Sample Lesson Plan – Olga Lelyukh 1

Learners: High school and college-age students at the High Intermediate Level of English

Topic: Multiple Intelligences

Objectives: TSSBAT demonstrate understanding of Howard Gardner’s Theory of Multiple

Intelligences. TSSBAT identify their own primary intelligences. TSSBAT define and correctly use
a topic sentence and supporting details in a paragraph.

Lesson Description Time Materials

Component
Engage Elicit 3-4 current events in the news from the 10-15 White board,
students. Write them on the board. Ask them to min Markers
find someone whose first name starts with the
same letter as theirs and pair up with that person.
Discuss the current event and answer the
following questions:

1) What happened?
2) Why does it matter?
3) What impact does it have on the world?
On the U.S.? On your country of origin?
Engage 2 Give students about 5 minutes to write an answer 10 min White board,
to the following 3 questions about the traditional markers
definitions of intelligence:
 What does it mean to be intelligent (Make sure all
in our society? students have
 What abilities do schools value and writing utensil
promote? and paper)
 How do we measure a person's
intelligence?

Some possible answers:

 Intelligence is a single, general
capacity that everyone possesses to
some extent. It's what you are born
with and there's little you can do to
change it.
 Schools value having a good
vocabulary, the abilities of analyzing
reading material and solving
complex math problems, strong
memories that retain much
information, and the ability to find
solutions to problems quickly.
 Sample Lesson Plan – Olga Lelyukh 2

 Tests can measure intelligence, such

as the IQ Test and the Scholastic
Aptitude Test (SAT).

Discuss their answers all together.

Explain Pass out Multiple Intelligences Outline and have 20 min White board,
students fill it in as I explain the MI theory and markers,
each of the intelligences. MI Outline
http://school.discoveryeducation.com/lessonplan Worksheet,
s/pdf/multipleintelligences/multipleintelligences. MI Complete
pdf Chart

After I finish explaining the MI, pass out the filled

in chart with the pictures:
http://www.careernotes.ca/uploaded-
content/2010/01/Multiple-Intelligences.jpg

Explore 1 Ask students chat with a partner and answer the 10 min
following question: What kind of jobs would be a
good fit for people with each of the intelligences?
Have them write out at least 2 jobs for each
intelligence.

Discuss all together.

Explore 2 Pass out copies of the Classroom Activity Sheet: 15 min Short
Short Biographies of Eminent People. Biographies of
Have students read through the biographies and Eminent People
determine the types of intelligences manifested Handout
by each person. If students have trouble, ask
them to consider what value the intelligences of
these people have in society. They might also
consider how these intelligences match
traditional ideas about intelligence.
http://school.discoveryeducation.com/lessonplan
s/pdf/multipleintelligences/multipleintelligences.
pdf
Elaborate Have students take the Multiple Intelligences Test 25 min MI Test
http://www.collegesuccess1.com/InstructorManu Handout,
al4thEd/Learning%20Style/MI_quiz.pdf
MI Graph
Pass out the graph. Have each of the students fill Handout
in their own graphs marking their intelligence
scores.
 Sample Lesson Plan – Olga Lelyukh 3

Explain 2 Ask students if anyone knows what a topic 2 min White board,
sentence is. markers
Explain and write on board.
A topic sentence tells what the paragraph is
about. A good paragraph has a topic sentence and
supporting sentences.

Explore 2 Pass out topic sentence worksheet. Have students 5-10 min Topic Sentences
identify the topic sentence in each paragraph and Worksheet
then write a topic sentence for 3rd paragraph.

Elaborate 2 Ask students to write an outline of their topic 10 min

sentence and supporting details about their
primary intelligence.

Then, ask them to put it into paragraph form.

Evaluate Ask students to edit their own paragraph and fill 10 min Self-Editing
out the Checklist. Checklist

Ask students to read their paragraphs to a

partner.
1. Take turns reading your paragraphs
out loud.
2. Comment on your partner’s
paragraph.
3. Ask your partner a question about
the paragraph.
4. Tell your partner one thing you
learned.