Lesson Plan for Content-Based Instruction

Teachers Name: Mandeep Ballagan, Katie Harding

Date: June 20th-24th

Grade/Class/Subject: 1st/2nd/Conversation/English

Time Period: 50 minutes

Unit/ Topic: American Pop Culture/Superheroes

Lesson Title: Superhero Chubby Bunny Challenge

Content Objectives: By the end of the lesson, students will (know and do):
-Pronounce words and phrases pertaining to superheroes and their catchphrases
-Listen and repeat certain catchphrases correctly
-Write for a short activity over what they learned about superheroes, different heroes in their life, and how
they will be heroes in English
-Students will share what they wrote in English
Language Objectives:
Function

Form

1) Describe how they will be a hero in the future

tense

Future tense: I will be a hero to others by

2) Describe what they learned in the past tense

Past tense: I learned . About superheroes.

3) Share heroes in their life and why in the

present tense
Review Vocabulary

Present tense: My hero is because

Catchphrase
Marshmallows
Competition
Support
Real life hero
Encourage
Super powers

New Vocabulary

Chubby Bunny Game

Tournament
Bye (In tournaments)
Call a friend (In games)

Signal Words
Whole (As in whole phrase)
3 minutes per round
10 minutes for the writing
activity
___ minutes left!

By the end of the lesson, students will (do X function using Y form with Z vocabulary):
-Describe how they will be a hero in the future tense with vocabulary such as real life hero.
-Describe what they learned in the past tense with vocabulary such as catchphrase or super powers.
-Share heroes in their life and why in the present tense with vocabulary such as encourage or real life hero.

Special Cross-Cultural Considerations: Include here anything relevant to culture that you will either
incorporate as part of your lesson or that you need to be attuned to in terms of your students background to ensure
a lesson that is culturally responsive.
Because the chubby bunny game is a popular game in America and not very well known in Korea, we
created a video explaining and demonstrating the game for the students. It also shows us as teachers playing
the game and helps the girls feel more comfortable about playing a game they dont know. Once again, our
lesson emphasizes the ability to be your own hero and a hero to others and try to help the girls not be so
focused on their appearance or success.

Materials: Include here all the materials that you need, including textbook titles and the page numbers you
will refer to.
Projector, internet, video example, online timer, marshmallows, catchphrase cards, superhero team table
markers, superhero team cards, paper, pens, suckers (for prizes)

Lesson Sequence: This may be adjusted as necessary to accommodate unique lesson plan features. For each
step, explain what the teacher will do, the expectation of what the students will do, and how long the stage
should take.
I.

MOTIVATION: Describe how you will build content background and introduce the specific language functions/forms that
you will target.
TIME: ____5 minutes_____

The teacher will(specifically what the teacher

The students will (specifically what the students
does)
should do in response to what the teacher does)
-Hand out cards at the beginning of class will a
-Sit with their table group according to the card handed
superhero on it that assigns the groups, six groups
to them
total. One card in each group has a smiley face sticker Shout out things that they learned last week
Ask the students what they learned last week in class
-List different aspects of superheroes that they created
-Ask the students different aspects of superheroes that last week, super powers, weaknesses, catchphrases
they worked on creating in their groups last week
-If students know the game, explain the rules
-Ask the students if they have ever heard of the
-Listen to the teachers instructions, answer
Chubby Bunny challenge
comprehension questions over instructions
-Tell the students that they walked in with a card that
has a certain superhero on it, and will tell the students
that they will be competing in a tournament against
each other.
-Tell the students that in each group there is a person
that has a smiley face on their card and that theyre
the person that will put the marshmallows in their
mouth
Formative Assessment (How will you gauge whether or not students are connecting to the background the teacher is
providing?):
They will be evaluated based on their participation in class, attentiveness, and answers to questions from the
teacher.
II. PRESENTATION: Describe the specific techniques you will use to make your presentation of new content and linguistic
material comprehensible to students, to provide opportunities for interaction through appropriate questioning, to engage
learner strategies, and to assess whether or not students are getting it.
TIME: ____5 minutes______

The teacher will(specifically what the teacher does)

The students will (specifically what the students

should do in response to what the teacher does)

-Show a video example of the teachers playing the

-Watch the video and pay attention or write down
game
the rules
-Ask the students what the rules are after the video
-Tell the teacher what the rules are, answer the
Rules:
questions about the rules
-3 rounds
-3 minutes per round
-First round 3 marshmallows, second and third
round 4 marshmallows
-Do not pass on catchphrases, have to stay on that
catchphrase until the group says it correctly
-The group has to repeat the whole catchphrase
correctly in order to move on
-First round catchphrases easiest and shortest, the
catchphrases get longer and harder for each round
Formative Assessment (How will you gauge whether or not students are comprehending/using the targeted language
forms as presented?):
The students will be evaluated based on their attentiveness and answers to the teachers questions
III.

