Lesson Plan
Session 1 Lesson Plan
Students will learn and practice the words “make,” “connections,” “personal,” and “experiences” by matching definitions and sharing examples, then adding them to a class word wall.
Building these foundational academic words helps newcomers express their own experiences and participate in class discussions, fostering language development and confidence.
Audience
Newcomer English learners
Time
15 minutes
Approach
Interactive matching and personal sharing
Materials
- Session 1 Vocabulary Cards, - Personal Experience Prompt Sheet, - Chart Paper for Word Wall, and - Markers
Prep
Prepare Materials
5 minutes
- Print and cut out Session 1 Vocabulary Cards (word on one side, simple definition on the other)
- Review and print the Personal Experience Prompt Sheet
- Hang chart paper in a visible location for the word wall
- Gather markers and place them near the display
Step 1
Activate Prior Knowledge
3 minutes
- Gather students around the chart paper titled “Word Wall Wonders.”
- Point to the four target words and read them aloud.
- Ask: “Have you heard any of these words? What might they mean?”
- Encourage any gestures or single-word responses to build confidence.
Step 2
Matching Game
5 minutes
- Divide students into pairs and give each pair a set of Session 1 Vocabulary Cards.
- Instruct pairs to match each word with its definition.
- Circulate and support pronunciation; model one match if needed.
Step 3
Personal Connections
5 minutes
- Distribute the Personal Experience Prompt Sheet.
- Ask students to pick one word and draw or write a simple example from their own life (with teacher support as needed).
- Invite 2–3 volunteers to share their examples, emphasizing use of the new word.
Step 4
Add to Word Wall
2 minutes
- Have students come up and place their vocabulary card next to the chart, under the word they chose.
- Quickly review each posted card, reading word and example aloud.
Slide Deck
Word Wall Wonders: Session 1
Today’s words:
• make
• connections
• personal
• experiences
Objectives:
– Learn definitions
– Match words to meanings
– Share examples
– Add to our word wall
Welcome students and introduce the session. Emphasize group learning and the word wall. Model enthusiasm and speak slowly.
Activate Prior Knowledge
- Look at each word:
• make • connections
• personal • experiences - Teacher reads the words aloud.
- Ask:
• Have you heard this word?
• What might it mean?
Guide students to notice each word on the slide. Point and read aloud. Encourage gestures and simple responses.
Matching Game
- In pairs, get a set of word cards and definition cards.
- Match each word with its definition.
- Check with your partner and ask the teacher if you need help.
Prepare sets of vocabulary cards. Demonstrate matching one word–definition pair first. Circulate to support pronunciation.
Personal Connections
- Choose one new word.
- Draw or write a picture/example from your life.
- Use simple words or a sentence.
- Share your example with a friend.
Distribute prompt sheets. Model drawing or simple writing. Offer sentence frames: “I make _____.”
Add to Word Wall
- Bring your vocabulary card to the wall.
- Place it under the matching word.
- Read your example aloud to the class.
Have chart paper or poster ready. Model placing a card and reading it aloud. Praise all efforts.
Reflection & Next Steps
• Which word did you like best?
• How did you feel sharing your example?
Next session words:
ideas, society, write, responses
Summarize learning. Ask for thumbs up/down if they feel more confident. Preview next session words.
Worksheet
Session 1 Vocabulary Cards {#session-1-vocab-cards}
Use this sheet to print and cut double-sided cards. On one side is the word, on the back its definition.
Front of Cards — Word Side
(Write or print one word per card. Cut along the lines.)
make
connections
personal
experiences
Back of Cards — Definition Side
(Each definition matches the word above. Cut along the lines to pair with the words.)
to do or create something
links or relationships between people or ideas
relating to a particular person
events or activities that someone has done or lived through
Activity
Personal Experience Prompt Sheet {#session-1-prompt-sheet}
Name: ______________________ Date: _______________
Choose one word. Circle it:
make • connections • personal • experiences
1. Draw Your Example
Draw a picture that shows your chosen word in your life. What do you make? What connections do you have? What is personal to you? What experiences have you had?
