This ESL lesson plan outlines a thematic unit on writing autobiographies. The theme is explored over 3 days through activities focused on conceptualization. On day 1, students will brainstorm the components of an autobiography and explore Gloria Estefan's biography. They will then complete a graphic organizer to facilitate searching for information to include in their own autobiography. On days 2-3, students will organize their information in the graphic organizer by sequence of events and elaborate on the details. The objectives are for students to identify autobiographical information, organize it sequentially, and develop each component with details. The standards addressed are recalling information, organizing ideas, and strategic and extended thinking.

1. ESL Lesson Planning
Thematic Unit
Teacher: Sherley Cordero López Grade: 5th
Theme/Topic Literature Subject Objectives Standards/ Attitudes & Exploration Materials Assessment Teaching Date of Comments
Selection Integration Expectations Values Activities Strategies Achievement
Writing Gloria □ Spanish L1: Recall L/S: Willingness to Routine: Radio Graphic CA 1 Day
Process Estefan participate. CD Organizer
OA
Biography □ History L2: Greetings Graphic
Sub-topic: Skill/Concept 5.3 Desire to Date Organizer TPR
Autobiography □ Social express who Weather Textbook:
FNA
Studies L3: Strategic they are Song Write
Thinking through the Away NA
□ Science autobiography. Exploration:
BLA
L4: Extended
□ Arts Thinking Satisfaction The students
R: and pride in will
□ Phys Ed. L1: preparing brainstorm
5.5 neat, well- about the
□ Music Students will developed components of
identify the written work. a biography.
□ Math information of They will
their explore the
□ Others: autobiography. structure of
Gloria Estefan
L2: Biography by
Sue Boulais.
Students will W: Once they
organize the identify the
information in 5.2 characteristics
the first draft 5.5 of a
by sequence biography, the
of events. teacher will
define the
L3: concept
autobiography.
Students will After exploring
develop each the topic; the
component of students will
an complete a
autobiography graphic
with details organizer in
and examples. order to
facilitate them
L4: in the
searching for
1
Students will information to
create a include in the
complete draft. autobiography.
*Remember to include strategies for students with exceptionalities.
Revised by: Dr. Báez

2. Thematic Unit
Teacher: Sherley Cordero López Grade: 5th
Theme/Topic Literature Subject Objectives Standards/ Attitudes Conceptualization Materials Assessment Teaching Date of Comments
Selection Integration Expectations & Values Strategies Achievement
Activities
Writing Gloria □ Spanish L1: Recall L/S: Willingness Routine: Drafts Drafts CA 3 days There are
Process Estefan 5.3 to Dictionary activities for two
OA
Biography □ History L2: Skill/Concept appreciate Greetings Blackboard days but I
Sub-topic: suggestions Date Chalk TPR realized that the
Autobiography □ Social L3: Strategic and Weather writing process
FNA
Studies Thinking feedback Song takes time in
from Review NA order to obtain
□ Science L4: Extended teacher. an excellent
BLA
Thinking R: Day 1: Students will product so I
□ Arts Students organize the planned the
will information in the conceptualization
□ Phys Ed. L1: Students will express graphic organizer by stage for three
write the their sequence of events. days in case the
□ Music information of opinions They will elaborate a students need
the graphic on paragraph with their more time to
□ Math organizer in preparing information. After work with their
complete a written writing the paragraph, autobiographies.
□ Others: sentences in a work. students will revise the
blank page. W: spelling with the usage
of a dictionary. They
L2: Students will 5.1 will check the
choose the 5.5 capitalization and the
information that end punctuation.
will be included
in their Day 2: The students
autobiographies. will work with the
observations and
L3: Students will revisions made to the
revise and paragraphs. The
correct the teacher will clarify any
spelling, doubt in terms of the
capitalization sentence structure.
and end
punctuation in
their writings.
L4: Students will
synthetize the
information for
the final copy of 2
the biography.
*Remember to include strategies for students with exceptionalities.
Revised by: Dr. Báez

