Lesson Plan for English as a Second Language Classroom

Junior High School/High School/Adult ESL Classroom
Unit: Seeing a Doctor

Goal/Objective:
· Students should also be able to identify the different parts of their body, and be able to identify different ailments.
· They should also be able to simulate a discussion with a doctor.

Assessment:
· Students will be given a map of the body and asked to label the parts we learned in class. I will look for correct spelling and correct labeling.
· They will also be asked to write a dialogue between doctor/patient for homework, which I will collect the following day. I will be looking to see that they used proper grammar, proper word order and correct spelling. I will also look to see that students were able to articulate themselves and get their point across to the “doctor.”

NYS Learning Standards/Strands: NYS Standard One – Enacting experiences and scenes to communicate ideas and feelings. NYC strand – Making Connections
(Can be adapted to meet standards of any State)

Audience Development Considerations: There are all different levels of English knowledge, so I must be aware of the level of the assignment.

Previous Knowledge: The previous day, we reviewed the necessary vocabulary relating to sickness, the body and seeing a doctor.

Classroom Organization: Keep desks in large circle with room to sit in the middle.

Materials: Poster board, markers.

Procedures:

Warm-up:
5-minutes
Have students all get into partners. I will call out two body parts. Each person must connect with their partner using the body parts I call out. For example, if I say, “Elbow-Knee” then the elbow of one partner should be connected to the knee of the other partner and so on.

Main Activity: Process Drama
15-minutes
I will step into role as Dr. Sullivan, head doctor of a New York City Hospital. I will allow students to assume the role of interns at the hospital. I will tell them that we have just received a young patient, Celia, that we are unable to diagnose, and I need the help of the interns to help uncover what is wrong with her.
As Dr. Sullivan I will read off a few of the known symptoms. Then I will put students into groups and ask them to draw a map of the young girls body andwhere the problems are.

5-minutes
After they have diagramed the body, I will explain (in-role) that the young girl has complained of more symptoms. In each group, I will ask for one volunteer to play Celia. Within each group, the interns will interview Celia and ask her what her new symptoms are. When the allotted time is up, as a class, we will create a unified list of the new symptoms.

5-minutes
Students will then get back into their small groups and begin to discuss all the possible sicknesses. At this point in time, we have extensively studied many ailments and diseases, so the students should be able to dialogue about this.

5-minutes
Finally, I we will reconvene as a class and brainstorm a list of all the possible sicknesses. Depending on their improvisations, the result will always vary. It can be anything from the flu to a broken arm. After brainstorming a list of all realistic possibilities based on the symptoms, I will ask the interns to vote on what they think it really is.

Reflection/Debrief/Assessment:
10-minutes
Take students out of role and have them each share in small groups an experience they had with a doctor in America (giving them the choice to respond or not, since some matters may be personal). After sharing this, I will ask them to discuss how they felt playing the doctors. Finally, will ask them for homework to write a dialogue between a doctor and a patient, using symptoms of their choice.

Modifications:
This lesson can be changed depending on what the unit is. So if we are learning English vocabulary dealing with the weather, we can simulate a hurricane center and so on.

Teacher Reflection:
I think the lesson went well. The students were all able to identify the body parts and their dialogues were at the level I expected. I was a little concerned with some of the weaker speakers. I tried to make sure they had equal speaking time so that my advanced speakers did not dominate the process drama. If I were to do this again, I would pair the students up differently. For this lesson, I paired the weaker students with the stronger students. This led to a lot of dominance from the stronger students. Next time I will try a group of the weaker speakers, so that they cannot use the strong