FULL ONE WEEK LESSON PLAN

Weekly Objectives & Assessment Plan

Course Title: Everyday Life and Family

Student Profile: Elementary school children (ages 5-7)
Language Level: Beginner
Content Focus: Reading, Writing, Listening, and Speaking

Weekly Objectives:

By the end of the week, students will be able to:

1. Identify and use key vocabulary related to family, home, and daily activities.
2. Form and speak simple sentences about their family, home, and daily routines.
3. Listen to and comprehend simple descriptions about family life and home
activities.
4. Demonstrate understanding of learned topics through verbal and written
activities.

These objectives are observable and measurable as students will demonstrate their
understanding through speaking, writing, and interactive tasks.

Assessment Plan:

Day Topic Assessment Activities

✅ Vocabulary matching worksheet (family members).
✅ Drawing and labeling their family.
Monday My Family
✅ Mini presentation: Meet My Family (students introduce their
family using 2-3 sentences).
✅ House blueprint labeling activity.
Tuesday My Home ✅ Speaking task: What’s in My Home? (describe one or two
rooms).
✅ Chore chart matching game.
My Home ✅ Writing task: I help at home by… (students write and
Wednesday
Chores illustrate chores they do).
✅ Role-play activity (acting out different chores).
✅ Sentence-building activity (word bank).
We Spend Time ✅ Pair discussion: What do you do with your family on
Thursday
Together weekends?
✅ Class story-building activity.
Friday Revision & ✅ Oral Quiz (students answer questions about family, home,
Assessment and daily routines).
✅ Mini-Project: My Life at Home (students draw and write
 Day Topic Assessment Activities
about their family, home, and favorite activities, then
present).
✅ Exit Ticket: Each student shares one new word or sentence
learned.

Monday- My Family
Age Group: 5-7 years
Language Proficiency:

 Some students are bilingual (Thai-English, Thai-Spanish, Thai-Russian), while others

are Thai-speaking only.

Reading Material:

📖 The Family Book by Todd Parr

(A simple and colorful book introducing different types of families in an inclusive way.)

Materials & Resources:

✔ The Family Book by Todd Parr
✔ Flashcards with family members (mother, father, brother, sister, etc.)
✔ Chart paper & markers
✔ Printable worksheets for independent practice
✔ Small whiteboards & markers for each child

Lesson Objectives:
By the end of the lesson, students will be able to:

Reading:

 Recognize and understand simple family-related vocabulary in context.

Writing:

 Form short sentences about their own family using new vocabulary.

Speaking & Listening:

 Engage in discussions about their families using descriptive language.

 Present basic information about their family members.
Lesson Procedure:
Warm-up & Objective Discussion (10 min)

💡 Brainstorming Activity

 Teacher asks: “Who is in your family?”

 Students take turns naming family members while the teacher writes responses on the
board.
 Use flashcards to reinforce vocabulary.

💡 Predicting Activity

 Show the cover of The Family Book and ask students to predict what it is about.
 Introduce key words (mom, dad, brother, sister, pet, grandparents).

Instruct & Model (15 min)

📖 Read Aloud & Visual Cues

 Teacher reads The Family Book aloud, pausing to ask comprehension questions.
 Simple questions: “Who do you see?” “How many people are in this family?”
 Bilingual students may translate key words into their home languages for better
understanding.

📝 Mind Mapping Activity

 Teacher draws a simple family tree on the board.

 Students replicate it in their notebooks, drawing and labeling their own family
members.
 Teacher asks: “Who is in your family?” to encourage discussion.

Guided Practice (15 min)

☑ Reading (R) ☑ Writing (W) ☑ Listening (L) ☑ Speaking (S)

1. Partner Discussion (7 min)

🎯 Objective:

 Encourage students to use new family-related vocabulary in a conversational setting.

 Build confidence in speaking by describing family members.

📌 Instructions:
 1. Pairing Up: Students work in pairs (or trios if needed).
2. Using Flashcards/Picture Prompts:
o Each student selects a family member flashcard or picture (e.g., mother,
father, sister, brother).
o They describe the person in one or two sentences ("This is my mother. She is
kind.").
3. Encouraging Interaction: Partners ask follow-up questions:
o “What does your mother like to do?”
o “How many people are in your family?”
o “Who is the youngest in your family?”
4. Switching Roles: Students take turns sharing.

