Why do I want to move to
Korea and teach ESL?
I want to teach ESL in South Korea because I am passionate about helping students develop language skills that open doors to greater opportunities and global connections. Language is more than a tool for communication—it is a bridge between cultures, fostering mutual understanding and collaboration.
For three years (2009 - 2012), I taught Iñupiaq and some Yupik-speaking Eskimos in the tiny village of Golovin, Alaska, on the Bering Sea; there I witnessed how learning a new language transforms students’ confidence, empowering them to thrive both academically and personally.
I feel a deep personal connection to teaching in Korea, rooted in my family’s history and my own journey. My father served in the Korean War and often spoke with admiration about Korea’s beauty, resilience, and strength during a challenging time in history. It was his dream to return one day, but he never had the chance. After retiring from the military, he dedicated 30 years to teaching high school Reserve Officers' Training Corps (ROTC), instilling leadership and education in countless students.
Now, as I’ve reached a turning point in life after the passing of my mother and dog, and my daughter graduating and starting her own independent life as a dental technician,—I’ve decided it is the perfect time to honor both my father’s dream and my own. Teaching in Korea would allow me to carry forward his legacy as an educator while immersing myself in the culture he respected.
Throughout my career, I have combined language and STEM education to create interdisciplinary lessons that engage students in hands-on learning while developing their communication and critical thinking skills. As a member of “Team Kraken” on the Discovery Channel’s TV show BattleBots, I’ve built friendships and collaborated with members of “Team Orby” from BattleBots who live in Seoul. After my move, I hope to help them organize robot tournaments and participate in a SEOULTECH Intelligent Robot Competition on weekends and holidays, fostering cross-cultural exchange and inspiring the excitement and creativity that our sport brings.
By teaching in Korea, I hope to share my expertise while embracing a vibrant culture that values teaching and learning. This opportunity would not only honor my father’s legacy but also enable me to make a meaningful contribution to my students’ growth, confidence, and success.
For three years (2009 - 2012), I taught Iñupiaq and some Yupik-speaking Eskimos in the tiny village of Golovin, Alaska, on the Bering Sea; there I witnessed how learning a new language transforms students’ confidence, empowering them to thrive both academically and personally.
I feel a deep personal connection to teaching in Korea, rooted in my family’s history and my own journey. My father served in the Korean War and often spoke with admiration about Korea’s beauty, resilience, and strength during a challenging time in history. It was his dream to return one day, but he never had the chance. After retiring from the military, he dedicated 30 years to teaching high school Reserve Officers' Training Corps (ROTC), instilling leadership and education in countless students.
Now, as I’ve reached a turning point in life after the passing of my mother and dog, and my daughter graduating and starting her own independent life as a dental technician,—I’ve decided it is the perfect time to honor both my father’s dream and my own. Teaching in Korea would allow me to carry forward his legacy as an educator while immersing myself in the culture he respected.
Throughout my career, I have combined language and STEM education to create interdisciplinary lessons that engage students in hands-on learning while developing their communication and critical thinking skills. As a member of “Team Kraken” on the Discovery Channel’s TV show BattleBots, I’ve built friendships and collaborated with members of “Team Orby” from BattleBots who live in Seoul. After my move, I hope to help them organize robot tournaments and participate in a SEOULTECH Intelligent Robot Competition on weekends and holidays, fostering cross-cultural exchange and inspiring the excitement and creativity that our sport brings.
By teaching in Korea, I hope to share my expertise while embracing a vibrant culture that values teaching and learning. This opportunity would not only honor my father’s legacy but also enable me to make a meaningful contribution to my students’ growth, confidence, and success.
💡 My mission is to help students not only learn English
but use it as a tool to explore, innovate, and connect with
the world around them. 🚀
🌍My Teaching Philosophy:
🎯 Empowering Students Through Engaging, Hands-On Learning:
As an educator, my goal is to ignite curiosity, build confidence, and create a safe space where every student feels encouraged to explore, communicate, and grow. My ESL lessons will go beyond language practice to transform language learning into an interactive, immersive adventure—one that is student-centered and meaningful. My lessons will serve as a launchpad for students to become confident, compassionate global citizens who can think critically, express themselves clearly, and connect with the world around them.
🔬 STEM-Based Activities:
Learning English Through Innovation:
I will integrate STEM (Science, Technology, Engineering, and Math) activities into my English lessons, making learning hands-on and relevant to the modern world. By blending language acquisition with STEM problem-solving, students develop both communication and critical thinking skills.
📚 How My Teaching Aligns
with EPIK’s Mission:
The English Program in Korea (EPIK) aims to enhance students' English communication abilities, promote cross-cultural exchange, and foster global connections. My teaching philosophy aligns with this mission in the following ways:
Through STEM challenges, storytelling, and real-world connections, I will create a learning environment where students:
✅ Engage in immersive, hands-on learning 🛠️
✅ Feel safe and supported in their language journey 🏫
✅ Develop confidence in speaking, listening, reading, and writing 💬
✅ Connect English learning to the real world & future careers 🌏
📖 Storytelling: Bringing Language to Life:
Storytelling is a powerful tool that makes English memorable, meaningful, and engaging for students. I will incorporate narratives, role-playing, and creative games into my lessons to help students express themselves fluently and confidently.
💬 Cross-Cultural Conversations 🌍:
I will encourage students to compare and contrast Korean culture with cultures from around the world through discussions, multimedia, and hands-on activities. For example, students may compare traditional Korean folktales with Western fairytales, allowing them to explore cultural similarities and differences while building language skills.
🦁 A Day at the Seoul Zoo 🌍🐾:
Students will explore Korean wildlife and global animal conservation by learning to describe endangered species in English. They will use sentence stems such as "It has..." "It lives in..." "It eats..." while playing a zoo animal guessing game. This activity ties ESL learning to real-world science, culture, and geography.
🎭 Role-Playing & Interactive Speaking Games:
I will engage students in drama-based activities where they pretend to be scientists, explorers, or news reporters covering global stories. In Korea, these activities will allow students to immerse themselves in the English language while practicing meaningful conversations in a fun, engaging way.
🌏 Global Perspectives: Connecting Students to the World:
I strive to make English learning relevant to students' lives by incorporating cross-cultural connections and real-world themes.
🧭 World Biomes & Habitats 🏜️🌳🌊:
Before introducing students to my lesson "A Day at the Seoul Zoo", I will teach global biomes so students understand where animals live around the world. Students will match animals to their correct biome, compare different habitats, and learn about the importance of environmental conservation in a globalized world.
🦾 BattleBots ESL Lessons 🤖⚡:
Using my 1-pound Viper lifter robots, I will engage students in a Bot Hockey tournament where they must speak in English while driving and battling robots. They will learn to give commands, describe their robot's abilities, and announce matches in the style of announcer, Faruq Tauheed Jenkins, from the television show, "BattleBots." This builds vocabulary, teamwork, and real-world communication skills in a fun, engaging way.
🔢 Binary Code & Computer Safety 💻:
I will teach students basic coding concepts through ESL-friendly activities, such as creating Binary Code Bracelets to spell out their initials in English and computer language. I will also integrate digital literacy discussions on staying safe online, preparing students for a globally connected future.
⚙️ Engineering Challenges & Science Experiments:
I will design project-based learning (PBL) activities where students collaborate and problem-solve using English. For example, in a "Saving Fred" experiment, students will use critical thinking and teamwork to save a “drowning” gummy worm while learning English vocabulary related to scientific processes and problem-solving.
📚 B is for BattleBots: Robotics-Themed English Vocabulary 📖🤖:
Using B is for BattleBots, written by my friend Andrea Gellatly from Team Witch Doctor-BattleBot, I will introduce students to STEM-related English vocabulary in an engaging and interactive way. Students will then design their own imaginary BattleBot, describe its abilities, and present it in English, building both technical and descriptive language skills.
📰 Good News ESL Reports 🗞️:
Inspired by my school news broadcasting elective, I will have students create short news reports on global scientific discoveries, environmental issues, or cultural events. Students will practice reading comprehension, summarizing key points, and presenting their findings to their classmates in English.
Through STEM challenges, storytelling, and real-world connections, I will create a learning environment where students:
✅ Engage in immersive, hands-on learning 🛠️
✅ Feel safe and supported in their language journey 🏫
✅ Develop confidence in speaking, listening, reading, and writing 💬
✅ Connect English learning to the real world & future careers 🌏
📖 Storytelling: Bringing Language to Life:
Storytelling is a powerful tool that makes English memorable, meaningful, and engaging for students. I will incorporate narratives, role-playing, and creative games into my lessons to help students express themselves fluently and confidently.
💬 Cross-Cultural Conversations 🌍:
I will encourage students to compare and contrast Korean culture with cultures from around the world through discussions, multimedia, and hands-on activities. For example, students may compare traditional Korean folktales with Western fairytales, allowing them to explore cultural similarities and differences while building language skills.
🦁 A Day at the Seoul Zoo 🌍🐾:
Students will explore Korean wildlife and global animal conservation by learning to describe endangered species in English. They will use sentence stems such as "It has..." "It lives in..." "It eats..." while playing a zoo animal guessing game. This activity ties ESL learning to real-world science, culture, and geography.
