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Lesson Plan Template Vancouver Island University

Name: Mary Lee, Nard Lee, Alannah Leyenaar, Kyla Johnson
Subject Core Korean
Topic
Identifying body parts
Grade
5
Allotted Time
40 minutes
Cite sources used to develop this plan:
https://www.youtube.com/watch?v=xyulSF_ktlg
Fluency Oriented Second Language Teaching by David Bohlke
https://www.pinterest.com/pin/496451558893480773/
1. Rationale: Why is this lesson relevant at this time with these students?
This is the 3rd lesson in the unit. LearningKoreanprovidesstudentswiththeopportunitytoattain

newcapabilitiesandknowledgeinordertofurtherexpressthemselvesinaninterestingandexciting
secondlanguage.Studentswillfindmeaninginthislessonbybeingabletoidentifybodypartsand
participateinasimplesongandrepetitionexercise,fluencycircleandlabelingaworksheet.
Target Vocabulary
Head(muh li), Shoulders(okkae),
Knees(moo loop), Feet(baal),
Ears(gui), Nose(ko), Eyes(noon),
Mouth(eep), Stomach(Bae),
Back(huh ri)

Target Sentence Structures

Does your _________ hurt ? ue di ga a pai yo ?
Yes, my __________ hurts. OR No, my _________
hurts.
Nae, ________ ga/ee a pai yo. OR a ni yo, ______ ga/ee
a pai yo.
Kylas ___________ hurts.
Kyla neun _______ ga/ee a pai yo.

2. Learning Standard(s): What curricular competences and content does this lesson
develop?
Students will be able to meet these prescribed learning outcomes from B.Cs International
Languages Curriculum.
Communicating:
Ask and respond to simple questions
Acquiring Information:
Express acquired information in oral form
3. Assessment
Lesson Outcomes
What will students learn?
Students will be able
to (+ verb):
Students will be able to
identify body parts and will
apply them in a real life
context (Doctors office)

Sources of Evidence

Criteria

What product or action will

show what students have
learned? (Title of Product or
Action) Write, Say, Do

What will you look for in this

evidence (product or action)?
What does the successful
product look like?

Written activity:
Students will work with
partners to fill in the blank
on their Do you have?

Students will contrast and

compare what is missing on their
worksheet in comparison to what
is missing on their partners and

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worksheet
Oral activity:
Students will actively
participate in a fluency
circle asking and answering
questions regarding which
body part hurts.

correctly label body parts in

Korean.
Students will actively participate
in a fluency circle, experimenting
with new vocabulary and
question/answer pattern

4. Resources, Material and Preparation: What resources, materials and preparation

are required?

Poster with diagram and flashcards of target vocabulary

Computer and projector to display youtube video (head, shoulders, knees and toes)
https://www.youtube.com/watch?v=xyulSF_ktlg
Do you have? worksheet
Wordsearch handout as needed

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5. Lesson Development
Introduction: How will you introduce this lesson in a manner that engages
students and activates their thinking?

T(Mary) & Ss will review the pronunciation of the target vocabulary through a
listen-repeat.
As a class, we will listen and dance to the song Head, Shoulders, Knees, and
Toes in Korean.

Pace

10mi
n

Teaching/Learning Sequence (I do/We do/You do): What steps and

activities are you going to use to help students acquire and practice the
knowledge, skills and/or attitudes needed to meet the outcome?

What is Missing? Worksheet

Each pair will have a set of two different worksheets and they have to fill in the
missing body parts using new vocabulary.
Partner A says I have ________. Do you have________?
Partner B says I have _______. Do you have ________?

5
min.

Introduction to Target Sentence Structures

- Mary and Nard will play a short skit that illustrating a patients illness to the
doctor at a doctors office.
- As a class, we will practice the phrases.

Doctor : Where does it hurt ?

ue di ga a pai yo ?
Patient: My __________ hurts.
________ ga/ee a pai yo.
Doctor: Your ________ ?
_________ yo?
Patient: Yes
/
No, my _____________.
Ne
/
Aniyo,
__________ ga/ee yo.
Fluency Circle
Students form two concentric circles and use the dialogue with a partner until the
teacher signals the outer circle to move in one direction, giving each student a new
peer to talk to.

10
min.

10
min.

Closure: How will you solidify the learning that has taken place and deepen
the learning process?

Sharing Time
Briefly, ask students to present the dialogue in front of the class.
As a close up, we will listen to the song (Head, Shoulders, Knees, and Toes) and sing
along with the movement.
(4 min for feedback)

6min

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6. Accommodations (adaptations, extensions, other): How will you plan for students who
have learning/behaviour difficulties or require enrichment?
o The vocabulary (with visuals) and target structures will remain on the board for Ss
to reference. The worksheet will include new vocabulary and the Target Phrases
as a guide to help Ss in communicating during Fluency Circle activity. In the oral
activity, Ss may respond to the question using only Ne or Aniyo if they are
struggling to produce the full response.