)
There are four hands. c) There are eight hand. d) There are eight hands.
http://www.pure-beauty.co.uk/blog/wp-
content/uploads/hands.jpg
https://s-media-cache-
ak0.pinimg.com/originals/e1/1e/38/e11e388e1dc3c3c6de598b96ea2e495f.jpg
Adapted from: https://s- media-cache-
ak0.pinimg.com/736x/a4/cb/3e/a4cb3e0dfcfa4cf7042747c20870bf20.jpg
Sign the Head, Shoulders, Knees, and Toes song again, this time stop and explain
that you move your hand to your knees and then move your hand to your toes, etc.
Go through all of the actions by stating move your ___ to your ___. Explain this is
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the same as touch (e.g. tough your nose.)
Play a game of Simon Says. Explain the rules and use only move or touch.
Change it by using different body parts (e.g. move your toes to your knee; move your
ear to your shoulder). Start by doing the action with them, then only say the
movement. Make sure students watch even when they are out.
After numerous rounds, have students each be Simon in the game.
In small groups have students fill-in a cloze activity:
Retrieved from: http://learnenglishteens.britishcouncil.org/grammar-vocabulary/vocabulary-

exercises/body-parts
Correct the sheet as a class. Say the answer and write the word on the board.
Have students use the sheet and write their own sentences: I use my ____ to ____.
State the example: I use my knees to walk. I use my knees to jump. I use my knees
to bend. They can do as many as possible. Do the action as they give the answers.
Ask students to give their answers as a class and write them on the board; let each
student say one until everyone has went. Write any others that have been missed;
have students copy these new sentences down.
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Lesson 6
Objective
Content:
Identify the left versus the right side of your body.
Identify body parts (arm, leg, head, eye, ear, nose, mouth, hand, finger, toes, knees)
Identify the verb to put.
Language:
Listen to, speak, read, and write the structure Put your __ on your ___.
Listen to music and follow commands with body
Read and speak using the sentence structure I use my __ to ___.
Read, write, speak, and listen to the words left and right.
Listen to and speak using the verbs to touch, to put, and to move.
Listen to and speak using the preposition on.
Speak, listen to, and write the words of the body
Speak and listen to possessive determiners (my, your, his, and her)
Speak, read, and listen to the sentence form I see ___.
Social:
Work in small groups and large groups
Procedure Review: Have students reread the cloze passage and the sentences of I use my __
to __. Then, students will make a KWL chart for the words from the sentences.
Review: Reread the sentences of I use my ___ to ___ and do the actions as a class
while pointing to the body part.
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Have students take a diagram of the back of a person and draw a line through the
middle. Do the same on the board. Have students identify and write the words of the
body that they see. On the left side of the board, write the word LEFT. On the right
side, write the word RIGHT. Explain that we have a right side of the body and a left
side. Give any tips to help remember (e.g. making your left hand like an L and that
stands for left; we often write with our right hand). Have students write the words
left and right on their papers.
Have students write sentences on each side of the paper using left or right: e.g. this is
the left hand; this is the right leg.
Have students say and point to the left or right side of their body saying each body
part. Have students repeat what you say.
Play a few games of Twister. Use the verb move (i.e. move your left/right hand to
[colour].) Have students take turns being the caller and one being a referee, as
well.
Play a game of Simon Says; this time incorporating left and right. Have students take
turns calling.
Tell students that we can also use the preposition on when we use the word put.
Write the word on the board. Show students examples; put your hand on your knee.
Write down examples and have students copy the sentences.
Play another game of Simon Says; this time incorporating put on Have students
take turns calling.
Have students listen to the following song:
https://www.youtube.com/watch?v=Y3rH0PHVzyk (DJ Casper Cha Cha Slide)
Try to motion to prompt students before/while the lyrics are being said. Students will
not know all vocabulary, but it is a chance to dance and have fun.
Play the song again, and ask students to write down the vocabulary words that they
hear. Share the answers in pairs.
Play a game of I Spy but as statues. Stand in a funny position and ask students to
say what they see I see your left hand on your shoulder; I see your finger on your
nose; I see your fingers on your toes. It would be helpful to have a list typed or
written and have this projectedreveal each new sentence as they guess it and read
it together.
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Lesson 7
Objective
Content:
Identify the left versus the right side of your body.
Identify body parts (arm, leg, head, eye, ear, nose, mouth, hand, finger, toes, knees).
Language:
Read and write simple sentences (I/he use/uses my/his ___ to ___)
Scan for vocabulary words
Write using the negative (I/she do/does not use my/her ___ to ___)
Listen to and answer either or questions
Listen to, say right and left.
Speak, listen to, read, and write using who, what, where, when, and how.
Speak, listen to read, and write using the present progressive.
Speak, listen to, read, and write using the verb to use.
Social:
Work in groups.
Review: Take the sentences from lesson 5 (I use my ___ to ___) reread.
Procedure
Match the sentences with images of the actions being done.
Do a crossword of vocabulary using clues of what each is used for.
Have students make a new text of I do not use my ___ to ___ by creating their own
negative sentences. Add do/does not to a chart to make new sentences:
E.g.
Subject / Do/does To use Body To Verb /