🎭 Role-Playing & Interactive Speaking Games:
I will engage students in drama-based activities where they pretend to be scientists, explorers, or news reporters covering global stories. In Korea, these activities will allow students to immerse themselves in the English language while practicing meaningful conversations in a fun, engaging way.
🌏 Global Perspectives: Connecting Students to the World:
I strive to make English learning relevant to students' lives by incorporating cross-cultural connections and real-world themes.
🧭 World Biomes & Habitats 🏜️🌳🌊:
Before introducing students to my lesson "A Day at the Seoul Zoo", I will teach global biomes so students understand where animals live around the world. Students will match animals to their correct biome, compare different habitats, and learn about the importance of environmental conservation in a globalized world.
🦾 BattleBots ESL Lessons 🤖⚡:
Using my 1-pound Viper lifter robots, I will engage students in a Bot Hockey tournament where they must speak in English while driving and battling robots. They will learn to give commands, describe their robot's abilities, and announce matches in the style of announcer, Faruq Tauheed Jenkins, from the television show, "BattleBots." This builds vocabulary, teamwork, and real-world communication skills in a fun, engaging way.
🔢 Binary Code & Computer Safety 💻:
I will teach students basic coding concepts through ESL-friendly activities, such as creating Binary Code Bracelets to spell out their initials in English and computer language. I will also integrate digital literacy discussions on staying safe online, preparing students for a globally connected future.
⚙️ Engineering Challenges & Science Experiments:
I will design project-based learning (PBL) activities where students collaborate and problem-solve using English. For example, in a "Saving Fred" experiment, students will use critical thinking and teamwork to save a “drowning” gummy worm while learning English vocabulary related to scientific processes and problem-solving.
📚 B is for BattleBots: Robotics-Themed English Vocabulary 📖🤖:
Using B is for BattleBots, written by my friend Andrea Gellatly from Team Witch Doctor-BattleBot, I will introduce students to STEM-related English vocabulary in an engaging and interactive way. Students will then design their own imaginary BattleBot, describe its abilities, and present it in English, building both technical and descriptive language skills.
📰 Good News ESL Reports 🗞️:
Inspired by my school news broadcasting elective, I will have students create short news reports on global scientific discoveries, environmental issues, or cultural events. Students will practice reading comprehension, summarizing key points, and presenting their findings to their classmates in English.
🚀 My Goal:
Inspiring Future Global Thinkers!
By combining creativity, structure, and a student-first approach, I will encourage my students to communicate with confidence, fostering the next generation of global thinkers and problem-solvers.
My LESSON PLAN ideas:
I always have at least 12 weeks of lessons ready, with themed units lasting up to three weeks and all materials prepped in advance.
Grades 3-6: Animal Descriptions Unit:
1)
🐾 “Meet the Animals!”
Introduction to Zoo Animals & Basic Descriptions
🕰️ (40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-4th ESL (Adaptable for 5th-6th Grade)
🎯 Lesson Focus:
Students will learn and recognize zoo animals, their sounds, and habitats, preparing them to describe animals in the next lesson.
🎯 Lesson Objectives:
✅ Objective 1:
Students will identify common zoo animals using visuals and repetition.
✅ Objective 2:
Students will associate animals with their sounds and habitats.
✅ Objective 3:
Students will practice simple descriptive sentences about animals.
✅ Objective 4:
Students will engage in hands-on and movement-based activities to reinforce learning.
🔑 Key Expressions & Vocabulary:
🦁 Zoo Animals:
🐻 Bear | 🦒 Giraffe | 🐘 Elephant | 🐅 Tiger | 🐊 Crocodile | 🦜 Parrot | 🐢 Turtle | 🦓 Zebra | 🦁 Lion
🔊 Animal Sounds:
🐅 Roar | 🐘 Trumpet | 🐦 Chirp | 🐺 Howl | 🐊 Snap | 🦒 Munch
🏡 Habitats:
🌳 Jungle | 🏜️ Desert | ❄️ Arctic | 🏞️ Grassland | 🌊 Ocean
🔠 Basic Sentences:
✔ "This is a ___."
✔ "It lives in the ___."
✔ "It makes a ___ sound."
✔ "It eats ___."
🧰 Materials & Resources:
🖼️ PRIMARY (No Tech):
Animal flashcards 📜, habitat sorting mats 🌍, sound matching cards 🎵
💻 OPTIONAL TECH:
Animal sound clips 🔊, animated slideshow 🖥️
📜 BACKUP PLAN:
Printed vocabulary lists & laminated animal sorting strips
📌 Previous Class Recap:
📌 In our last lesson we:
✔ Practiced listening and repeating simple English phrases 🗣️🏆.
📢 Today, we will learn about animals!
1️⃣ Introduction (5 Minutes)-
📌 Objective: Engage students with familiar animals and basic vocabulary.
📌 Method: Whole-class participation + sound guessing game.
🎲 Activity: Animal Sound Mystery
1️⃣ Play an animal sound (e.g., a lion’s roar 🦁).
2️⃣ Ask: "What animal makes this sound?"
3️⃣ Show the flashcard and repeat the name together: "LION!"
4️⃣ Repeat with different animals.
2️⃣ Presentation (10 Minutes)-
📌 Objective: Introduce basic animal descriptions with sentence structures.
📌 Method: Teacher modeling + interactive matching.
🔠 Activity: "Where Do I Live?" Habitat Sorting
1️⃣ Display different habitats (jungle, ocean, desert, etc.).
2️⃣ Show an animal flashcard and ask: "Where does it live?"
3️⃣ Students place the animal in the correct habitat.
4️⃣ Model full sentences: "A giraffe lives in the grasslands!"
3️⃣ Practice (10-12 Minutes)-
📌 Objective: Reinforce vocabulary through interactive movement.
📌 Method: Small-group activity.
🃏 Activity: Animal Charades
1️⃣ A student picks an animal card but doesn’t show it.
2️⃣ They act like the animal (e.g., stomping like an elephant 🐘).
3️⃣ The class guesses: "Is it a… TIGER?"
4️⃣ The actor responds in a full sentence: "Yes! It is a tiger. It lives in the jungle!"
4️⃣ Production (10 Minutes)-
📌 Objective: Have students use full sentences in a fun activity.
📌 Method: Partner-based interactive speaking.
🎭 Activity: "Find Your Animal Partner"
1️⃣ Hand out animal name cards.
2️⃣ Each student walks around, asking: "What are you?"
3️⃣ They must find their matching partner (e.g., "I am a lion. You are a lion!").
4️⃣ When matched, they say a sentence about their animal together.
5️⃣ Conclusion (5 Minutes)-
📌 Objective: Reinforce learning with a mini-quiz.
📌 Method: Quick review + exit ticket.
🔔 Exit Ticket:
✔ "Name one animal we learned today!"
✔ "Where does it live?"
✔ "What sound does it make?"
👏 Praise & Encouragement:
"You did a great job learning about animals today!" 🎉
"Next class, we will describe them in more detail at the Seoul Zoo!" 🦁🏞️
✍️ Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1: Identify zoo animals.
✔ Students recognized animals using visuals.
✅ Objective 2: Match animals to sounds and habitats.
✔ Students correctly sorted animals into categories.
✅ Objective 3: Use simple sentences.
✔ Students formed "It is..." and "It lives in..." sentences.
✅ Objective 4: Engage in hands-on activities.
✔ Students actively participated in charades and matching.
📌 Areas to Improve for Next Lesson:
🔹 Encourage students to use longer sentences instead of just one-word answers.
🔹 Provide extra support for students struggling with pronunciation.
🔹 Review animal actions to prepare for describing them in detail.
2)
🦁"A Day at the Seoul Zoo"
Describing Animals in English
🕰️ (40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-4th ESL (Adaptable for 5th-6th Grade)
🎯 Lesson Focus:
Students will describe animals using English vocabulary (colors, adjectives) through a 🐾 guessing game and 🏃♂️ relay race.
🎯 Lesson Objectives:
✅ Objective 1:
Students will practice saying and identifying zoo animal names 🐾 using visuals 🖼️ and repetition 🔁.
✅ Objective 2:
Students will describe animals using 🎨 colors, ✍️ simple adjectives, and structured sentences like:
👉 "It is big."
👉 "It has stripes."
✅ Objective 3:
Students will work in teams 🤝 to 👂listen, ❓respond to clues, and match descriptions.
✅ Objective 4:
Students will engage in interactive, hands-on activities 🏃 to reinforce vocabulary retention 🧠.
✅ Objective 5:
Students will Narrate, Inform, Explain, and Argue through interactive speaking games 🎲:
📖 Narrate: Retell facts about animals 🦓 using short phrases.
ℹ️ Inform: Describe an animal’s color 🎨, size 📏, and features 🦴.
💡 Explain: Give simple reasons 🤔 why an animal has certain traits 🦁.
⚖️ Argue: Express opinions 💬 about favorite animals 🐘 using basic comparisons.
🔑 Key Expressions & Vocabulary:
🦁 It is a...
🐻 Bear | 🦢 Crane | 🐘 Elephant | 🦩 Flamingo | 🦌 Gazelle | 🦒 Giraffe | 🐆 Leopard | 🦁 Lion | 🐅 Tiger | 🐺 Wolf
🎨 It is...
🟡 Yellow | ⚫ Black | ⚪ White | 🟤 Brown | 🌸 Pink | 🐘 Gray | 🍊 Orange
🚩 It has...
