Lesson Plan for Comprehensible Input: Classroom Objects

Caitlin Cooperrider
Background: Students have been learning to identify and speak about objects in
their surroundings. They previously learned to identify and say the words pencil,
paper, crayon, book and eraser. Also, they students have been learning color words
to help describe these objects in their surroundings. Some of the color words they
previously learned are black, white, brown, blue, and red. They understand that the
colors can be used to describe objects in simple sentences like The ______ is the color
_______.
English proficiency level: Beginner- All ELs
Grade: 1
Standards: Michigan English Language Proficiency Standards of Learning.
L.1.1.a Demonstrate understanding through non-verbal gestures or with
single words or learned phrases
L.4.1.a Understand limited key content area vocabulary supported by visual
representations and realia (real-life objects)
S.1.1.a Use learned phrases to respond to questions and directions
S.4.1.b Respond orally to factual questions
R.2.1.a Demonstrate that print represents spoken language
R.2.1.g Match oral words to printed words
Aim: Today we will use objects around the room to help us all identify some
important classroom objects. This will help us all to be able to speak about our
surroundings.
Language Objectives: Students will
Listen to instructions
Listen to a story
Read note cards with vocabulary items on them
Be able to say what different objects around the room are
Content Objectives: Students will
Be able to identify the key vocabulary objects in the classroom
Be able to match the key vocabulary word to a picture of the object
Be able to respond orally to questions about the book
Vocabulary:
table, chair, bookcase, door, window
Materials:
Flashcards with the vocabulary items on them (enough so that each student can
have one with each vocabulary item on it, plus yourself), handout with key
vocabulary items on it, book with key vocabulary items in it, set of matching cards

with key vocabulary and pictures, wastepaper basket, two soft foam balls, tape or
sticky tak.
Motivation: (10-15 minutes)
Read the objectives for the lesson aloud to the students. Then have the students
copy down the objectives and vocabulary in their notebook. Read the vocabulary
words aloud to them and point to objects around the room posing the question is
this a chair? Is this a table? Etc. Encourage students to take a guess and share
whether they know the answer or not. Now go back over the vocabulary with the
students holding up the flashcards and showing the students what each of the items
are. Have the students repeat the item after you and have them point to the object.
Have the students move to the floor and read the same story that you will read at
the end. Point out the vocabulary items within the story to the students. Have the
students repeat the word and point to the item in the room.
Presentation: (3-5 minutes)
Give the students their own vocabulary flashcards and sticky tak that they will use
for the activity. Bring the focus back to yourself and model the activity: hold up the
window card, take a piece of sticky tak and stick it to the back of the card. Then walk
over to the window, stick the card on it and say the word window. Now, hold up
the next flashcard and have students point to the object as if you have no idea where
it is. Then walk over and stick the card to the item and say the items name. Repeat
this for all of the note cards.
Practice: (30 minutes)
(3-5 minutes)
Now have the students do the same thing. The teacher will say an item and all of the
students have to stick their cards onto the item while saying the word. Repeat this
for all of the items on the cards.
(3-5 minutes)
After this you could have students retrieve the cards by asking individual students
to bring back a card from a certain item so that everyone is up and getting different
cards at the same time. This can be done until all of the cards have been collected.
(3-5 minutes)
Similar to this, have all of the students stand up in a neutral area of the classroom.
Call out an item and have everyone run to touch that item. After doing this for a few
rounds the teacher could add in other words that were covered in previous lessons.
(5-8 minutes)
Now, the teacher will go back and re-read the book from the beginning of class.
Instead of telling students, which item is which, ask them. Point to an item in the
book and ask a student to share what the item is in English.
(5-8 minutes)
Hand out matching sets of key vocabulary words from this lesson and previous
lessons to students. One card will have the word and the other card will have a
picture representing the word. Have the students find their match.

Application: (10-15 minutes)

Finish the lesson with a fun game that reviews the vocabulary. Have a wastepaper
basket out, two soft foam balls and flashcards of the vocabulary from this lesson and
previous lessons. Divide the class into two groups and have them line up facing the
front of the classroom with the basket in front of them.
Model first for them: have a student stand with a flashcard where the teacher will be
standing. Now, throw the ball and if it goes in have the student hold the card up and
read it aloud to win a point. If the ball does not go in go to the back of the line.
Allow the students to play now with the teacher holding up a card when the ball
goes in and if they read the word correctly the team gets a point, otherwise the
student goes to the end of the line. Play until all of the cards have been answered
correctly and everyone has had a chance to participate in the game.
Assessment: (5-10 minutes)
Give the students a handout with pictures of all of the vocabulary items that they
have just reviewed in this lesson. The students will circle or fill in the blank of what
the item in the picture is. Allow students to work with a partner if they are
struggling. The teacher could allow time for students to share their picture with the
class and talk about the colors they used for the different objects using the sentence
structure they have been working on. For example: The table is the color brown.