Teacher’s Role:
✔ Observe and provide support.
✔ Encourage students to speak in full sentences and pronounce words correctly.

2. Sentence Building with a Word Bank (8 min)

Objective:

 Help students form grammatically correct sentences about their families.

 Develop speaking confidence before whole-class sharing.

Instructions:

1. Introducing the Word Bank:

o Display words/phrases on the board (or distribute printed versions):
 "My family has..."
 "I live with..."
 "We like to..."
 "My brother/sister likes to..."
2. Teacher Modeling:
o Provide example sentences:
 "My family has four people: my mother, father, sister, and me."
 "I live with my parents and grandparents."
3. Pair Practice:
o Students create their own sentences.
o Each student shares a sentence with their partner.
o Partners ask follow-up questions.
4. Class Sharing (if time allows):
o Volunteers share their sentences.
o If students are shy, ask: “Who wants to tell us one thing about their family?”

Independent Practice (10 min)

Objective:
  Illustrate and label family members to reinforce vocabulary and sentence formation.

Instructions:

1. Each student receives a worksheet or blank paper.

2. They draw a picture of their family.
3. Below the drawing, they write simple sentences about their family:
o "This is my mom."
o "I have one brother."
o "My family loves me."
4. If needed, provide sentence starters or a word bank.
5. Encourage students to share their drawings with a partner and describe their family.

Summative Assessment (15 min)

Task: "My Family Poster & Presentation"

Instructions:

1. Drawing & Labeling:

o Students draw and label their family members (mom, dad, sister, brother,
etc.).
2. Sentence Writing:
o Below the drawing, they write 3-5 sentences about their family.
o Example:
 "This is my mom. She is kind."
 "I have one brother. His name is Ben."
 "My family loves me."
3. Presentation:
o Each student introduces their family to the class, saying at least three
sentences.
4. Teacher Feedback & Peer Interaction:
o After each presentation, teacher and classmates ask simple follow-up
questions:
 “Who is this?”
 “How many people are in your family?”

Assessment Criteria (Rubric):

Needs Improvement
Category Excellent (3 points) Good (2 points)
(1 point)
Vocabulary & Uses correct words and Some minor Many errors affecting
Spelling spelling. spelling mistakes. clarity.
Writes/speaks in Some sentences are Sentences difficult to
Sentence Structure
complete sentences. unclear. understand.
Presentation & Speaks confidently & Needs more
Very quiet or unclear.
Pronunciation clearly. confidence.
 Needs Improvement
Category Excellent (3 points) Good (2 points)
(1 point)
Well-organized, detailed Good effort, Minimal effort, hard to
Creativity & Effort
poster. missing details. read.

Total: ___/12 points

Exit Ticket (5 min)

Before leaving, each child writes (or dictates) one new word they learned today.

Why This Lesson Plan Works:

✅ Engaging & Age-Appropriate: Includes reading, drawing, writing, and speaking.

✅ Bilingual-Friendly: Allows translations for better understanding.
✅ Authentic Assessment: Encourages real-world language use.
✅ Encourages Communication: Students interact and present their learning.

Lesson Plan for Tuesday: My Home

Age Group: 5-7 years

Language Proficiency: Some students are bilingual (Thai-English, Thai-Spanish, Thai-
Russian), while others are Thai-speaking only.
Objective:

 Cognitive Objective: Identify different rooms in a house and describe their functions.
 Language Objective: Use basic vocabulary to name and describe rooms in the house.
 Speaking Objective: Engage in simple conversations about rooms and their
functions.

Vocabulary:

 Bedroom, Bathroom, Kitchen, Living Room, Garden, Window, Door

Materials:

 Flashcards of rooms and furniture

 Printable worksheet for matching rooms to objects
 Large house diagram (on chart paper)
 Mini whiteboards & markers
 Music for action song
 PowerPoint presentation titled “My House”
Warm-up (10 min)

1. Brainstorming & Drawing (5 min)

o Objective: Activate prior knowledge of rooms and their functions.
o Activity: Ask the students, “Where do you sleep? Where do you eat?”
 As students respond, the teacher quickly sketches the objects/rooms on
the board for visual support.
 Discuss the functions of each room (e.g., “I sleep in the bedroom” / “I
eat in the kitchen”).