2. Write About Your Example
Use one of these sentence starters, or make your own:
• “I make ______.”
• “I have connections with ______.”
• “Something personal to me is ______.”
• “One of my experiences is ______.”
3. Share with a Friend
Turn to a partner and say your sentence aloud. Listen to their sentence, too!
Great job connecting new words to your life!
Warm Up
Session 1 Warm-Up: “Know Your Words”
Time: 3 minutes
Purpose: Quick verbal check-in on our session’s target words.
Materials:
- The four words written clearly on the board: make, connections, personal, experiences
Procedure:
- Teacher points to each word, one at a time, and reads it aloud.
- For each word, students show a quick signal:
- 👍 thumbs up if you know this word well
- 🤷♂️ thumbs sideways if you’ve heard it before but aren’t sure what it means
- 👎 thumbs down if it’s completely new to you
- After each signal check, invite one or two students who showed 👍 to share:
- A single word in any language that they associate with it, or
- A quick gesture that shows the meaning
- The teacher praises all responses and reminds students that today they’ll learn more about these words and add them to our Word Wall Wonders chart.
Lesson Plan
Session 2 Lesson Plan
Students will learn and practice the words “ideas,” “society,” “write,” and “responses” by matching definitions, writing simple sentences with drawings, then adding their examples to the class word wall.
These words help newcomers discuss thoughts, community, and communication in English, building confidence for classroom participation and real-world connections.
Audience
Newcomer English learners
Time
15 minutes
Approach
Interactive matching and written connections
Materials
- Session 2 Vocabulary Cards, - Session 2 Response Prompt Sheet, - Chart Paper for Word Wall, and - Markers
Prep
Prepare Materials
5 minutes
- Print and cut out Session 2 Vocabulary Cards (word on one side, definition on the other)
- Review and print Session 2 Response Prompt Sheet
- Write today’s four words clearly at the top of the word wall chart paper
- Gather markers and place near the display
Step 1
Activate Prior Knowledge
3 minutes
- Point to each word on the chart: ideas, society, write, responses and read aloud slowly
- For each word, students show a signal:
- 👍 if they know it well
- 🤷♀️ if they’ve heard it but aren’t sure
- 👎 if it’s new
- Invite 1–2 students who signaled 👍 to share a quick association (in any language or gesture)
Step 2
Matching Game
5 minutes
- Divide students into pairs and give each pair a set of Session 2 Vocabulary Cards
- Pairs match each word card with its definition card
- Circulate to support pronunciation and check matches
Step 3
Write Your Response
5 minutes
- Distribute the Session 2 Response Prompt Sheet
- Ask students to choose one word and:
- Write a simple sentence using that word (frame examples below)
- Draw a quick picture showing their sentence
- Sentence frames (optional):
- “An idea I have is ______.”
- “In our society, I see ______.”
- “I write about ______.”
- “My response to ______ is ______.”
Step 4
Add to Word Wall
2 minutes
- Invite students to come up one by one with their vocabulary card and prompt sheet
- Place the card under the correct word on the wall and show their drawing or read their sentence aloud
- Praise all efforts and note the variety of ideas shared
Slide Deck
Word Wall Wonders: Session 2
Today’s words:
• ideas
• society
• write
• responses
Objectives:
– Learn definitions
– Match words to meanings
– Write simple sentences + draw
– Add to our word wall
Welcome students and introduce the session. Emphasize group learning and the word wall. Model enthusiasm and speak slowly.
Activate Prior Knowledge
- Look at these words:
• ideas • society
• write • responses - Teacher reads each word aloud.
- For each word, students show:
• 👍 know it well
• 🤷♀️ heard but not sure
• 👎 new word - Invite a few students to share an association or gesture.
Guide students through the prior knowledge check using signal thumbs up, sideways, down. Encourage associations and gestures.