Who not part / how
What
I Do not Use My hand To Walk
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Watch sports videos and ask students if the athletes use the left or right side (e.g. the
foot at the start of a track runare they on either their left foot or their right foot?
When they throw a footballdo they throw with either their left hand or their right
hand? Continue with soccer, basketball, and baseball).
Have students make two sentences for each example from each video: He/she uses
his/her right/left foot/hand; He/she does not use his/her right/left foot/hand.
Have students each say their own sentences about themselves: I use my left/right
hand to write; I do not use my left/right hand to write. (Repeat with to throw, to eat,
etc.).
In groups, add where and, later, when to these sentences, using a chart:
E.g.
Subject / To use Body part To Verb / Where When

Who / What how
I Use My hand To Brush my In the In the
teeth bathroom morning
She Uses Her ears To Listen to In her At night
music bedroom
Explain and have students speak using the present progressive

In partners, use the present progressive in the chart:
E.g.
Subject / To use Body part To Verb / Where When

Who / What how
I Am using My hand To Brush my In the In the
teeth bathroom morning
She Is using Her ears To Listen to In her At night
music bedroom
Play charades using the present progressive (e.g. she is using her hand to
brush her hair).
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Lesson 8
Objective
Content:
Identify body parts (arm, leg, head, eye, ear, nose, mouth, hand, finger, toes, knees)
Use body parts in sentences and in charts
Language:
Listen to, speak, read, and write simple sentences.
Listen to, say, read, and write the words of the body
Read, write, speak, and listen to the words left and right.
Speak, listen to, read, and write using possessive determiners (my, your, his, and her)
Read short paragraphs about body parts and descriptions of body parts.
Social:
Work in small groups
Work with a partner
Procedure Review: Have students do a learning log in small groups. Ask them to categorize the
words that they have learned into groups of body parts, verbs, and other. Ask
students to make a list of all the sentence structures that they have learned so far.
Review: Do a word search of all vocabulary
Split the following reading into two; read the first part to them; then have students
read the first part as a class (each saying a line or two) and do the activities in pairs.
Continue by reading the second part and doing the activities.
My Body and the Bodies of My Friends
My name is Fusa. I am 12 years old and I live in Regina, Saskatchewan. I go to