2. “Room Hunt” (Kinesthetic Activity) (5 min)

o Objective: Reinforce vocabulary through physical movement and spatial
awareness.
o Activity: The teacher calls out different rooms, and students physically move
to a corner of the classroom where that room would be located.
 Example: “If you are in a bedroom, stand by the bed! If you are in the
kitchen, go to the table!”
 Reinforce each room with flashcards.

Objective Discussion (5 min)

 Objective: Ensure students understand the lesson goals and their relevance.
 Activity: After the warm-up, the teacher discusses the day's objectives with the
students in a way that highlights why this lesson is important for them.
o Teacher says:
“Today, we are going to learn about the rooms in a house! Knowing the names
and functions of these rooms is important because it helps us talk about where
we do different activities. For example, when you tell your friends about your
home or describe what you're doing, you can use these words to be more clear,
like saying 'I am cooking in the kitchen!' or 'I am sleeping in my bedroom!'"
o Student Engagement:
 Ask the students, “What is your favorite room in your house, and what
do you do there?”
 Briefly discuss how different rooms are used for different purposes,
reinforcing the importance of being able to talk about them in English.

o Check for Understanding:

 Ask students to repeat the main idea: “We are learning about rooms so
we can talk about where we sleep, eat, and play in our houses.”
 Have a few students share examples of rooms they know and what
activities happen there (e.g., "I eat in the kitchen," "I sleep in the
bedroom").
Instruct & Model (15 min)

☑ Reading (R) ☑ Writing (W) ☑ Listening (L) ☑ Speaking (S)

1. Read Aloud & Visual Discussion (8 min)

o Objective: Introduce room vocabulary and encourage listening
comprehension.
o Activity: Show a PowerPoint presentation titled “My House.”
 As the teacher shows the slides, ask questions like: “What room is
this?” while pointing to the pictures.
 Encourage students to describe what they see using the target
vocabulary (e.g., “This is the kitchen. People cook here!”).
 For bilingual students, provide translations of key words where
needed.

2. Whole-Class House Drawing (7 min)

o Objective: Encourage active participation and visual learning.
o Activity: Draw a large house on chart paper as a class, labeling each room
based on students’ responses.
 Example: Draw a basic house with rooms labeled “kitchen,”
“bathroom,” “living room,” etc.
 Ask students to suggest details to add, like furniture or objects
associated with each room (e.g., “Let’s put a bed in the bedroom!”).

Guided Practice (15 min)

1. “Room Charades” (Kinesthetic Activity) (7 min)

o Objective: Reinforce vocabulary and promote comprehension through
physical action.
o Activity: One student acts out an action for a specific room (e.g., pretending to
cook in the kitchen, brushing teeth in the bathroom, sleeping in the bedroom).
 The rest of the class guesses the room and explains their choice.
 After the guess, the student explains, “I am cooking in the kitchen!”
 Bilingual students can use their home language as a bridge for
understanding.

2. “Room Sorting” (Visual and Cognitive Activity) (8 min)

o Objective: Assess understanding of room functions and vocabulary through
matching.
o Activity: Provide flashcards of rooms and furniture.
 Students work individually or in pairs to match flashcards of furniture
with the correct room (e.g., a bed with the bedroom, a stove with the
kitchen).
  Once students complete the task, review the answers together, asking
why each piece of furniture belongs in a specific room.

Independent Practice (10 min)

1. Draw & Label (Writing and Visual) (10 min)

o Objective: Assess students' ability to apply new vocabulary through drawing
and labeling.
o Activity: Students draw a picture of their home, labeling each room they have.
 Example: “This is my house. I have a bedroom. I have a kitchen.”
 Students can describe the function of each room using simple
sentences.
 Bilingual students may draw first and label in their native language,
then translate to English.

Assessment (15 min)

Room Charades (Kinesthetic/Speaking)

Objective: Evaluate comprehension and verbal expression.

Activity: Students act out a chore or action in a specific room (e.g., pretending to cook in
the kitchen) while the class guesses the room.

After the action, the student explains their choice: “I am cooking in the kitchen.”

This helps assess both comprehension and speaking skills.