Matching Game
- In pairs, take a set of word cards and definition cards.
- Match each word with its correct definition.
- Check with your partner and ask for help if needed.
Prepare and distribute vocabulary cards. Demonstrate one match first. Circulate to support pronunciation and match checking.
Write Your Response
- Choose one new word.
- Write a simple sentence using that word.
- Draw a quick picture to show your sentence.
Sentence frames:
• “An idea I have is ______.”
• “In our society, I see ______.”
• “I write about ______.”
• “My response to ______ is ______.”
Distribute response prompt sheets. Model writing one simple sentence and drawing a picture. Provide sentence frames.
Add to Word Wall
- Bring your vocabulary card to the wall.
- Place it under the matching word.
- Show your drawing or read your sentence aloud.
Invite students to come up and place their vocabulary card and share their drawing or sentence. Praise all efforts.
Reflection & Next Steps
• Which word did you find easiest?
• Which was most challenging?
Next session words:
demonstrate, understanding, comparing, paraphrase
Summarize the session. Ask students to reflect: Which word was easiest? Which was challenging? Preview next session words.
Worksheet
Session 2 Vocabulary Cards {#session-2-vocab-cards}
Use this sheet to print and cut double-sided cards. On one side is the word, on the back its definition.
Front of Cards — Word Side
(Print or write one word per card. Cut along the lines.)
ideas
society
write
responses
Back of Cards — Definition Side
(Each definition matches the word above. Cut along the lines to pair with the words.)
thoughts or plans
a community of people living together
to form letters or words on paper
answers or reactions to something
Activity
Session 2 Response Prompt Sheet {#session-2-prompt-sheet}
Name: ______________________ Date: _______________
Choose one word. Circle it:
ideas • society • write • responses
1. Write a Sentence
Use your chosen word in a simple sentence. Try to include words you already know.
2. Draw Your Picture
Draw a quick picture that shows what your sentence means. Use labels if you can.
3. Share with a Friend
Turn to a partner and:
• Read your sentence aloud.
• Show your drawing and explain it.
• Listen as they share theirs.
Great job connecting new words to your ideas!
Warm Up
Session 2 Warm-Up: “Signal Your Knowledge”
Time: 3 minutes
Purpose: Quick check of familiarity with today’s words and warm up speaking.
Materials:
- The four words written clearly on the board: ideas, society, write, responses
Procedure:
- Teacher points to each word in turn and reads it aloud.
- For each word, students show a quick signal:
- 👍 thumbs up if you know it well
- 🤷♀️ thumbs sideways if you’ve heard it but aren’t sure what it means
- 👎 thumbs down if it’s completely new to you
- After each signal check:
- Invite one student who showed 👍 to share a word in any language or a gesture that connects to the meaning.
- Invite one student who showed 🤷♀️ to guess what the word might mean or ask a friend for help.
- Teacher praises all attempts and reminds students that today they’ll learn definitions, match cards, and add examples to our Word Wall Wonders chart.
Lesson Plan
Session 3 Lesson Plan
Students will learn and practice the words “demonstrate,” “understanding,” “comparing,” and “paraphrase” through matching definitions, acting out meanings, comparing items, and paraphrasing sentences, then add their examples to the class word wall.
These academic verbs help students show processes, comprehend ideas, identify similarities and differences, and restate information—essential skills for effective learning and communication in English.