⚡ Stripes | 🔴⚫ Spots | 🐾 Claws | 🪶 Feathers | 🦎 Scales | 🐆 Fur | 🐾 Paws | 🦵 Legs
🕺 It can...
🏊 Swim | 🕊️ Fly | 🐍 Crawl | 🏃♂️ Run | 🦘 Hop | 🌊 Dive | ⛏️ Dig
🍽️ It eats...
🍎 Fruits | 🌿 Plants | 🐟 Fish | 🥩 Meat | 🌰 Seeds | 🐜 Insects
🌲 It is...
📏 Big | 📏 Small | 📏 Tall | 📏 Short | ⚡ Fast | 🐢 Slow | 💪 Strong | 🥄 Weak
🏆 It is the...
⚡ Fastest | 🦛 Biggest | 🐜 Smallest | 💪 Strongest | 🦒 Tallest
🧰 Materials & Resources:
🖼️ PRIMARY (No Tech):
📌 Previous Class Recap:
📌 In our last lesson we:
✔ Practiced zoo animal names 🦓🐘 with flashcards 🖼️.
✔ Watched a video 📺 about animals found only in Korea.
✔ Played a matching game 🎲 to connect words to images.
📢 Today, we will apply our knowledge with speaking games! 🎤🎲
1️⃣ Introduction (5 Minutes)-
📌 Objective:
Engage students in a fun, interactive discussion about zoo animals.
📌 Method:
Whole-class discussion + review of prior vocabulary.
🎲 Activity: Warm-Up Questions
1️⃣ Show animal flashcards 🦁🐘 and ask:
2️⃣ Presentation (10 Minutes)-
📌 Objective:
Introduce key descriptive phrases (It is..., It has..., It can...) and practice sentence structure.
📌 Method:
Direct instruction + teacher modeling with flashcards or presentation slides.
🔠 Activity: Sentence Building Challenge
1️⃣ Display a mystery animal 🦓 and say:
3️⃣ Practice (10-12 Minutes)-
📌 Objective:
Reinforce sentence structures and vocabulary through a guessing game.
📌 Method:
Small-group team activity with interactive speaking prompts.
🃏 Activity: Mystery Animal Guessing Game
1️⃣ One student sits with their back to the board 🏫.
2️⃣ Class gives clues using full sentences:
4️⃣ Production (10 Minutes)-
📌 Objective:
Students apply vocabulary by participating in a relay race 🏃♂️.
📌 Method:
Team-based, movement-focused learning.
🎭 Activity: Relay Race Vocabulary Challenge
1️⃣ Divide students into four teams.
2️⃣ Teacher holds up an animal flashcard 🦒.
3️⃣ Teams race to find matching description cards (Color + Feature).
4️⃣ The first team to correctly match the cards earns a point! 🏆
5️⃣ Conclusion (5 Minutes)-
📌 Objective:
Wrap up the lesson with a review game & exit ticket.
📌 Method:
Class discussion + speaking challenge.
🔔 Exit Ticket:
Each student says one complete sentence before leaving:
✔ "It is brown. It has a long neck. It can run." (Giraffe 🦒)
✔ "It is black. It has stripes. It can roar." (Tiger 🐅)
👏 Praise & Encouragement:
✍️Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1:
Practice saying and identifying zoo animal names using visuals 🖼️🔁.
✔ Students named animals using flashcards and interactive activities.
✅ Objective 2:
Describe animals using 🎨 colors, ✍️ simple adjectives, and structured sentences.
✔ Students used sentence structures like "It is big" and "It has stripes."
✅ Objective 3:
Work in teams to listen and respond to clues 🤝👂❓.
✔ Students participated in a guessing game, listening and matching descriptions.
✅ Objective 4:
Engage in interactive activities reinforcing vocabulary retention 🏃🧠.
✔ Students participated in relay games and movement-based activities.
✅ Objective 5:
Use full sentences in speaking games 🎲.
✔ Students practiced narrating, informing, explaining, and arguing.
📌 Areas to Improve for Next Lesson:
🔹 Encourage longer sentences instead of one-word answers.
🔹 Increase peer-to-peer speaking opportunities.
🔹 Incorporate more movement-based learning to strengthen retention.
🐾 “Meet the Animals!”
Introduction to Zoo Animals & Basic Descriptions
🕰️ (40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-4th ESL (Adaptable for 5th-6th Grade)
🎯 Lesson Focus:
Students will learn and recognize zoo animals, their sounds, and habitats, preparing them to describe animals in the next lesson.
🎯 Lesson Objectives:
✅ Objective 1:
Students will identify common zoo animals using visuals and repetition.
✅ Objective 2:
Students will associate animals with their sounds and habitats.
✅ Objective 3:
Students will practice simple descriptive sentences about animals.
✅ Objective 4:
Students will engage in hands-on and movement-based activities to reinforce learning.
🔑 Key Expressions & Vocabulary:
🦁 Zoo Animals:
🐻 Bear | 🦒 Giraffe | 🐘 Elephant | 🐅 Tiger | 🐊 Crocodile | 🦜 Parrot | 🐢 Turtle | 🦓 Zebra | 🦁 Lion
🔊 Animal Sounds:
🐅 Roar | 🐘 Trumpet | 🐦 Chirp | 🐺 Howl | 🐊 Snap | 🦒 Munch
🏡 Habitats:
🌳 Jungle | 🏜️ Desert | ❄️ Arctic | 🏞️ Grassland | 🌊 Ocean
🔠 Basic Sentences:
✔ "This is a ___."
✔ "It lives in the ___."
✔ "It makes a ___ sound."
✔ "It eats ___."
🧰 Materials & Resources:
🖼️ PRIMARY (No Tech):
Animal flashcards 📜, habitat sorting mats 🌍, sound matching cards 🎵
💻 OPTIONAL TECH:
Animal sound clips 🔊, animated slideshow 🖥️
📜 BACKUP PLAN:
Printed vocabulary lists & laminated animal sorting strips
📌 Previous Class Recap:
📌 In our last lesson we:
✔ Practiced listening and repeating simple English phrases 🗣️🏆.
📢 Today, we will learn about animals!
1️⃣ Introduction (5 Minutes)-
📌 Objective: Engage students with familiar animals and basic vocabulary.
📌 Method: Whole-class participation + sound guessing game.
🎲 Activity: Animal Sound Mystery
1️⃣ Play an animal sound (e.g., a lion’s roar 🦁).
2️⃣ Ask: "What animal makes this sound?"
3️⃣ Show the flashcard and repeat the name together: "LION!"
4️⃣ Repeat with different animals.
2️⃣ Presentation (10 Minutes)-
📌 Objective: Introduce basic animal descriptions with sentence structures.
📌 Method: Teacher modeling + interactive matching.
🔠 Activity: "Where Do I Live?" Habitat Sorting
1️⃣ Display different habitats (jungle, ocean, desert, etc.).
2️⃣ Show an animal flashcard and ask: "Where does it live?"
3️⃣ Students place the animal in the correct habitat.
4️⃣ Model full sentences: "A giraffe lives in the grasslands!"
3️⃣ Practice (10-12 Minutes)-
📌 Objective: Reinforce vocabulary through interactive movement.
📌 Method: Small-group activity.
🃏 Activity: Animal Charades
1️⃣ A student picks an animal card but doesn’t show it.
2️⃣ They act like the animal (e.g., stomping like an elephant 🐘).
3️⃣ The class guesses: "Is it a… TIGER?"
4️⃣ The actor responds in a full sentence: "Yes! It is a tiger. It lives in the jungle!"
4️⃣ Production (10 Minutes)-
📌 Objective: Have students use full sentences in a fun activity.
📌 Method: Partner-based interactive speaking.
🎭 Activity: "Find Your Animal Partner"
1️⃣ Hand out animal name cards.
2️⃣ Each student walks around, asking: "What are you?"
3️⃣ They must find their matching partner (e.g., "I am a lion. You are a lion!").
4️⃣ When matched, they say a sentence about their animal together.
5️⃣ Conclusion (5 Minutes)-
📌 Objective: Reinforce learning with a mini-quiz.
📌 Method: Quick review + exit ticket.
🔔 Exit Ticket:
✔ "Name one animal we learned today!"
✔ "Where does it live?"
✔ "What sound does it make?"
👏 Praise & Encouragement:
"You did a great job learning about animals today!" 🎉
"Next class, we will describe them in more detail at the Seoul Zoo!" 🦁🏞️
✍️ Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1: Identify zoo animals.
✔ Students recognized animals using visuals.
✅ Objective 2: Match animals to sounds and habitats.
✔ Students correctly sorted animals into categories.
✅ Objective 3: Use simple sentences.
✔ Students formed "It is..." and "It lives in..." sentences.
✅ Objective 4: Engage in hands-on activities.
✔ Students actively participated in charades and matching.
📌 Areas to Improve for Next Lesson:
🔹 Encourage students to use longer sentences instead of just one-word answers.
🔹 Provide extra support for students struggling with pronunciation.
🔹 Review animal actions to prepare for describing them in detail.
2)
🦁"A Day at the Seoul Zoo"
Describing Animals in English
🕰️ (40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-4th ESL (Adaptable for 5th-6th Grade)
🎯 Lesson Focus:
Students will describe animals using English vocabulary (colors, adjectives) through a 🐾 guessing game and 🏃♂️ relay race.