school with Janella, Faye, Richard, Hao, Abbi, and DJ. They are my friends.
I am from Ethiopia. I like my body. I feel happy with my body. I do not look like
other people in my school. I am happy to be different. My hair on my head is short. The
hair on my head is dark. My nose is big. My lips are big. I have small shoulders. My arms
are long. I have long legs. I am tall. My feet are bigger than my friends. My fingers are
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long. I am left-handed.
Janella is from Philippines. She has been in Canada for one year. She has
medium-length hair. Janella curls her hair each day. She wants to do my hair someday. Her
eyes are brown. She is short. She also writes with her left hand.
________________________________________________________________________
Faye is from China. She has a small head. It is oval. Her head is shaped like a
circle. Her eyes are brown. They are small too. Her mouth is small and thin. She has
beautiful hair on her head. Her hair is long and brown. She likes to put colour in her hair.
Today, her hair is purple. She paints her fingernails pink and white. She has been in
Canada for three years.
Richard is from Ukraine. He has wide shoulders. He is tall. He has a big mouth.
He likes to talk too. His eyes are green. He has been in Canada for three months. He
writes with his right hand.
Jeffri is from Vietnam. I like Jeffri. He is cute. He has dark eyes. He has dark
brown hair. He is nice. He has small shoulders. He is as tall as me. His hair is longer than
Richards hair. I want to touch his hand. I would like to put my head on his shoulder too.
Abbi is from India. His toes are long. His fingers too. He has a small nose. He is
kind. His mouth is small. He talks quietly in class. He is always right when he answers
questions. Sometimes, he puts his head on his desk. He likes to listen in class.
DJ is from Mexico. He is the tallest boy in the class. He has big eyes. I really like
looking at his eyes because they are hazel. They are different than mine. DJ is funny. He
has long arms. His feet are the biggest in the class too.
Circle the vocabulary words in the text
Tell students to underline the words that they do not know.
In a large group, have students discuss and look up/translate unknown words in their
own language.
Fill-in the chart in small groups.
Body Part Fusa Janella Faye Richard Jeffri Abbi DJ
Arm
Leg
Head
Eyes
Nose
Page 24 of 51
Shoulders
Mouth
Hand
finger
Toes
Hair
Answer yes/no questions about the reading.
In small groups, have students fill-in the blanks with their own word, image, or
description.
In partners, have students make sentences or draw a picture of what the new piece of
information would look like (e.g. Jeffri has a long head). (Do this for 2-3 items in the
chart).
Page 25 of 51
Scaffolded Tasks
Task 1
Content Objectives:
Identify body language words.
Practice spelling.
Attaining sight words.
Language Objectives:
Copy body language vocabulary words.
Read body language words.
Listen and say body language words.
Pre-learning:
Holding a pencil
Writing left-to-right; upwards-to-downwards
Writing letters
Materials:
A projection of a diagram of a clothed person (e.g. cartoon boy or girl).
Copies of work sheets (one per person).
Instructions:
Have students facing towards the front of the room. Students may sit at desks together or at their own
desk. Students must have an area to do their own writing.
Project an image of the body with arrows pointing at each body part.
Say each body part, both moving and pointing to your own body and to the diagram.
Say each body part again, this time having students repeat the word.
Go through the words again, saying the word, have students repeat the word, then write the word on
the board.
Page 26 of 51
cont.
Give the students the work sheet and have them vertically fold it in half. Have students copy the words
themselvesfirst practicing the word, then covering the first column to practice the word a second time
(show them this by doing an example), then writing the word on the diagram.
Have students compare their diagrams and correct.
Continue with lesson plan.
Time: 25 minutes
Extension Activities:
Have students write the word a fourth time.

After correcting the first three,
you can add the following text box to each word: On your own: ___________________
If students finish promptly, they can practice copying the word in their notebook. After that, they can try
to make a sentence using each word.
Page 27 of 51
Practice copying:
Practice Copying: Cover and copy:
Page 28 of 51
Practice copying: Cover and copy:
Page 29 of 51
Student Sheet:
Answer Key:
Page 30 of 51
Page 31 of 51
Task 2
Content Objectives:
Identify body parts.
Sort body part vocabulary into singular and plural words.
Read simple sentences.
Read sentences using SVO structure.
Read sentences using subject verb agreement.
Pre-learning:
That plural items (2+) have an s at the end (i.e. suffix).
Singular items do not have an s at the end (i.e. suffix).
Personal pronoun my
Demonstrative pronouns: this and these
Material:
One-sided photocopies of each sheet. One per student.
Additional one-sided photocopies for extension activities (number of copies dependent on number of
students).
Instructions:
Students will be seated in a way that they can view you for instruction, but can turn to do their work if
necessary. Students should be at their own work place, but able to sit with a partner to check their
work. (E.g. students in rows; in columns; or in pods of four desks would be acceptable).
Using the chart (body parts: singular or plural) from the lesson, state each sentence using this is my
or there are my; e.g. This is my nose; These are my hands Do all singular sentences first, then do
all plural sentences.
Have students repeat each sentence.
When saying my exaggerate and motion to yourself..
Page 32 of 51
Cut-up the sentence frames for Sorting Task 1.
Shuffle the sentence frames, and give to one student or one pair of students.
Have students arrange the sentence frames to have agreement of subject-verb to the object (i.e. these
= plural (s); this = singular (no s)).
When students complete the arrangement, check their answers.
If correct, students can glue the sentence frames into their notebooks.
Have students write a copy the sentence under the sentence frames.
Continue with lesson plan.
Extension Activities: (Bigger group activity)
If students finish early, have them draw a picture of themselves where they will label the diagram with
the sentences.
Tape/pin one frame onto their back. (Either only a body part, or either part of the sentencemake sure
that the students frames will always be complete sentences when solved).
Have students ask questions to their classmates to find out what they are. Students may ask only
yes/no questions (e.g. Am I plural? Am I the end of the sentence? Am I a hand?), or they can ask more
complex sentences (e.g. What do I do?).
Time:
Sorting Task #1: 15 minutes
Sorting Task #2: 20 minutes
Extension Activity-Whole sentence: 5 minutes
Extension Activity-Body Parts What Am I?: 10 minutes
Sorting Task 1:
These are
arms.
my
These are hands.
Page 33 of 51
my
These are
legs.
my
These are
toes.
my
These are
feet.
my
These are
shoulders.
my
These are
ears.
my
These are eyes.
Page 34 of 51
my
These are
fingers.
my
This is my head.
This is my nose.
This is my mouth.
Sorting Task 2:
These are my
arms.
These are my
hands.
These are my legs.
Page 35 of 51
These are my toes.

