English Program - Planning Grid

Teacher name and class: ________________Edinburgh College __________________________________________

Level: ___7th Grade_________________ Unit / Lesson Topic ___Adjectives and Famous People___

Time Frame: ________________________________ Date ____________________________________________________

Content Objectives: (What information/content will Language Objectives: (What language skills will students
students learn by the end of the lesson?) practice – include the four skill areas: R, W, L, S)

Describe famous people’s physical and

personality traits Use adjectives to talk about famous people.

Key Vocabulary: (What words should students be Materials / Resources: (What materials and resources do
introduced to during the lesson? What word should students you need to make available to help students reach the planned
master by the end of the lesson?) objectives?)

Tall/short, Old/young, thin/chubby, Fly swatters, grid, computer, multimedia

gorgeous, successful, charismatic, projector
shy/outgoing, hardworking, talented, skillful.

Mariano Rivera, Riannah, Johnny Depp, Bill

Gates, Barack Obama, Leo Messy.

Higher Order Question(s): (What HOTS will students use during this lesson?)

What makes a person famous? / Why do you think some people get more famous than other?

Warm Up(s)/Ice-Breaker(s) (What songs, games, or activities, that are relevant to the unit, will warm-up the students
for that day’s activities? Can be a review activity from a prior day.)
Fly swatting too distinguish physical and personality traits they already know.

Instructional Activities: Check (✔ ) the ones to be used

Building Background: Differentiation Strategies ___ Gallery Walk

___ Tiered assignments
 Links to experience: Brainstorming names of famous ___ Flexible grouping
people ___ Learning centers
___ Curriculum compacting
___ Varying questions
 Links to learning: ___ Independent Projects
___ Brain Compatible Instruction
___ Learning Styles
___ Cultural Contexts
Lesson Delivery: (main focus of the class)
Teaching Strategies
Presentation: (include activities that help students reach ___ Scaffolded Questioning
language and content objectives, provide comprehensible ___ Independent reading/
input, practice good language learning strategies, and allow ___ Reading in groups or pairs
___ Interpretation of Graphics
for student interaction and feedback)
(maps, graphs, cartoons, tables…)
Students will be elicited the new vocabulary. ___ Cooperative Learning
Students will drill the pronunciation of the new words ___ Think-Pair-Shares
___ Turn-N-Talks
___ Roundtable
___ Jigsaw
___ Pairs Check/Review
___ Independent/Group Project
___ Integration of Technology
___ Print alternatives, i.e., E-text
___ Use of Audio Clip/Music
___ Interactive Student Notebook®
___ Formal Writing
___ Informal Writing
___ Graphic/Visual Organizers
___ Modeling/Demonstration
___ Think Aloud
___ Reciprocal Teaching
___ Group Activities
___ Simulation
___ Wait time

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Practice the descriptions using flashcards. ___ Different purposes for
Get in pairs and will use a grid for students to describe viewing/reading
famous people. ___ Cross-Curricular Connections
Talk about their favorite famous people.

Assessment: Suggested Assessments:

Formative Assessment(s): (Can I move on? Who needs ___ Collect and Grade ___ Check for Completion
remediation? Grouping strategies/who can work together to ___ In-Class Check ___ Rubric
support learning?) _√_ Checklist ___ Peer/Self-Assessment
___ Journal/Learning Log ___ Portfolio
___ Constructed Response ___ Quiz
Checklist during individual and group work. ___ Test ___ Presentation
___ Performance Assessment ___ Informal Assessments
___ Ticket Out (after review of the objectives, end of day)
___ Teacher mental/physical checklist during group activities
Summative Assessment(s): (Final test, grade, decision (teacher’s observation while students’ are working)
based on multiple assessments)

Out of Class Assignment (homework):

Prepare a mini-speech of 2 minutes about one famous person that he/she finds interesting to talk
about.

Teacher Reflection: (Reflect about lesson presented.)

Instructional Expectations Checklist:

 Target language is used by instructor
 Students’ background knowledge is activated
 Learning is framed
 Students demonstrate understanding of tasks/language
 Manipulatives/ learning styles are considered
 Formative assessments/ immediate feedback are used
 Productive use of target language by students (speaking, writing, group activities)
 Demonstration of receptive skills in target language by students (listening/reading)
 Use of differentiated strategies
 Wrap up objectives of class

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