Audience
Newcomer English learners
Time
15 minutes
Approach
Matching, acting, comparing, paraphrasing
Materials
- Session 3 Vocabulary Cards, - Session 3 Practice Prompt Sheet, - Chart Paper for Word Wall, and - Markers
Prep
Prepare Materials
5 minutes
- Print and cut out Session 3 Vocabulary Cards (word on one side, definition on the other)
- Review and print the Session 3 Practice Prompt Sheet
- Write today’s four words clearly at the top of the word wall chart paper
- Gather markers and place them near the display
Step 1
Activate Prior Knowledge
3 minutes
- Point to each target word on the chart: demonstrate, understanding, comparing, paraphrase, and read aloud slowly
- For each word, students show a quick signal:
- 👍 if they know it well
- 🤷 if they’ve heard it but aren’t sure
- 👎 if it’s completely new
- Invite 1–2 students who signaled 👍 to share any word, gesture, or drawing that shows the meaning
Step 2
Matching Game
5 minutes
- Divide students into pairs and give each pair a set of Session 3 Vocabulary Cards
- Ask pairs to match each word card with its correct definition
- Circulate to support pronunciation and confirm matches
Step 3
Act, Compare & Paraphrase
5 minutes
- Distribute the Session 3 Practice Prompt Sheet
- Ask each student to choose one word and complete its section:
• For demonstrate or understanding: act out the meaning and draw a simple stick figure of your action
• For comparing: write two things you know (e.g., cat, dog) and complete a sentence: “Cat is ___. Dog is ___.”
• For paraphrase: read the model sentence and write it in your own words - Encourage students to share their action, comparison, or paraphrase with a partner
Step 4
Add to Word Wall
2 minutes
- Invite volunteers to place their vocabulary card on the wall under the word they practiced
- Have each student briefly show their drawing or read their paraphrased sentence
- Praise all efforts and highlight creative examples
Slide Deck
Word Wall Wonders: Session 3
Today’s words:
• demonstrate
• understanding
• comparing
• paraphrase
Objectives:
– Learn definitions
– Match words to meanings
– Act, compare, and paraphrase
– Add examples to our word wall
Welcome students and introduce Session 3. Emphasize working together and adding to our Word Wall Wonders. Model enthusiasm and speak clearly.
Activate Prior Knowledge
- Look at these words:
• demonstrate • understanding
• comparing • paraphrase - Teacher reads each word aloud.
- Students show:
• 👍 know it well
• 🤷 heard it but unsure
• 👎 new word - Invite 1–2 students who showed 👍 to share a gesture or quick drawing.
Use thumbs-up/sideways/down signals. Encourage students to share any gesture or drawing that shows a word’s meaning.
Matching Game
- In pairs, take a set of Session 3 Vocabulary Cards.
- Match each word card with its correct definition card.
- Check with your partner and ask the teacher for help if needed.
Demonstrate matching one pair first. Circulate to support pronunciation and check accuracy.
Act, Compare & Paraphrase
Choose one word and complete its section on the Session 3 Practice Prompt Sheet:
• demonstrate / understanding:
– Act out the meaning
– Draw a stick-figure sketch of your action
• comparing:
– Write two things you know (e.g., cat, dog)
– Complete: “Cat is ___. Dog is ___.”
• paraphrase:
– Read the model sentence
– Write it in your own words
Model one example from the prompt sheet. Provide sentence frames and act out an example.
Add to Word Wall
- Bring your vocabulary card to the wall.
- Place it under the matching word.
- Show your drawing or read your paraphrased sentence to the class.
Invite volunteers to share quickly. Praise all efforts and highlight creative ideas.
Reflection & Next Steps
• Which word or activity did you like best?
• What helped you remember a word today?
Next session words:
• summarize • maintain
• meaning • logical
• order
Summarize key learning. Ask reflective questions. Preview next session’s words.
Worksheet
Session 3 Vocabulary Cards {#session-3-vocab-cards}
Use this sheet to print and cut double-sided cards. On one side is the word, on the back its definition.
Front of Cards — Word Side
(Print or write one word per card. Cut along the lines.)
demonstrate
understanding
comparing
paraphrase
Back of Cards — Definition Side
(Each definition matches the word above. Cut along the lines to pair with the words.)
to show or explain how something works or is done
the ability to grasp meaning or know something
looking at two or more things to see how they are similar or different
to restate something in your own words
Activity
Session 3 Practice Prompt Sheet {#session-3-prompt-sheet}
Name: ______________________ Date: _______________
Choose one word. Circle it:
demonstrate • understanding • comparing • paraphrase
1. Act & Draw (demonstrate / understanding)
If you chose demonstrate or understanding:
• Act out the meaning of your word using your body or gestures.