🎯 Lesson Objectives:
✅ Objective 1:
Students will practice saying and identifying zoo animal names 🐾 using visuals 🖼️ and repetition 🔁.
✅ Objective 2:
Students will describe animals using 🎨 colors, ✍️ simple adjectives, and structured sentences like:
👉 "It is big."
👉 "It has stripes."
✅ Objective 3:
Students will work in teams 🤝 to 👂listen, ❓respond to clues, and match descriptions.
✅ Objective 4:
Students will engage in interactive, hands-on activities 🏃 to reinforce vocabulary retention 🧠.
✅ Objective 5:
Students will Narrate, Inform, Explain, and Argue through interactive speaking games 🎲:
📖 Narrate: Retell facts about animals 🦓 using short phrases.
ℹ️ Inform: Describe an animal’s color 🎨, size 📏, and features 🦴.
💡 Explain: Give simple reasons 🤔 why an animal has certain traits 🦁.
⚖️ Argue: Express opinions 💬 about favorite animals 🐘 using basic comparisons.
🔑 Key Expressions & Vocabulary:
🦁 It is a...
🐻 Bear | 🦢 Crane | 🐘 Elephant | 🦩 Flamingo | 🦌 Gazelle | 🦒 Giraffe | 🐆 Leopard | 🦁 Lion | 🐅 Tiger | 🐺 Wolf
🎨 It is...
🟡 Yellow | ⚫ Black | ⚪ White | 🟤 Brown | 🌸 Pink | 🐘 Gray | 🍊 Orange
🚩 It has...
⚡ Stripes | 🔴⚫ Spots | 🐾 Claws | 🪶 Feathers | 🦎 Scales | 🐆 Fur | 🐾 Paws | 🦵 Legs
🕺 It can...
🏊 Swim | 🕊️ Fly | 🐍 Crawl | 🏃♂️ Run | 🦘 Hop | 🌊 Dive | ⛏️ Dig
🍽️ It eats...
🍎 Fruits | 🌿 Plants | 🐟 Fish | 🥩 Meat | 🌰 Seeds | 🐜 Insects
🌲 It is...
📏 Big | 📏 Small | 📏 Tall | 📏 Short | ⚡ Fast | 🐢 Slow | 💪 Strong | 🥄 Weak
🏆 It is the...
⚡ Fastest | 🦛 Biggest | 🐜 Smallest | 💪 Strongest | 🦒 Tallest
🧰 Materials & Resources:
🖼️ PRIMARY (No Tech):
- Vocabulary flashcards 📜
- "Guess the Animal" Card Game 🃏
- Interactive Seoul Zoo presentation with embedded links 🔗
- Printed Seoul Zoo maps 🗺️
- Laminated word strips for matching
📌 Previous Class Recap:
📌 In our last lesson we:
✔ Practiced zoo animal names 🦓🐘 with flashcards 🖼️.
✔ Watched a video 📺 about animals found only in Korea.
✔ Played a matching game 🎲 to connect words to images.
📢 Today, we will apply our knowledge with speaking games! 🎤🎲
1️⃣ Introduction (5 Minutes)-
📌 Objective:
Engage students in a fun, interactive discussion about zoo animals.
📌 Method:
Whole-class discussion + review of prior vocabulary.
🎲 Activity: Warm-Up Questions
1️⃣ Show animal flashcards 🦁🐘 and ask:
- "What is this?" (Students name the animal.)
- "What color is it?"
- "Can it fly? Can it run?"
2️⃣ Briefly explain Seoul Zoo’s special animals 🐅🐺.
3️⃣ Prepare students for today’s games & relay race 🏆.
2️⃣ Presentation (10 Minutes)-
📌 Objective:
Introduce key descriptive phrases (It is..., It has..., It can...) and practice sentence structure.
📌 Method:
Direct instruction + teacher modeling with flashcards or presentation slides.
🔠 Activity: Sentence Building Challenge
1️⃣ Display a mystery animal 🦓 and say:
- "It is big. It has stripes. It can run."
2️⃣ Students guess the animal 🎯.
3️⃣ Model how to form full sentences using sentence strips 📜.
3️⃣ Practice (10-12 Minutes)-
📌 Objective:
Reinforce sentence structures and vocabulary through a guessing game.
📌 Method:
Small-group team activity with interactive speaking prompts.
🃏 Activity: Mystery Animal Guessing Game
1️⃣ One student sits with their back to the board 🏫.
2️⃣ Class gives clues using full sentences:
- "It is orange. It has stripes. It can run."
3️⃣ The guesser tries to identify the animal 🦁.
4️⃣ Rotate roles to ensure everyone participates 🤝.
4️⃣ Production (10 Minutes)-
📌 Objective:
Students apply vocabulary by participating in a relay race 🏃♂️.
📌 Method:
Team-based, movement-focused learning.
🎭 Activity: Relay Race Vocabulary Challenge
1️⃣ Divide students into four teams.
2️⃣ Teacher holds up an animal flashcard 🦒.
3️⃣ Teams race to find matching description cards (Color + Feature).
4️⃣ The first team to correctly match the cards earns a point! 🏆
5️⃣ Conclusion (5 Minutes)-
📌 Objective:
Wrap up the lesson with a review game & exit ticket.
📌 Method:
Class discussion + speaking challenge.
🔔 Exit Ticket:
Each student says one complete sentence before leaving:
✔ "It is brown. It has a long neck. It can run." (Giraffe 🦒)
✔ "It is black. It has stripes. It can roar." (Tiger 🐅)
👏 Praise & Encouragement:
- "You all did amazing! Your descriptions were so clear!"
- "Next class, we will create our own zoo animal presentations!" 🎤🎨
✍️Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1:
Practice saying and identifying zoo animal names using visuals 🖼️🔁.
✔ Students named animals using flashcards and interactive activities.
✅ Objective 2:
Describe animals using 🎨 colors, ✍️ simple adjectives, and structured sentences.
✔ Students used sentence structures like "It is big" and "It has stripes."
✅ Objective 3:
Work in teams to listen and respond to clues 🤝👂❓.
✔ Students participated in a guessing game, listening and matching descriptions.
✅ Objective 4:
Engage in interactive activities reinforcing vocabulary retention 🏃🧠.
✔ Students participated in relay games and movement-based activities.
✅ Objective 5:
Use full sentences in speaking games 🎲.
✔ Students practiced narrating, informing, explaining, and arguing.
📌 Areas to Improve for Next Lesson:
🔹 Encourage longer sentences instead of one-word answers.
🔹 Increase peer-to-peer speaking opportunities.
🔹 Incorporate more movement-based learning to strengthen retention.
Project the presentation below for the lesson:
Naver Map:
Google Map: (Google maps may not work in Korea, use Naver Maps)
3)
🐘 "My Favorite Zoo Animal"
Describing & Presenting a Favorite Animal
🕰️ (40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-4th ESL (Adaptable for 5th-6th Grade)
🎯 Lesson Focus:
Students will describe, compare, and present their favorite zoo animal using complete English sentences.
🎯 Lesson Objectives:
✅ Objective 1:
Students will choose a favorite zoo animal and describe it using colors, size, and body parts.
✅ Objective 2:
Students will compare two animals using adjectives and opinion phrases.
✅ Objective 3:
Students will create a simple mini-poster about their chosen animal.
✅ Objective 4:
Students will present their animal to the class using structured sentences.
🔑 Key Expressions & Vocabulary:
🦁 Animal Names:
🐻 Bear | 🦒 Giraffe | 🐘 Elephant | 🐅 Tiger | 🦓 Zebra | 🦁 Lion
🎨 Describing Words:
📏 Big | 📏 Small | 📏 Tall | 📏 Short | ⚡ Fast | 🐢 Slow | 💪 Strong | 🥄 Weak
🖍 Sentence Frames for Presentations:
• My favorite animal is __.
• It is __ and __.
• It has __ and __.
• It lives in __.
• It eats __.
• I like it because __.
⚖ Comparison Words:
• The tiger is faster than the elephant.
• The giraffe is taller than the zebra.
• The lion is stronger than the cheetah.
🧰 Materials & Resources:
🖼️ PRIMARY (No Tech):
Blank mini-posters, crayons, animal flashcards 🃏
💻 OPTIONAL TECH:
Slideshow template for digital posters 🎥
📜 BACKUP PLAN:
Printed sentence frames for writing support
📌 Previous Class Recap:
📌 In our last lesson we:
✔ Described animals using colors, adjectives, and actions.
✔ Played a relay race game to practice sentence structures.
✔ Used full sentences to describe animals: "It is big. It has stripes."
📢 Today, we will choose our favorite zoo animal and present it!
1️⃣ Introduction (5 Minutes)-
📌 Objective:
Engage students with a quick review and introduce today’s task.
📌 Method:
Whole-class discussion + interactive questioning.
🎲 Activity: Quick Fire Guessing Game
1️⃣ Show an animal flashcard but cover the name.
2️⃣ Students ask questions: "Is it big?" "Does it have spots?"
3️⃣ Reveal the name and say: "Great! Now you will describe your own animal!"
2️⃣ Presentation (10 Minutes)-
📌 Objective:
Model how to describe an animal using complete sentences.
📌 Method:
Teacher modeling + sentence building.