These are my feet.
These are my
shoulder
s.
These are my ears.
These are my
eyes.
These are my
fingers.
This is my
head.
Page 36 of 51
This is my
nose.
This is my
mouth.
Page 37 of 51
Task 3
Content Objectives:
Identify body parts.
Count to ten.
Use the number zero.
Read and write body part vocabulary.
Write numbers 0-10.
Read and write simple sentences.
Use third-person singular subject-verb agreement.
Interchange the noun monster with the pronoun it.
Pre-learning:
Have an understanding of numbers 0-10.
Understand what a question is.
Materials:
A photocopy of each sheet; one per student.
One photocopy per student for the extension activity. (Only the first two pages for an easier game; add
pages to make activity more difficult).
Instructions:
Split the worksheets into two sessions (4 pages per session).
Read the instructions as a class.
Draw your own monster on the board and give examples by counting the body parts and stating and
writing the appropriate answer.
Read the question first and have all students repeat the sentence.
After you write each sentence/answer, say the statement and have students repeat. Do this at least 5
times.
Page 38 of 51
Time:
The total amount of time for the 8 pages will take about 40 minutes. Each session will take about 20
minutes.
Extension Activities:
If students finish early, they can fold the sheet to hide the questions and sentence frame answers.
Students should then try to make the sentences describing the monster themselves.
Guess Who: When students are done, in partners, take another copy of the monsters (first two pages
only; add more to make it more difficult) and cut-out the pictures (or have them cut prior to the activity).
Each student will face the monsters face-up on their desk, with their desks facing opposite to one
another. Have students pick one monster for themselves. The goal is to find out which monster a
partner has by asking questions. Students use the questions from the sheet to ask the student what
monster they picked. They turn-over the monsters that did not satisfy the answer of their question. They
play until only one monster is left face-up.
Continue with the lesson.
Page 39 of 51
Answer the questions.
Example:
How many eyes does the monster have?
0 The monster has zero eyes. OR The monster has no eyes. OR The
monster does not have any eyes.
1 The monster has one eye.
2 The monster has two eyes.
How many eyes does the

monster have? The monster
has one eye.
How many arms does the
This is a
monster. monster have? The monster
It is a has ______________.
monster.
How many legs does the
monster have?
The monster has
_______________.
How many ears does the
has ______________.
How many noses does the
Page 40 of 51
has ______________.
How many toes does the
monster have?
The monster has
______________.
This is a How many eyes does the
monster.
It is a
monster. has ______________.
has ______________.
monster have?
The monster has
______________.
This is a
monster.
How many eyes does it
It is a have?
monster.
It has ____________________.
How many arms does it
have?
It has ____________________.
Page 41 of 51
How many legs does it