• Draw a simple stick-figure sketch of your action below.
2. Compare (comparing)
If you chose comparing:
-
Write two things you know (for example: cat, dog).
-
-
Complete the sentences to show how they are similar or different:
• “_________ is .”
• “ is _________.”
3. Paraphrase (paraphrase)
If you chose paraphrase:
Read the model sentence below, then write it in your own words.
“The student shared her idea with the class.”
Your paraphrase:
4. Share with a Friend
Turn to a partner and:
• Show or act out your demonstration/drawing.
• Read your comparison sentences.
• Read your paraphrase aloud.
Great job using our new words in different ways!
Warm Up
Session 3 Warm-Up: “Show Your Knowledge”
Time: 3 minutes
Purpose: Quick check of familiarity with today’s words and warm up using gestures.
Materials:
- The four words written clearly on the board: demonstrate, understanding, comparing, paraphrase
Procedure:
- Teacher points to each word, one at a time, and reads it aloud.
- For each word, students show a quick signal:
- 👍 thumbs up if you know this word well
- 🤷♀️ thumbs sideways if you’ve heard it but aren’t sure what it means
- 👎 thumbs down if it’s completely new to you
- After each word’s signals:
- Invite one student who showed 👍 to give a gesture or share a word (in any language) that shows the meaning.
- Invite one student who showed 🤷♀️ to guess what the word might mean or ask a partner for help.
- Teacher praises all attempts and reminds students that today they’ll demonstrate these words, show their understanding, practice comparing, and paraphrase ideas in the activities ahead.
Lesson Plan
Session 4 Lesson Plan
Students will learn and practice the words “summarize,” “maintain,” “meaning,” and “logical order” by matching definitions, then completing targeted tasks—like writing a summary, preserving meaning, defining words, and ordering events—before adding their work to the class word wall.
Mastering these skills helps newcomers condense information, keep key ideas intact, understand new vocabulary, and organize thoughts clearly—essential for academic tasks and confident communication.
Audience
Newcomer English learners
Time
15 minutes
Approach
Matching and targeted practice activities
Materials
- Session 4 Vocabulary Cards, - Session 4 Practice Prompt Sheet, - Chart Paper for Word Wall, and - Markers
Prep
Prepare Materials
5 minutes
- Print and cut out Session 4 Vocabulary Cards (word on one side, simple definition on the other)
- Review and print the Session 4 Practice Prompt Sheet
- Hang chart paper and write today’s words clearly at the top: summarize, maintain, meaning, logical order
- Gather markers and place them by the display
Step 1
Activate Prior Knowledge
3 minutes
- Point to each word on the chart and read it aloud: summarize, maintain, meaning, logical order
- For each word, students show a quick signal:
- 👍 if they know it well
- 🤷 if they’ve heard it but aren’t sure
- 👎 if it’s new
- Invite 1–2 students who showed 👍 to share a quick gesture, single word, or drawing that comes to mind
Step 2
Matching Game
4 minutes
- Divide students into pairs and give each pair a set of Session 4 Vocabulary Cards
- Ask pairs to match each word with its definition
- Circulate, support pronunciation, and confirm correct matches
Step 3
Practice Activities
6 minutes
- Distribute the Session 4 Practice Prompt Sheet
- Ask students to choose one activity related to our words:
• Summarize: Read the short text and write a one-sentence summary
• Maintain Meaning: Rewrite the summary using different words but keep the same idea
• Meaning: Choose one target word and write its meaning in your own words
• Logical Order: Reorder the scrambled steps into the correct sequence - Encourage students to work quietly and then share their work with a partner when finished
Step 4
Add to Word Wall
2 minutes
- Invite volunteers to place their vocabulary card on the wall under the word they practiced
- Have each student briefly read or show their task outcome (summary sentence, rewritten sentence, definition, or ordered steps)
- Praise all efforts and highlight clear examples
Slide Deck
Word Wall Wonders: Session 4
Today’s words:
• summarize
• maintain
• meaning
• logical order
Objectives:
– Learn definitions
– Match words to meanings
– Practice targeted tasks
– Add examples to our word wall
Welcome students and introduce Session 4. Emphasize group learning, focused practice tasks, and adding to our Word Wall Wonders. Model enthusiasm and speak clearly.