🔠 Activity: Build a Perfect Sentence
1️⃣ Show an elephant picture.
2️⃣ Write on the board: "The elephant is..."
3️⃣ Ask students: "What color is it?" (Gray!) "Is it big or small?" (Big!)
4️⃣ Build a sentence together: "The elephant is big and gray."
5️⃣ Repeat with different animals to scaffold sentence building.
3️⃣ Practice (10-12 Minutes)-
📌 Objective:
Have students write sentences using structured guides.
📌 Method:
Small-group activity with peer support.
🃏 Activity: Create Your Own Animal Description
1️⃣ Hand out mini-poster templates with structured sentence frames.
2️⃣ Students pick an animal and write:
• My favorite animal is __.
• It is __ and __.
• It has __ and __.
• It eats __.
3️⃣ Encourage drawing their animal on the poster.
4️⃣ Production (10 Minutes)-
📌 Objective:
Students apply vocabulary by presenting their animal.
📌 Method:
Whole-class speaking presentations.
🎭 Activity: My Animal Show & Tell
1️⃣ Each student holds their poster and reads their sentences aloud.
2️⃣ Encourage peer feedback:
• What is __'s favorite animal?
• What color is it?
• Does it eat meat or plants?
5️⃣ Conclusion (5 Minutes)-
📌 Objective:
Wrap up the lesson with a review game and exit ticket.
📌 Method:
Mini peer quiz + praise.
🔔 Exit Ticket:
• Tell me one sentence about your favorite animal.
• Who can tell me something about __'s favorite animal?
• Who can compare two animals?
👏 Praise & Encouragement:
"You did an amazing job describing animals today!"
"Next time, we will be learning Computer Science English vocabulary."
✍️ Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1: Choose and describe a favorite animal.
✔ Students wrote sentences about their chosen animal.
✅ Objective 2: Compare animals using adjectives.
✔ Students used phrases like "bigger than" and "faster than."
✅ Objective 3: Create a mini-poster.
✔ Each student completed a written description and drawing.
✅ Objective 4: Present in front of the class.
✔ Students spoke in full sentences during their turn.
📌 Areas to Improve for Next Lesson:
🔹 Encourage more details in descriptions (e.g., not just "It is big," but "It is big and has strong legs.")
🔹 Have students practice speaking in pairs first before presenting to the whole class.
🔹 Use more interactive speaking games to boost confidence before presentations.
🐘 "My Favorite Zoo Animal"
Describing & Presenting a Favorite Animal
🕰️ (40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-4th ESL (Adaptable for 5th-6th Grade)
🎯 Lesson Focus:
Students will describe, compare, and present their favorite zoo animal using complete English sentences.
🎯 Lesson Objectives:
✅ Objective 1:
Students will choose a favorite zoo animal and describe it using colors, size, and body parts.
✅ Objective 2:
Students will compare two animals using adjectives and opinion phrases.
✅ Objective 3:
Students will create a simple mini-poster about their chosen animal.
✅ Objective 4:
Students will present their animal to the class using structured sentences.
🔑 Key Expressions & Vocabulary:
🦁 Animal Names:
🐻 Bear | 🦒 Giraffe | 🐘 Elephant | 🐅 Tiger | 🦓 Zebra | 🦁 Lion
🎨 Describing Words:
📏 Big | 📏 Small | 📏 Tall | 📏 Short | ⚡ Fast | 🐢 Slow | 💪 Strong | 🥄 Weak
🖍 Sentence Frames for Presentations:
• My favorite animal is __.
• It is __ and __.
• It has __ and __.
• It lives in __.
• It eats __.
• I like it because __.
⚖ Comparison Words:
• The tiger is faster than the elephant.
• The giraffe is taller than the zebra.
• The lion is stronger than the cheetah.
🧰 Materials & Resources:
🖼️ PRIMARY (No Tech):
Blank mini-posters, crayons, animal flashcards 🃏
💻 OPTIONAL TECH:
Slideshow template for digital posters 🎥
📜 BACKUP PLAN:
Printed sentence frames for writing support
📌 Previous Class Recap:
📌 In our last lesson we:
✔ Described animals using colors, adjectives, and actions.
✔ Played a relay race game to practice sentence structures.
✔ Used full sentences to describe animals: "It is big. It has stripes."
📢 Today, we will choose our favorite zoo animal and present it!
1️⃣ Introduction (5 Minutes)-
📌 Objective:
Engage students with a quick review and introduce today’s task.
📌 Method:
Whole-class discussion + interactive questioning.
🎲 Activity: Quick Fire Guessing Game
1️⃣ Show an animal flashcard but cover the name.
2️⃣ Students ask questions: "Is it big?" "Does it have spots?"
3️⃣ Reveal the name and say: "Great! Now you will describe your own animal!"
2️⃣ Presentation (10 Minutes)-
📌 Objective:
Model how to describe an animal using complete sentences.
📌 Method:
Teacher modeling + sentence building.
🔠 Activity: Build a Perfect Sentence
1️⃣ Show an elephant picture.
2️⃣ Write on the board: "The elephant is..."
3️⃣ Ask students: "What color is it?" (Gray!) "Is it big or small?" (Big!)
4️⃣ Build a sentence together: "The elephant is big and gray."
5️⃣ Repeat with different animals to scaffold sentence building.
3️⃣ Practice (10-12 Minutes)-
📌 Objective:
Have students write sentences using structured guides.
📌 Method:
Small-group activity with peer support.
🃏 Activity: Create Your Own Animal Description
1️⃣ Hand out mini-poster templates with structured sentence frames.
2️⃣ Students pick an animal and write:
• My favorite animal is __.
• It is __ and __.
• It has __ and __.
• It eats __.
3️⃣ Encourage drawing their animal on the poster.
4️⃣ Production (10 Minutes)-
📌 Objective:
Students apply vocabulary by presenting their animal.
📌 Method:
Whole-class speaking presentations.
🎭 Activity: My Animal Show & Tell
1️⃣ Each student holds their poster and reads their sentences aloud.
2️⃣ Encourage peer feedback:
• What is __'s favorite animal?
• What color is it?
• Does it eat meat or plants?
5️⃣ Conclusion (5 Minutes)-
📌 Objective:
Wrap up the lesson with a review game and exit ticket.
📌 Method:
Mini peer quiz + praise.
🔔 Exit Ticket:
• Tell me one sentence about your favorite animal.
• Who can tell me something about __'s favorite animal?
• Who can compare two animals?
👏 Praise & Encouragement:
"You did an amazing job describing animals today!"
"Next time, we will be learning Computer Science English vocabulary."
✍️ Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1: Choose and describe a favorite animal.
✔ Students wrote sentences about their chosen animal.
✅ Objective 2: Compare animals using adjectives.
✔ Students used phrases like "bigger than" and "faster than."
✅ Objective 3: Create a mini-poster.
✔ Each student completed a written description and drawing.
✅ Objective 4: Present in front of the class.
✔ Students spoke in full sentences during their turn.
📌 Areas to Improve for Next Lesson:
🔹 Encourage more details in descriptions (e.g., not just "It is big," but "It is big and has strong legs.")
🔹 Have students practice speaking in pairs first before presenting to the whole class.
🔹 Use more interactive speaking games to boost confidence before presentations.
Future Lesson Ideas:
National symbols of South Korea:
- National flower: 무궁화, the mugunghwa, or Hibiscus
- National tree: 소나무, the Korean red pine
- National motto: 弘益人間, Hongik Ingan, which means, "To broadly benefit the human world."
Grades K-6- Computer Science Unit:
1)
📝 "Cracking the Code"
What’s in a Name?
🕰️(40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-4th ESL (Adaptable for 5th-6th Grade)
🎯 Lesson Focus:
Students will explore how computers store and recognize information by breaking down names into patterns, connecting the letters in their names to early coding concepts before moving into binary code in the next lesson. 🖥️🔠
📌 Lesson Objectives:
✅Objective 1:
Students will recognize that computers use patterns to represent information.
✅ Objective 2:
Students will identify and break down their names into letters and symbols.
✅Objective 3:
Students will create a simple "coded" version of their name using patterns, colors, or symbols.
✅Objective 4:
Students will engage in interactive, hands-on activities 🏃 to reinforce computational thinking 🧠.
🔑 Key Expressions & Vocabulary:
📖 Basic Name Introductions:
🧰 Materials & Resources:
📜 Primary (No Tech):
1️⃣ Introduction (5-7 minutes) –
"What’s in a Name?"
📌 Objective:
Introduce the idea that computers recognize patterns in words and names.
📌 Method: Whole-class discussion + hands-on sorting activity.
🎲 Activity: Spot the Pattern!
1️⃣ Write several names on the board, mixing up letter patterns (e.g., "Anna," "Bob," "Samantha").
2️⃣ Ask:
2️⃣ Presentation (10 minutes)-
"Your Name as a Code"
📌 Objective: Help students break down their name into letters and symbols.
📌 Method: Hands-on activity, small-group discussion.
🔠 Activity: Name Code Breakdown
1️⃣ Give each student a strip of grid paper. 📜
2️⃣ Students write their name, one letter per box.
3️⃣ Next, they create a simple "code" version of their name using:
3️⃣ Practice (10-12 minutes)-
– "Secret Name Game"
📌 Objective: Reinforce the idea that letters can be stored in different ways.