have?
It has ____________________.
How many ears does it
have?
It has ____________________.
This is a
monster. It
is a monster. monster have? The monster
has _______________.
has _______________.
monster have?
The monster has
_______________.
has _______________.
Page 42 of 51

have?
It has ____________________.
This is a have?
monster.
It is a
It has ____________________.
monster. How many legs does it
have?
It has ____________________.
have?
It has ____________________.
How many fingers does the
monster have?
The monster has
_______________.
This is a
monster. How many eyes does the
monster have?
The monster has
_______________.
Page 43 of 51
monster have?
The monster has
_______________.
monster have?
The monster has
_______________.
have?
It has ____________________.
This is a have?
monster.
It is a It has ____________________.
monster. How many legs does it
have?
It has ____________________.
monster have?
The monster has
This is a
monster. _______________.
It is a How many arms does the
Page 44 of 51
monster.
monster have?
The monster has
_______________.
How many ears does the
monster have?
The monster has
_______________.
monster have?
The monster has
_______________.
monster have?

This is a monster have?
monster.
It is a
monster. How many ears does the
monster have?
Page 45 of 51

monster have?
The monster has
_______________.
This is a How many arms does the
monster.
It is a monster have?
monster. The monster has
_______________.
have?
It has _______________.
monster have?

This is a
monster.
have?
It is a
monster.
monster have?
How many legs does it

Page 46 of 51
have?

monster have?
The monster has
This is a _______________.
monster. How many arms does it
It is a
monster. have?
It has _______________.
monster have?
The monster has
_______________.
have?
This is a
monster. monster have?
It is a
monster.
have?
Page 47 of 51

monster have?
How many fingers does the

monster have?
The monster has
This is a
monster. _______________.
It is a How many eyes does it
monster.
have?
It has _______________.
monster have?
The monster has
_______________.

monster have?
This is a
monster.
It is a
monster.
How many noses does it
have?
Page 48 of 51
Images retrieved from:
http://s3.amazonaws.com/gs.apps.icons/GQqH7LDiEeK_HhIxPR_KdA_%2Fmonstericon.png
https://thumbs.dreamstime.com/x/cartoon-monster-icon-18869435.jpg
http://b.fastcompany.net/multisite_files/fastcompany/imagecache/slideshow_large/slideshow/201
3/07/3014852-slide-s-2-how-sugarlands-kristian-bush-and-online-game-my-singing-monsters-
came-to-make-music-together.jpg
http://images.esellerpro.com/2363/I/188/17/Bobble%20Heads%20-%20Monsters2.jpg
http://st2.depositphotos.com/1915807/11407/v/950/depositphotos_114076676-stock-illustration-
cartoon-monsters-big-set-colorful.jpg
https://s-media-cache-ak0.pinimg.com/564x/88/34/fc/8834fcb7e8d5074ab444399133803c23.jpg
http://grandmaideas.com/wp-content/uploads/2016/09/monster-bingo.png
Page 49 of 51
Work Cited:
N.p., n.d., Web. 27 Feb. 2017.
http://azcoloring.com/coloring/xig/nM5/xignM5bjT.gif
N.p., n.d., Web. 27 Feb. 2017.
http://b.fastcompany.net/multisite_files/fastcompany/imagecache/slideshow_large/slideshow/2013/07/3014852-
slide-s-2-how-sugarlands-kristian-bush-and-online-game-my-singing-monsters-came-to-make-music-
together.jpg
N.p., n.d., Web. 27 Feb. 2017.
http://grandmaideas.com/wp-content/uploads/2016/09/monster-bingo.png
N.p., n.d., Web. 27 Feb. 2017.
http://images.esellerpro.com/2363/I/188/17/Bobble%20Heads%20-%20Monsters2.jpg
N.p., n.d., Web. 27 Feb. 2017.
http://learnenglishteens.britishcouncil.org/grammar-vocabulary/vocabulary-exercises/body-parts
N.p., n.d., Web. 27 Feb. 2017.
http://www.pure-beauty.co.uk/blog/wp-content/uploads/hands.jpg
N.p., n.d., Web. 27 Feb. 2017.
https://s-media-cache-ak0.pinimg.com/564x/35/51/04/355104750a21aedf8ebf54bb29b12603.jpg
N.p., n.d., Web. 27 Feb. 2017.
https://s-media-cache-ak0.pinimg.com/564x/88/34/fc/8834fcb7e8d5074ab444399133803c23.jpg
N.p., n.d., Web. 27 Feb. 2017.
https://s-media-cache-ak0.pinimg.com/736x/a4/cb/3e/a4cb3e0dfcfa4cf7042747c20870bf20.jpg
N.p., n.d., Web. 27 Feb. 2017.
https://s-media-cache-ak0.pinimg.com/originals/e1/1e/38/e11e388e1dc3c3c6de598b96ea2e495f.jpg
Np., n.d., Web. 27 Feb. 2017.
http://s3.amazonaws.com/gs.apps.icons/GQqH7LDiEeK_HhIxPR_KdA_%2Fmonstericon.png
N.p., n.d., Web. 27 Feb. 2017.
http://www.skylinepedicab.com/coloring-upload/2015/11/18/children-coloring-pages-coloring-town.jpg
N.p., n.d., Web. 27 Feb. 2017.
http://st2.depositphotos.com/1915807/11407/v/950/depositphotos_114076676-stock-illustration-cartoon-
monsters-big-set-colorful.jpg
N.p., n.d., Web. 27 Feb. 2017.
Page 50 of 51
https://thumbs.dreamstime.com/x/cartoon-monster-icon-18869435.jpg
N.p., n.d., Web. 27 Feb. 2017.
https://www.youtube.com/watch?v=Y3rH0PHVzyk
Page 51 of 51