3. Thematic Unit
Teacher: Sherley Cordero López Grade: 5th
Theme/Topic Literature Subject Objectives Standards/ Attitudes & Application Materials Assessment Teaching Date of Comments
Selection Integration Expectations Values Strategies Achievement
Activities
Writing Gloria □ Spanish Students will L/S: Willingness to Routine: Radio Drafts CA 2 days
Process Estefan synthesize the participate. Greetings CD Final Copy
OA
Biography □ History information in the Date Blackboard Oral
Sub-topic: final copy of the Desire to Weather Chalk Presentation TPR
Autobiography □ Social biography. express who Review Dictionaries
FNA
Studies they are Song
Students will through the NA
□ Science represent their autobiography. Writing:
BLA
interest and basic Students will
□ Arts information by Satisfaction write a final copy
writing a R: and pride in of the
□ Phys Ed. paragraph without preparing autobiography.
grammatical neat, well-
□ Music errors. developed Grammar:
written work. Students will
□ Math Students will work with a
perform an oral Desire to share worksheet about
□ Others: presentation on andlearn with capitalization.
their others.
autobiography. Oral:
W: Students will
present the
5.3 autobiography
5.5 orally in an oral
presentation in
front of the
classroom.
Pronunciation:
The teacher will
evaluate the
pronunciation
during the oral
presentation.
Research:
The students will
investigate more
information of
their lives with 3
their parents or
other siblings.
*Remember to include strategies for students with exceptionalities.
Revised by: Dr. Báez

4. Subject
Science integration Arts
Singing
Math Subject: English
Spanish
Topic:
Translation
Autobiography
Social Studies
Phys. Ed.
Autobiogaraph
y.
Others
4
Revised by: Dr. Báez

5. ESL LESSON PLANNING RESOURCES
Instructional Assessment Teaching Strategies, Affective Domain
Materials, Techniques and Methods,
Resources, and Strategies Approaches, and
Technologies Techniques
Attitudes & Values
□ Textbook □ Checklists □ GTM □ Willingness to risk using English to communicate
□ Charts □ Rubrics □ SM □ Understanding that reading is a means of increasing knowledge and acquiring experience
□ Hand outs □ Projects □ DM □ Satisfaction and pride in preparing neat, well-developed written work
□ Organizers □ Tests □ RA □ Willingness to appreciate suggestions and feedback from teachers and classmates
□ Flash cards □ Quizzes □ ALM □ Desire to share and learn with others
□ Visuals □ Speeches □ CCL □ Relates cultural diversity to self
□ Technological devices □ Oral presentations □ CLL □ Using reading to relate to self and world
□ Audio devices □ Reports □ SW □ Awareness of the joy that literature connects us to other cultures as well as our own
□ Big Book □ Research □ Suggest.
□ Dictionaries □ Discussions Universal Moral Values
□ Coop. □ Respect for life □ Honesty
□ Booklets □ Group work □ LEA
□ Masks □ Writing tasks □ Dignity □ Objectivity
□ MI □ Solidarity □ Justice
□ Puppets □ Reading tasks □ E/S I
□ Authentic materials □ Scavenger hunts □ Autonomy □ Genuine
□ LA □ Excellency □ Inquiry
□ Realia □ Organizers
□ Research Based □ Love □ Argumentative
□ Word banks □ Questions/responses
□ Project Based □ Cooperation □ Organized
□ Wheels □ Team work
□ Games □ Logs □ Task Based □ Consciousness □ Fair, Equal
□ Fishing box □ Comic strips □ Inquiry Based □ Will □ Empathy
□ Treasure chest □ Brainstorm □ Computer Based □ Common Sense □ Respect
□ Slides □ PP □ Subject Based □ Pride □ Tolerance
□ Grids □ Portfolio □ Competency Based □ Self-Esteem □ Politeness
□ PP □ Journal □ Brain Based □ Integrity □ Loyalty
□ Internet □ Debates □ Problem Based □ Sense of Belonging □ Communicative
□ Calendar □ Anecdotal records □ Content Based □ Self-Fulfillment □ Social Interaction
□ Boards □ Reflections □ EIL □ Overcome □ Supportive, Helpful
□ Files □ Reactions □Other: □ Responsibility □ Generous
□ Markers/Chalk □ Drawings □ Courage □ Team Player
□ Coloring materials □ Observations □ Creativity □ Other:
□ Office supplies □ Cooperative Tasks
□ Roulette □ Oral tasks
□ Songs □ Listening tasks
□ Other: □ Self-evaluation
□ Peer evaluation
□ Minute paper
□ Miscue analysis
□ Conversational tasks
□ Conceptual maps
□ Dialogues
□ Monologues
□ Drama 5
□ Songs
□ Other:
Revised by: Dr. Báez

6. METHODS & TEACHING STRATEGIES ACRONISMS
NA Natural Approach
TPR Total Physical Response
CA Communicative Approach
OA Oral Approach
BLA Balance Literature Approach
FNA Functional/Notional Approach
SW Silent Way
SM Suggestopedia Method
CCL Cognitive Code Learning
LA Language Approach
BL Balance Literature
GTM Grammar Translation Method
RA Reading Approach
EIL English Independent Learning
CLL Community Language Learning
ALM Audio-lingual Method
DM Direct Method
MI Multiple Intelligences
E/SI English Situational Instruction
6
Revised by: Dr. Báez