📌 Method: Interactive team-based game.
🃏 Activity: Find Your Code Partner!
1️⃣ Prepare letter cards in two formats:
3️⃣ Students must find their match by comparing letter shapes.
4️⃣ Once they find their partner, they say:
4️⃣ Production (10 minutes)-
"What’s My Name in Code?"
📌 Objective: Students apply their learning by creating a full name code.
📌 Method: Hands-on, creative name-coding project.
🎭 Activity: My Name, My Code!
1️⃣ Students take their name grid and choose one coding method (symbols, colors, or patterns).
2️⃣ They rewrite their full name in code.
3️⃣ In small groups, students take turns showing their coded name – others must guess it!
4️⃣ Teacher walks around and checks understanding by asking:
5️⃣ Conclusion (5 minutes)-
"Get Ready for Binary!"
📌 Objective: Connect today’s lesson to Binary Bracelets next time.
📌 Method: Class discussion + Exit Ticket.
🔔 Exit Ticket:
Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1:
Recognize that computers use patterns to represent information
✔ Students identified repeating patterns in names.
✔ Students connected the idea of patterns to how computers store data.
✅ Objective 2:
Identify and break down names into letters and symbols
✔ Students wrote their names in grids and created a coded version.
✔ Students successfully matched letters with corresponding symbols.
✅ Objective 3:
Create a simple "coded" version of their name
✔ Students used symbols, colors, or shapes to create a secret code for their name.
✔ Students shared their codes and decoded their classmates’ names.
✅ Objective 4:
Engage in interactive, hands-on activities 🏃
✔ Students participated in pattern-matching games and Find Your Code Partner activity.
📌 Areas to Improve for Next Lesson:
🔹More pattern-matching challenges.
🔹Scaffold for struggling students with pre-made symbol charts.
2)
🔢 "Secret Messages in English"
Learning the Alphabet with Binary Code
🕰️(40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-4th ESL (Adaptable for 5th-6th Grade)
🎯 Lesson Focus:
Students will learn the English alphabet in a new way by converting the first letter of their English name into Binary Code and creating a secret message bracelet. They will practice decoding and writing in Binary Code while using simple English phrases.
🧑💻 Theme: Secret Messages in Binary Code
🔠 Focus Letter Recognition: First letter of English name
🎨 Hands-on Activity: Binary Code Paper Bracelets
📖 Cloze Writing Activity: Positive Messages in Binary
🤝 Pair Work: Decoding Friends' Bracelets
🎯 Lesson Objectives:
✅ Objective 1:
Students will recognize and pronounce the first letter of their English name.
✅ Objective 2:
Students will convert their first letter into Binary Code and create a paper bracelet.
✅ Objective 3:
Students will decode their classmates' Binary Bracelets using a Binary Decoder Key.
✅ Objective 4:
Students will write short positive messages in Binary Code through a cloze activity.
✅ Objective 5:
Students will engage in collaborative decoding activities to reinforce English letter recognition and practical vocabulary use.
✨ Optional Extension:
Students will create Full Name Binary Bracelets with Beads 📿.
🔑 Key Expressions & Vocabulary:
🔠 Letters of the Alphabet (A-Z)
📖 Words Used in Cloze Activity:
✔ Happy 😊 | Great 👍 | Kind 💖 | Brave 💪 | Smart 🧠 | Funny 😆
❓ Question Forms:
✔ "What is your name?"
✔ "What letter does your name start with?"
✔ "Can you guess my letter?"
✔ "What does my Binary Code say?"
✍️ Sentence Frames:
✔ "My first letter is ___."
✔ "My letter in Binary is ___."
✔ "You are ___ (positive word)."
🧰 Materials & Resources:
🖼️ PRIMARY (No Tech):
📌 Previous Class Recap:
📌 In our last lesson we:
✔ Practiced saying names in English.
✔ Recognized the first letter of English names.
✔ Matched letters to words in a name game.
📢 Today’s Connection:
✔ "Today, we will write our names in a secret computer code-—Binary Code!”
1️⃣ Introduction (5 Minutes) –
Secret Messages!
📌 Objective: Engage students in a fun introduction to Binary Code.
👋 Greeting:
1️⃣ Show the Binary Alphabet Chart and point to a few letters.
2️⃣ "Computers use only two numbers: 0 and 1! Let’s use this to spell our names!"
👥 Pair Share:
2️⃣ Presentation (5-7 Minutes) –
How to Write in Binary
📌 Objective: Teach students how letters become Binary Code.
💻 If Tech is Available:
1️⃣ Show the Binary Alphabet Chart (A = 01000001, B = 01000010, etc.).
2️⃣ Example Slide: Show how "J" is written in Binary (01001010).
3️⃣ Display a simple animation of Binary converting to letters.
📜 No Tech Version:
1️⃣ Write "A = 01000001" and "B = 01000010" on the board.
2️⃣ Demonstrate how each letter translates into 0s and 1s.
3️⃣ Ask: “Can you find YOUR letter on the chart?”
✅ Presentation Complete
3️⃣ Practice (10-15 Minutes) –
Binary Paper Bracelets
📌 Objective: Students encode their first letter into Binary and create a bracelet.
📌 Instructions:
1️⃣ "Find the first letter of your English name on the chart."
2️⃣ "Look at the Binary Code."
3️⃣ "Color in the bracelet template to match the 0s and 1s."
4️⃣ "Cut out the bracelet and tape it to your wrist!"
🤔 Pair Discussion While Working:
✔ "My first letter is ___."
✔ "My letter in Binary is ___."
✔ "I am making my bracelet with colors ___ and ___."
✅ Practice Complete
4️⃣ Production (10 Minutes) –
Guess My Letter!
📌 Objective:
Students decode each other’s bracelets using the Binary Decoder Key.
👥 How It Works:
1️⃣ One student covers their English letter, showing only the Binary Code.
2️⃣ Their partner uses the Decoder Key to guess the letter.
3️⃣ They use full sentences:
✅ Production Complete
5️⃣ Conclusion (2-3 Minutes) –
Wrap-Up & Reflection
✔ “What was your first letter in Binary Code?”
✔ “What message did your friend write for you?”
✔ “What other words could we write in Binary?”
✅ Lesson Complete! 🎉
🎯 Supports for Learners:
🖼️ Visuals: Large-print Binary Alphabet Charts & Sentence Frames.
🔊 Oral Reinforcement: Repeat key vocabulary, use gestures.
✏️ Writing Support: Allow tracing before final writing.
Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1:
Recognize & pronounce first letter
✔ Students introduced themselves.
✅ Objective 2:
Convert letter into Binary Code
✔ Students colored Binary Bracelets.
✅ Objective 3:
Decode Binary Code
✔ Students guessed partner’s letter.
✅ Objective 4:
Write a message in Binary
✔ Cloze Activity completed.
✅ Objective 5:
Collaborate in a guessing game
✔ Students took turns decoding bracelets.
📌 Areas to Improve for the Next Lessons:🔹 Encourage students to explain their Binary Code choices in full sentences to strengthen English fluency.
🔹 Provide extra decoding practice for students who struggle with matching letters to Binary Code.
🔹 Incorporate a quick peer-check activity where students verify each other’s Binary Bracelets for accuracy.
🔹 Offer more visual examples of Binary Code in everyday life (e.g., QR codes, barcodes) to build real-world connections.
📝 "Cracking the Code"
What’s in a Name?
🕰️(40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-4th ESL (Adaptable for 5th-6th Grade)
🎯 Lesson Focus:
Students will explore how computers store and recognize information by breaking down names into patterns, connecting the letters in their names to early coding concepts before moving into binary code in the next lesson. 🖥️🔠
📌 Lesson Objectives:
✅Objective 1:
Students will recognize that computers use patterns to represent information.
✅ Objective 2:
Students will identify and break down their names into letters and symbols.
✅Objective 3:
Students will create a simple "coded" version of their name using patterns, colors, or symbols.
✅Objective 4:
Students will engage in interactive, hands-on activities 🏃 to reinforce computational thinking 🧠.
🔑 Key Expressions & Vocabulary:
📖 Basic Name Introductions:
- "My name is [Name]."
- "The first letter of my name is [Letter]."
- "Computers use numbers instead of letters!"
- "A pattern is something that repeats." 🔁
- "Computers store information in a special language." 💻
- "Every letter has a code." 🔢
🧰 Materials & Resources:
📜 Primary (No Tech):
- Name cards 🏷️
- Letter flashcards 🔠
- Grid paper for coding names 📜
- Small objects (colored cubes, stickers, etc.) 🎲
- Simple pattern-recognition game (Google Slides or Genially).
- Interactive drag-and-drop activity to match letters to codes.
- Pre-made pattern name worksheets.
- Laminated alphabet-matching strips.
1️⃣ Introduction (5-7 minutes) –
"What’s in a Name?"
📌 Objective:
Introduce the idea that computers recognize patterns in words and names.
📌 Method: Whole-class discussion + hands-on sorting activity.
🎲 Activity: Spot the Pattern!
1️⃣ Write several names on the board, mixing up letter patterns (e.g., "Anna," "Bob," "Samantha").
2️⃣ Ask:
- "What do you notice about these names?" (Repetition? Short vs. long?)
- "How are names like codes computers use?" (Patterns help computers store info!)