Peer Feedback (Visual/Listening)

Objective: Assess student understanding through drawing and explanation

Activity: students present their drawings of their homes to each other.

Teacher will give feedback, asking questions like, “What do you do in the living room?” or
“Where do you sleep?”

Encourage students to use full sentences when describing the rooms.

Teacher circulates and listens to check for correct vocabulary use and comprehension.

Weekly Objectives & Assessment Plan

Course Title: Everyday Life and Family

Student Profile: Elementary school children (ages 5-7)

Language Level: Beginner

Content Focus: Reading, Writing, Listening, and Speaking

Weekly Objectives:

By the end of the week, students will be able to:

1. Identify and use key vocabulary related to family, home, and daily activities.
2. Form and speak simple sentences about their family, home, and daily routines.
3. Listen to and comprehend simple descriptions about family life and home
activities.
4. Demonstrate understanding of learned topics through verbal and written
activities.

These objectives are observable and measurable as students will demonstrate their
understanding through speaking, writing, and interactive tasks.

Assessment Plan:

Monday My Family

Vocabulary matching worksheet (family members).

Drawing and labeling their family.

Mini presentation: Meet My Family (students introduce their family using 2-3 sentences).

Tuesday My Home

House blueprint labeling activity.

Speaking task: What’s in My Home? (describe one or two rooms).

Wednesday My Home Chores

Chore chart matching game.

Writing task: I help at home by… (students write and illustrate chores they do).

Role-play activity (acting out different chores).

Thursday We Spend Time Together

Sentence-building activity (word bank).

Pair discussion: What do you do with your family on weekends?

Class story-building activity.

Friday Revision & Assessment

Oral Quiz (students answer questions about family, home, and daily routines).

Mini-Project: My Life at Home (students draw and write about their family, home, and
favorite activities, then present).

Exit Ticket: Each student shares one new word or sentence learned.

Monday- My Family

Age Group: 5-7 years

Language Proficiency:

 Some students are bilingual (Thai-English, Thai-Spanish, Thai-Russian), while others

are Thai-speaking only.

Reading Material:

📖 The Family Book by Todd Parr(A simple and colorful book introducing different types of
families in an inclusive way.)

Materials & Resources:

✔ The Family Book by Todd Parr✔ Flashcards with family members (mother, father, brother,
sister, etc.)✔ Chart paper & markers✔ Printable worksheets for independent practice✔ Small
whiteboards & markers for each child

Lesson Objectives:

By the end of the lesson, students will be able to:

Reading:

 Recognize and understand simple family-related vocabulary in context.

Writing:

 Form short sentences about their own family using new vocabulary.

Speaking & Listening:

 Engage in discussions about their families using descriptive language.

 Present basic information about their family members.

Lesson Procedure:

Warm-up & Objective Discussion (10 min)

💡 Brainstorming Activity

 Teacher asks: “Who is in your family?”

 Students take turns naming family members while the teacher writes responses on the
board.
 Use flashcards to reinforce vocabulary.

💡 Predicting Activity

 Show the cover of The Family Book and ask students to predict what it is about.
 Introduce key words (mom, dad, brother, sister, pet, grandparents).

Instruct & Model (15 min)

📖 Read Aloud & Visual Cues

 Teacher reads The Family Book aloud, pausing to ask comprehension questions.
 Simple questions: “Who do you see?” “How many people are in this family?”
 Bilingual students may translate key words into their home languages for better
understanding.

📝 Mind Mapping Activity

 Teacher draws a simple family tree on the board.

 Students replicate it in their notebooks, drawing and labeling their own family
members.
 Teacher asks: “Who is in your family?” to encourage discussion.

Guided Practice (15 min)

☑ Reading (R) ☑ Writing (W) ☑ Listening (L) ☑ Speaking (S)

1. Partner Discussion (7 min)

🎯 Objective:

 Encourage students to use new family-related vocabulary in a conversational setting.

 Build confidence in speaking by describing family members.

📌 Instructions:

1. Pairing Up: Students work in pairs (or trios if needed).

2. Using Flashcards/Picture Prompts:
3. Encouraging Interaction: Partners ask follow-up questions:
4. Switching Roles: Students take turns sharing.