PRACTICE/APPLICATION: Describe the activities you will use to allow for meaningful practice targeting the lessons
objectives, the learner strategies you will engage, and the formative assessment you will provide to gauge whether or not
students practice is moving them along closer to the target)
TIME: ____20 minutes_______

The teacher will(specifically what the teacher

does)
-Give the students who have the smiley faces on
their notecards the marshmallows as well as the
catchphrase cards.
-Tell the student to put the marshmallows in their
mouth and to pick up the catchphrase cards
-Tell the students to start and will start the timer
-Tell the students when the time is up, and will
announce the winners after the round, the fastest
group will get a bye to go to the championship
round
-Tell the students about support systems by
providing them with the example of calling a
friend
-Assign the support system teams, 2 teams for each
competing team
-Give marshmallows to the student, it can be the
same or a different student which each group will
decide, and will also give that student the new
catchphrase cards
-Tell the support teams to stand up and go to their
team
-Tell the students to put the marshmallows in their
mouth and to pick up the catchphrase cards.
-Start the timer
- Tell the students when the time is up and will
announce the winners of the round
-Assign the new support system teams and give

The students will (specifically what the students

should do in response to what the teacher does)
-Receive both the marshmallows and the catchphrase
cards.
-Put the marshmallows in their mouth and pick up the
catchphrase cards.
-Listen to the catchphrases, repeat the whole
catchphrase back before moving on
-Listen to the winners
-Answer the teachers question about support systems
-Receive both the marshmallows and the catchphrase
cards.
-The support system teams will go to their teams
-Put the marshmallows in their mouth, either the same
or a different student, and will pick up the catchphrase
cards.
-The teams will start playing
-The students will listen to the winners
-Repeat the same formula for the last round
-Listen to the winners.
-Eat the marshmallows

marshmallows to the student as well as the

catchphrase cards
-Tell the support system teams to stand up and go
to their team
-Tell the students to put the marshmallows in their
mouth and to pick up the catchphrase cards.
-Start the timer
-Tell the students when the time is up and will
announce the winner, give the winner candy.
-The teacher will give everyone a marshmallow,
collect all cards, including the team cards
Formative Assessment (How you will gauge whether or not students practice is moving them closer toward achieving the
objective in a meaningful way?)
The teacher will walk around to each group to listen to them playing the game and to see if the group members are correctly
repeating the entire catch phrase back to their group member. The teacher will also make sure that the student that has the
marshmallows in their mouth correctly says the catchphrases

EXTENSION: Describe the student-centered activities you will use for students to further apply language skills
toward greater mastery of the targeted content and language objectives, either independently or with a group. This
should be an opportunity for developing higher-order thinking skills and using language in communicative ways.
TIME: ______20 minutes________

The teacher will(specifically what the teacher

does)
-Pull up the PowerPoint slide that has the writing
activity on it and will explain the writing activity to
the students
-Share their own example of the writing activity for
further modeling
-Ask the students for sample answers and ask about
last weeks instruction about real life heroes
-Tell the students they have 10 minutes to complete
the writing activity
-Announce when 10 minutes are up and will ask the
students to share their answers
-Debrief

The students will (specifically what the students

should do in response to what the teacher does)
-Listen and answer questions about the writing
activity
-Offer examples to the questions and provide
examples of real life heroes
-The students will start writing
-The students will share their answers

Summative Assessment (Describe the ways in which you plan to determine whether or not students achieved the content and language
objectives for the lesson. Be specific in terms of not only what the students will do to demonstrate their knowledge and skills, but how you
will evaluate what they produce.):

The teacher will walk around while the students are completing the activity to answer any questions and then the
teacher will evaluate the worksheet based on completion in English. The teacher will also evaluate their
performance based on complete sentences and grammar.