3️⃣ Explain: "Computers don’t read words, they read PATTERNS!" 💡
- Show a pixelated image of a word – students guess what it is to connect the idea of data storage.
2️⃣ Presentation (10 minutes)-
"Your Name as a Code"
📌 Objective: Help students break down their name into letters and symbols.
📌 Method: Hands-on activity, small-group discussion.
🔠 Activity: Name Code Breakdown
1️⃣ Give each student a strip of grid paper. 📜
2️⃣ Students write their name, one letter per box.
3️⃣ Next, they create a simple "code" version of their name using:
- Shapes (e.g., 🔺 for A, ⭕ for O)
- Colors (e.g., 🟢 for E, 🔴 for S)
- Simple lines (e.g., ||| for "M")
3️⃣ Practice (10-12 minutes)-
– "Secret Name Game"
📌 Objective: Reinforce the idea that letters can be stored in different ways.
📌 Method: Interactive team-based game.
🃏 Activity: Find Your Code Partner!
1️⃣ Prepare letter cards in two formats:
- Regular letters (A, B, C...)
- Symbol-coded versions (e.g., A = ▲, B = ●, C = ▬).
3️⃣ Students must find their match by comparing letter shapes.
4️⃣ Once they find their partner, they say:
- "My letter is [Letter], and it matches [Symbol]!"
4️⃣ Production (10 minutes)-
"What’s My Name in Code?"
📌 Objective: Students apply their learning by creating a full name code.
📌 Method: Hands-on, creative name-coding project.
🎭 Activity: My Name, My Code!
1️⃣ Students take their name grid and choose one coding method (symbols, colors, or patterns).
2️⃣ They rewrite their full name in code.
3️⃣ In small groups, students take turns showing their coded name – others must guess it!
4️⃣ Teacher walks around and checks understanding by asking:
- "How did you decide on this code?"
- "Could a computer read this?"
5️⃣ Conclusion (5 minutes)-
"Get Ready for Binary!"
📌 Objective: Connect today’s lesson to Binary Bracelets next time.
📌 Method: Class discussion + Exit Ticket.
🔔 Exit Ticket:
- "What did we learn about names and patterns today?"
- "Why do computers use patterns instead of letters?"
- "Next time, we’ll use binary codes to make a special bracelet!" 🏆
Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1:
Recognize that computers use patterns to represent information
✔ Students identified repeating patterns in names.
✔ Students connected the idea of patterns to how computers store data.
✅ Objective 2:
Identify and break down names into letters and symbols
✔ Students wrote their names in grids and created a coded version.
✔ Students successfully matched letters with corresponding symbols.
✅ Objective 3:
Create a simple "coded" version of their name
✔ Students used symbols, colors, or shapes to create a secret code for their name.
✔ Students shared their codes and decoded their classmates’ names.
✅ Objective 4:
Engage in interactive, hands-on activities 🏃
✔ Students participated in pattern-matching games and Find Your Code Partner activity.
📌 Areas to Improve for Next Lesson:
🔹More pattern-matching challenges.
🔹Scaffold for struggling students with pre-made symbol charts.
2)
🔢 "Secret Messages in English"
Learning the Alphabet with Binary Code
🕰️(40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-4th ESL (Adaptable for 5th-6th Grade)
🎯 Lesson Focus:
Students will learn the English alphabet in a new way by converting the first letter of their English name into Binary Code and creating a secret message bracelet. They will practice decoding and writing in Binary Code while using simple English phrases.
🧑💻 Theme: Secret Messages in Binary Code
🔠 Focus Letter Recognition: First letter of English name
🎨 Hands-on Activity: Binary Code Paper Bracelets
📖 Cloze Writing Activity: Positive Messages in Binary
🤝 Pair Work: Decoding Friends' Bracelets
🎯 Lesson Objectives:
✅ Objective 1:
Students will recognize and pronounce the first letter of their English name.
✅ Objective 2:
Students will convert their first letter into Binary Code and create a paper bracelet.
✅ Objective 3:
Students will decode their classmates' Binary Bracelets using a Binary Decoder Key.
✅ Objective 4:
Students will write short positive messages in Binary Code through a cloze activity.
✅ Objective 5:
Students will engage in collaborative decoding activities to reinforce English letter recognition and practical vocabulary use.
✨ Optional Extension:
Students will create Full Name Binary Bracelets with Beads 📿.
🔑 Key Expressions & Vocabulary:
🔠 Letters of the Alphabet (A-Z)
📖 Words Used in Cloze Activity:
✔ Happy 😊 | Great 👍 | Kind 💖 | Brave 💪 | Smart 🧠 | Funny 😆
❓ Question Forms:
✔ "What is your name?"
✔ "What letter does your name start with?"
✔ "Can you guess my letter?"
✔ "What does my Binary Code say?"
✍️ Sentence Frames:
✔ "My first letter is ___."
✔ "My letter in Binary is ___."
✔ "You are ___ (positive word)."
🧰 Materials & Resources:
🖼️ PRIMARY (No Tech):
- Binary Alphabet Charts (for each student)
- Binary Bracelet Paper Templates (for each student)
- Laminated Sentence Frames
- Scissors ✂️
- Tape 📎
- Markers 🖍️
- Interactive Binary Code presentation from Code.org (if projector/computer is available)
- Printed Binary Decoder Keys
- Pony beads 🐴
- Decorative beads 🎨✨
- String 🧵
📌 Previous Class Recap:
📌 In our last lesson we:
✔ Practiced saying names in English.
✔ Recognized the first letter of English names.
✔ Matched letters to words in a name game.
📢 Today’s Connection:
✔ "Today, we will write our names in a secret computer code-—Binary Code!”
1️⃣ Introduction (5 Minutes) –
Secret Messages!
📌 Objective: Engage students in a fun introduction to Binary Code.
👋 Greeting:
- “Good morning! Today, we are learning a secret code,—Binary Code!”
- “Do computers speak English?” (No!)
- “What do computers use?” (0s and 1s—or Binary Code!)”
1️⃣ Show the Binary Alphabet Chart and point to a few letters.
2️⃣ "Computers use only two numbers: 0 and 1! Let’s use this to spell our names!"
👥 Pair Share:
- “What is your name?”
- “What letter does your name start with?”
- Students introduce themselves and their first letter.
2️⃣ Presentation (5-7 Minutes) –
How to Write in Binary
📌 Objective: Teach students how letters become Binary Code.
💻 If Tech is Available:
1️⃣ Show the Binary Alphabet Chart (A = 01000001, B = 01000010, etc.).
2️⃣ Example Slide: Show how "J" is written in Binary (01001010).
3️⃣ Display a simple animation of Binary converting to letters.
📜 No Tech Version:
1️⃣ Write "A = 01000001" and "B = 01000010" on the board.
2️⃣ Demonstrate how each letter translates into 0s and 1s.
3️⃣ Ask: “Can you find YOUR letter on the chart?”
✅ Presentation Complete
3️⃣ Practice (10-15 Minutes) –
Binary Paper Bracelets
📌 Objective: Students encode their first letter into Binary and create a bracelet.
📌 Instructions:
1️⃣ "Find the first letter of your English name on the chart."
2️⃣ "Look at the Binary Code."
3️⃣ "Color in the bracelet template to match the 0s and 1s."
4️⃣ "Cut out the bracelet and tape it to your wrist!"
🤔 Pair Discussion While Working:
✔ "My first letter is ___."
✔ "My letter in Binary is ___."
✔ "I am making my bracelet with colors ___ and ___."
✅ Practice Complete
4️⃣ Production (10 Minutes) –
Guess My Letter!
📌 Objective:
Students decode each other’s bracelets using the Binary Decoder Key.
👥 How It Works:
1️⃣ One student covers their English letter, showing only the Binary Code.
2️⃣ Their partner uses the Decoder Key to guess the letter.
3️⃣ They use full sentences:
- ✔ "I think your letter is __."
- ✔ "Is your name ___?"
✅ Production Complete
5️⃣ Conclusion (2-3 Minutes) –
Wrap-Up & Reflection
✔ “What was your first letter in Binary Code?”
✔ “What message did your friend write for you?”
✔ “What other words could we write in Binary?”
✅ Lesson Complete! 🎉
🎯 Supports for Learners:
🖼️ Visuals: Large-print Binary Alphabet Charts & Sentence Frames.
🔊 Oral Reinforcement: Repeat key vocabulary, use gestures.
✏️ Writing Support: Allow tracing before final writing.
Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1:
Recognize & pronounce first letter
✔ Students introduced themselves.
✅ Objective 2:
Convert letter into Binary Code
✔ Students colored Binary Bracelets.
✅ Objective 3:
Decode Binary Code
✔ Students guessed partner’s letter.
✅ Objective 4:
Write a message in Binary
✔ Cloze Activity completed.
✅ Objective 5:
Collaborate in a guessing game
✔ Students took turns decoding bracelets.
📌 Areas to Improve for the Next Lessons:🔹 Encourage students to explain their Binary Code choices in full sentences to strengthen English fluency.
🔹 Provide extra decoding practice for students who struggle with matching letters to Binary Code.
🔹 Incorporate a quick peer-check activity where students verify each other’s Binary Bracelets for accuracy.
🔹 Offer more visual examples of Binary Code in everyday life (e.g., QR codes, barcodes) to build real-world connections.