Teacher’s Role:✔ Observe and provide support.✔ Encourage students to speak in full
sentences and pronounce words correctly.

2. Sentence Building with a Word Bank (8 min)

Objective:

 Help students form grammatically correct sentences about their families.

 Develop speaking confidence before whole-class sharing.

Instructions:

1. Introducing the Word Bank:

2. Teacher Modeling:
3. Pair Practice:
4. Class Sharing (if time allows):

Independent Practice (10 min)

Objective:

 Illustrate and label family members to reinforce vocabulary and sentence formation.

Instructions:

1. Each student receives a worksheet or blank paper.

2. They draw a picture of their family.
3. Below the drawing, they write simple sentences about their family:
4. If needed, provide sentence starters or a word bank.
5. Encourage students to share their drawings with a partner and describe their family.

Lesson Plan for Tuesday: My Home

Age Group: 5-7 yearsLanguage Proficiency: Some students are bilingual (Thai-English,
Thai-Spanish, Thai-Russian), while others are Thai-speaking [Link]:

 Cognitive Objective: Identify different rooms in a house and describe their functions.
 Language Objective: Use basic vocabulary to name and describe rooms in the house.
 Speaking Objective: Engage in simple conversations about rooms and their
functions.

Vocabulary:

 Bedroom, Bathroom, Kitchen, Living Room, Garden, Window, Door

Materials:

 Flashcards of rooms and furniture

 Printable worksheet for matching rooms to objects
 Large house diagram (on chart paper)
 Mini whiteboards & markers
 Music for action song
 PowerPoint presentation titled “My House”

Warm-up (10 min)

1. Brainstorming & Drawing (5 min)

2. “Room Hunt” (Kinesthetic Activity) (5 min)

Objective Discussion (5 min)

· Objective: Ensure students understand the lesson goals and their relevance.

· Activity: After the warm-up, the teacher discusses the day's objectives with the students
in a way that highlights why this lesson is important for them.

o Teacher says:“Today, we are going to learn about the rooms in a house! Knowing the
names and functions of these rooms is important because it helps us talk about where we do
different activities. For example, when you tell your friends about your home or describe
what you're doing, you can use these words to be more clear, like saying 'I am cooking in the
kitchen!' or 'I am sleeping in my bedroom!'"

o Student Engagement:

o Check for Understanding:

Instruct & Model (15 min)

Reading (R) Writing (W) Listening (L) Speaking (S)

1. Read Aloud & Visual Discussion (8 min)

2. Whole-Class House Drawing (7 min)

Guided Practice (15 min)

1. “Room Charades” (Kinesthetic Activity) (7 min)

2. “Room Sorting” (Visual and Cognitive Activity) (8 min)

Independent Practice (10 min)

1. Draw & Label (Writing and Visual) (10 min)

Lesson Plan Wednesday : My Home Chores

Language Focus: Vocabulary for chores, present simple ("I clean / I help / I wash")

Skills: Listening, speaking, vocabulary building, sentence formation

Lesson Objectives:

By the end of the lesson, students will be able to:

 Recognize and name common home chores

  Use simple present tense to talk about their responsibilities at home
 Practice using “I + verb” sentence structure (e.g., “I clean the table.”)

Materials Needed:

 Flashcards or images of chores

 Whiteboard and markers
 Mini chore tools (toy broom, duster, etc. – optional for role play)
 Song: “This Is the Way We Do Our Chores” (tune: “Here We Go Round the
Mulberry Bush”)
 Printable worksheet or coloring page (chores theme)

1. Warm-up & Review (5 min)

 Greet students warmly.

 Quick review: Ask students to recall vocabulary from the previous lesson (e.g., “What
do we do at home?”)
 Sing a short welcome song to get them energized.

2. Presentation (10 min)

 Show flashcards of chores one by one. Say the words and have students repeat.
 Use actions to act out each chore (TPR method). Let students guess: “What am I
doing?”
 Ask guiding questions: “Do you help at home?” “Do you make your bed?”

3. Practice (10 min)

 Play a short "Chore Charades" game: one student acts, others guess.
 “I sweep the floor.”
 “I wash the dishes.”
 Use a puppet or toy to model simple sentences: “This is Ben. Ben helps his mom. He
makes his bed.”