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Assignment 2: Unit Plan and Scaffolded Tasks

Ali Pravda Haas

Subtheme: Body Parts and Movement

Focus Group Grades 6-12 ___ Adult Immigrant

Immigrant/Refugee __ Aboriginal __Other Canadian Non-English Speaker

Teaching will be focused on Phase 1L / CLB1L.

Learners can (related to the theme):

(Listen) Can follow some basic directions

(Listen) Can follow basic conversations

(Write) Can look back at a model when copying

(Read) Can use pictures and context for comprehension

(Read) Can maximally read patterned sentences

(Read) Can read some sight words

(Read) Can understand basic phonetics

(Listen) Cannot follow all basic directions

(Speak) Cannot speak in simple sentences

(Read) Cannot differentiate between pronounced and silent letters

(Write) Cannot follow word order

Age Grade 5 and 6 (ages 10-12)

Educational Non-literate in L1; fewer than 5 years of formal education.

Purpose(s) Increase expressive and receptive language. Read with meaning.

Goals and Learning Outcomes

Listening/ Listen and respond by following verbal commands with body

Speaking Say sentences that follow SVO pattern structure

Listen to music and follow commands with body

Repeat vocabulary and sentences said by the teacher

Verbally identify body parts

Reading Reading simple sentences about body parts and actions

Reading short paragraphs

Answer true or false (or yes/no) questions regarding reading passages

Writing Writing simple sentences

Identifying possessions by writing objects with possessive pronouns and/or

Answer comprehension questions in writing

Numeracy Count to ten

Identify singular and plural subjects/nouns

Grammar/ Simple present tense

Use word order: Subject / Verb / Object (SVO sentence structure)

Nouns, prepositions, verbs, determinants

Sort body parts by singular or plural.

Write the words of the body

Answer 1 or 2 by speaking and my writing

Speak and write using simple sentences

Project a human body or draw an outline of a body.

Write the words in the chart.

Have students complete the following chart:

I have 1 or 2 Body part

I have (1) nose

I have (2) hands

I have (1) head

I have (2) eyes

I have (1) mouth

I have (2) arms

I have (2) legs

I have (2) ears

I have 10 (Body part)

Count to ten (including zero)

Identify body parts by having one or two.

Write and read the words of the body

Answer by speaking and by writing the numbers 0-10.

Have students focus on pronunciation of each word. Go through how to pronounce

____ ____ ____

Do the Making a Monster Worksheets. (See Scaffolded Task 3) (Only pages 1 to 4)

Go over how to ask a question: Do you have? and, Does it have ?

Immigrant/Refugee Aboriginal Other Canadian Non-English Speaker

This is my _. These are my _.

Read and speak using the sentence structure I use my to _.