Activate Prior Knowledge
- Look at these words:
• summarize • maintain
• meaning • logical order - Teacher reads each word aloud slowly.
- For each word, students show:
• 👍 know it well
• 🤷 heard but not sure
• 👎 new word - Invite a few who showed 👍 to share a gesture, word, or drawing that shows the meaning.
Guide students through a quick check of what they know. Use clear signals and invite simple associations.
Matching Game
- In pairs, take a set of Session 4 Vocabulary Cards.
- Match each word card with its definition card.
- Check with your partner and ask for help if needed.
Demonstrate matching one pair first. Circulate to support pronunciation and confirm correct matches.
Practice Activities
Choose one activity and complete it on the Session 4 Practice Prompt Sheet:
• Summarize: Read the short text and write a one-sentence summary.
• Maintain Meaning: Rewrite your summary using different words but keep the same idea.
• Meaning: Pick one target word and write its meaning in your own words.
• Logical Order: Reorder the scrambled steps into the correct sequence.
Model examples for each activity. Offer sentence frames and show how to reorder steps.
Add to Word Wall
- Bring your vocabulary card to the wall.
- Place it under the matching word.
- Show or read your task outcome (summary, rewritten sentence, definition, or ordered steps).
Invite volunteers to share their work. Place cards on the wall and highlight clear, creative examples.
Reflection & Next Steps
• Which activity helped you learn the word best?
• Which word felt most challenging?
Next session:
Review all words with fun games to show what you know!
Wrap up the session, celebrate progress, and set expectations for next time.
Worksheet
Session 4 Vocabulary Cards {#session-4-vocab-cards}
Use this sheet to print and cut double-sided cards. On one side is the word, on the back its definition.
Front of Cards — Word Side
(Print or write one word per card. Cut along the lines.)
summarize
maintain
meaning
logical order
Back of Cards — Definition Side
(Each definition matches the word above. Cut along the lines to pair with the words.)
to give a short description of the main points
to keep something the same or in good condition
the idea or message that something expresses
arranging ideas or steps in a clear and sensible sequence
Activity
Session 4 Practice Prompt Sheet {#session-4-prompt-sheet}
Name: ______________________ Date: _______________
Choose one activity. Circle it:
Summarize • Maintain Meaning • Meaning • Logical Order
1. Summarize
Read the text below. Then write one sentence that tells the main idea.
“Every day, students come to class to learn new words. They read books, talk with friends, and write in their notebooks.”
2. Maintain Meaning
If you circled Maintain Meaning:
Rewrite the sentence you wrote in Step 1 using different words but keep the same idea.
3. Meaning
If you circled Meaning:
Choose one target word from today’s list (summarize, maintain, meaning, logical order) and write its meaning in your own words.
Word: ______________________
Meaning: ____________________________________________________________
4. Logical Order
If you circled Logical Order:
Put these steps in the correct order by writing 1, 2, 3, 4 in the blanks.
__ __ First, I wake up.
__ __ After that, I brush my teeth.
__ __ Then, I eat breakfast.
__ __ Finally, I go to school.
5. Share with a Friend
Turn to a partner and:
• Read your summary sentence.
• Show your rewritten sentence (if you did Step 2).
• Explain your word meaning (if you did Step 3).
• Share your step sequence (if you did Step 4).
Great work using today’s words!