5. Activity Time (10 min)

Choose one:

 Worksheet/Coloring – Students match chores with pictures or color their favorite

chore.
 Draw & Share – Students draw themselves doing one chore. Present to the class: “I
wash the dishes!”

6. Cool Down & Wrap Up (5 min)

 “What do you do at home?”

 “Do you make your bed?”
 Praise all efforts, give out stickers or stamps.

Lesson Plan Thursday : We Spend Time Together

Duration: 40–45 minutes

Language Focus: Vocabulary for family time, speaking with “We + verb” structure

Skills: Listening, speaking, vocabulary building, social-emotional learning

Lesson Objectives

By the end of the lesson, students will be able to:

 Name common family activities

 Use simple present tense to describe what they do with their family (e.g., “We read
books.”)
 Recognize the importance of spending time together

Materials Needed

 Flashcards or images of family activities

 Puppet or stuffed toy for modeling dialogue
 Song: “We Do Things Together” (simple tune like “Twinkle, Twinkle”)
 Printable worksheet or matching activity
 Family photo cutouts or drawing paper

Lesson Procedure

1. Warm-up (5 min)

 Greetings and short chat: “How are you today?”

 Quick circle time: Ask “Who is in your family?”
 Use gestures: “Show me how you hug your mom!”

2. Presentation (10 min)

 “This is a family. They read books together. We read books.”

 Repeat words and phrases: “We cook. We eat. We play.”

3. Practice (10 min)

 Puppet Play: Use a puppet to say: “We eat dinner together. What do you do with
your family?”
 Teacher: “We read!”
 Students: “We read!” (do action)
 Match pictures to sentences on the board.

4. Song Time (5 min)

 Teach and sing 🎵 “We Do Things Together” (e.g., tune of “Twinkle, Twinkle”):“We
read books and we play,We laugh and talk every [Link] eat dinner, we go for a
walk,We love to sing, we love to talk.”_
 Add simple gestures for each line!
5. Activity Time (10 min)

Choose one:

 Draw & Tell: Students draw a picture of something they do with family and say:“We
play together!”
 Worksheet: Match family members to activities (e.g., “Mom and I cook”).

6. Cool Down & Wrap-Up (5 min)

 Ask: “What do you do with your family?” Let volunteers answer.

Lesson Plan: Friday — Revision & Assessment

Lesson Objectives

Students will:

 Review vocabulary from the weekly topics

 Use key phrases in speaking and listening tasks
 Complete drawing and speaking tasks to assess comprehension
 Demonstrate their understanding through a mix of fun, age-appropriate activities

Materials Needed

 Flashcards or picture cards (family members, rooms, chores, activities)

 Mini whiteboards or drawing paper
 Crayons/markers
 “Find and Say” picture worksheet
 Reward stickers
 Music for warm-up/final song

Lesson Procedure (45 minutes)

1. Warm-up (5 min) — Action Song

Play a familiar family or home-related chant or songE.g., “This is the way we clean the
floor...” with gestures Ask students: "Who helps at home? What do you do?"

2. Vocabulary Review Game (8 min)

Use flashcards and ask:

 “Who is this?” (Mom, Dad, Sister…)

 “What is this?” (kitchen, bedroom, etc.)
 “What do you do?” (I sweep, I cook, We play…) Play a “What’s missing?” game —
show 4 cards, hide one, students guess.

3. Speaking Practice Circle (10 min)

Sit in a circle and pass a soft toy. The child holding the toy says a sentence related to a topic:

 “This is my brother.”
 “I live in a big house.”
 “I help my mom wash the dishes.”
 “We play together.”

Teacher prompts or supports if needed.

4. Draw & Talk Activity (10 min)

Students draw one picture of their family at home doing something [Link] they
describe it in a simple sentence (with help if needed):

 “We cook.”
 “This is my dad. He cleans the car.”
 “We eat dinner.”

5. Listening & Find Worksheet (7 min)

Distribute a simple worksheet with mixed pictures (chores, family, home scenes).🎧 Teacher
gives instructions:

 “Color the girl washing dishes.”

 “Circle the living room.”
 “Find the family watching TV.”

6. Wrap-Up & Praise (5 min)

Clap and cheer for students’ participation Ask: “What did we learn this week?” Distribute
small rewards or stickers