3)
🧭 "Unplugged Coding with Directions"
Learning to Follow & Give Commands in English
(40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-5th ESL (Adaptable for 6th Grade)
🎯 Lesson Focus:
Students will learn that computers follow specific commands, just like giving directions in real life. They will practice giving and following spoken instructions using directional coding blocks, reinforcing listening comprehension and speaking skills in English.
🎯 Lesson Objectives:
✅ Objective 1:
Students will: Recognize and use common directional words in English.
✅ Objective 2:
Students will: Give simple verbal commands in English while a partner follows.
✅ Objective 3:
Students will: Follow a set of spoken directions using physical movement.
✅ Objective 4:
Students will: Write a basic "code" (set of directions) for a partner to follow.
✅ Objective 5:
Students will: Work in pairs to "program" each other using coding commands.
🧑💻 Theme: Coding as Communication
🎲 Hands-on Activity: Pair-Based Coding with Arrows & Commands
📝 Writing Activity: Create a Simple Code Sequence
🤝 Pair Work: Giving & Following Directions
🔑 Key Expressions & Vocabulary:
🧭 Directional Words:
✔ Left ⬅️ | Right ➡️ | Forward ⬆️ | Backward ⬇️ | Stop ✋ | Turn 🔄
❓ Question Forms:
✍️ Sentence Frames:
✔ "Move __ steps forward."
✔ "Turn __ degrees __."
✔ "Go __, then __."
🧭 Basic Directional Words and Questions:
⬅️ Left: 왼쪽 "Turn left to avoid the wall." 🏗️
➡️ Right: 오른쪽 "Move right 2 steps!" 🚶♂️
⬆️ Forward: 앞으로 가 "Go forward to reach the finish line!" 🏁
⬇️ Backward: 뒤로 가 "Take one step backward to correct your path." 🔄
✋ Stop: 멈춰 "If you see an obstacle, stop immediately!" 🛑
🔄 Turn: 돌다 "Now, turn right and keep going." 🚦
🖥️ Computer Science Vocabulary:💻
🔁 Repeat: 반복 "A loop lets us repeat actions." 🔄
🔢 Algorithm: 알고리즘 "An algorithm is a step-by-step solution." 💡
⌨️ Enter: 입력하다 "You need to enter your name to log in." 💻
🛑 Conditionals: 조건문 "An if/then statement is a conditional." ❓
🔄 Sequence: 순서 "The code must follow the correct sequence." 📜
🐛 Bug: 버그 "A bug is a mistake in a program." 🐞
📝 Command: 명령 "A computer follows a command exactly." 🔍
🖥️ Coding Collaboration & Debugging:
🏆 Persistence: 끈기 "Persistence helps solve hard problems." 💪
🚗 Driver: 운전 "The driver types the code." ⌨️
👀 Observer: 관찰자 "The observer checks for mistakes." 🔎
📝 Program: 프로그램 "A program tells the computer what to do." 💻
📥 Queue: 대기열 "A queue processes tasks in order." 📥
🤝 Paired Programming:
짝 프로그래밍 "Two students work together in paired programming." 👩💻👨💻
✍️ Advanced Sentence Frames for Giving Commands:
🚶 "Move __ steps forward." 목표를 달성하려면 ____걸음 앞으로 나아가세요. "Move 3 steps forward to reach the goal." 🏆
🔄 "Turn __ degrees __." __도 __쪽으로 돌다. "Turn 90 degrees left and continue." 🔄
🏁 "Go __, then __." __쪽으로 가고, 그다음 __.
"Go forward, then turn right to reach the exit." 🚪
🌐 Advanced Coding Terms:
🤖 Automation: 자동화 "Automation makes tasks easier." ⚙️
🔢 Binary: 이진법 Computers use binary (0s & 1s) to store data." 💾
✅ Boolean: 불리언 "A boolean value is either true or false." ✔️❌
📜 Code: 코드 "Writing code is like speaking a language to computers." 🖥️
🧠 Computational Thinking:
컴퓨팅 사고 "Computational thinking helps us solve problems." 🧩
💻 Computer: 컴퓨터 "A computer processes data fast." ⏳
🌍 Digital Citizen: 디지털 시민 "A good digital citizen is responsible online."
🚀 Initialize: 초기화 "We initialize variables before using them." 🛠️
🌐 Internet: 인터넷 "The internet connects people worldwide." 🌏
➕ Operator 연산자 "An operator performs math in coding." ➕➖
🔄 Refactor 리팩토링 "We refactor code to improve it." 🔄
🖥️ User Interface: 사용자 인터페이스 "A user interface helps people interact with apps." 🌐
📊 Variable: 변수 "A variable stores data in a program." 📝
❓ Advanced Question Forms:
🗺️ "Which way do I go?": 어느 방향으로 가요?
"Ask your partner: "Which way do I go?" 🤔
🔄 "What is my next move?" 다음에 뭐 해야 해요? "The computer waits for the next move in a program." 💾
✅ "Did I follow the right steps?" 제가 제대로 했어요? "Debugging means checking if you followed the right steps." 🛠️
🌟 How This Helps ESL Students:
✅ 👀 Visual Reinforcement:—Icons help students quickly understand new words.
✅ 🗣️ Speaking Confidence:—Practice using vocabulary in full sentences!
✅ 🎭 Interactive Practice:—Use words in coding activities & storytelling!
✅ 💡 Concept Reinforcement:—Links English learning with real coding skills.
✅ 📝 Writing Support:—Students can copy and practice spelling new vocabulary.
✅ 🚀 Real-World Relevance:—Connects coding to daily life and digital skills.
🧰 Materials & Resources:
🖼️ PRIMARY (No Tech):
📌 Previous Class Recap:
📌 In our last lesson we:
Practiced decoding and writing in Binary Code while using simple English phrases.
🌟 This set the stage for today’s lesson, where students will apply their knowledge of how computers receive directions. The next lesson will have us follow simple directional commands like a computer using cardinal directions in English.🎤
1️⃣ Introduction (5 Minutes)-
Computers Follow Directions!
📌 Objective:
Engage students in the concept of coding as following commands.
👋 Greeting:
“Good morning! Today, we are learning how computers follow directions just like people do.”
“Do computers understand English like we do?” (No!)
“What do computers need?” (Commands or code!)
👀 Quick Demo:
1️⃣ Stand in front of the class and say:
✔ “What does ‘left’ mean?” (Gesture left)
✔ “What does ‘right’ mean?” (Gesture right)
✔ “Can you say ‘turn left’ with me?”
✅ Introduction Complete
2️⃣ Presentation (5-7 Minutes)-
How Do We "Code" with Directions?
📌 Objective:
Teach students how to give and follow simple directional commands.
💻 If Tech is Available:
1️⃣ Show a simple unplugged coding video (if possible).
2️⃣ Display directional word cards (Left, Right, Forward, Backward, Stop).
3️⃣ Demonstrate how programmers use step-by-step commands.
📜 No Tech Version:
1️⃣ Write directional words on the board:
3️⃣ Practice (10-15 Minutes)-
Program Your Partner!
📌 Objective: Students practice giving and following simple directional commands.
📌 Instructions:
1️⃣ Pair Up – One person is the programmer (gives directions), and the other is the robot (follows).
2️⃣ The programmer picks coding cards and gives spoken commands:
✔ "What command did you give first?"
✔ "What was hard about following directions?"
✔ "What happens if we make a mistake in the code?"
✅ Practice Complete
4️⃣ Production (10 Minutes)-
Create Your Own Code!
📌 Objective: Students write a simple "code" (sequence of commands) and test it.
👥 How It Works:
1️⃣ Each student writes 3-5 steps using directional words.
2️⃣ They give their written steps to a partner.
3️⃣ The partner follows the "code" exactly, moving on the floor grid.
4️⃣ If the "robot" reaches the correct destination, SUCCESS!
5️⃣ If not, they debug (fix mistakes) and try again.
✅ Production Complete
5️⃣ Conclusion (2-3 Minutes)-
Wrap-Up & Reflection✔ “What command was easiest to follow?”
✔ “What command was hardest?”
✔ “Why do computers need exact instructions?”
✔ “How is this similar to real coding?”
✅ Lesson Complete! 🎉
🎯 Supports for Learners:
🖼️ Visuals: Large-print Directional Cards & Sentence Frames.
🔊 Oral Reinforcement: Repeat key words, use gestures.
✏️ Writing Support: Allow tracing before writing full instructions.
Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1:
Recognize & use directional words
✔Students identified and used left, right, forward, etc.
✅ Objective 2:
Give spoken commands in English
✔Students programmed their partner.
✅ Objective 3:
Follow a set of spoken directions
✔Students moved correctly according to commands.
✅ Objective 4:
Write a simple sequence of commands
✔Students created and tested their own code.
✅ Objective 5:
Work collaboratively in a coding challenge
✔Pairs took turns coding & debugging.
📌 Areas to Improve for Next Lessons:
🔹 Reinforce precise language by having students repeat their spoken commands before their partner follows them.
🔹 Introduce more debugging opportunities by allowing students to "fix" incorrect commands after testing.
🔹 Provide extra support for students struggling with directional words by incorporating physical gestures and arrows.
🔹 Expand the activity by having students create longer sequences to challenge their coding and speaking skills.
✨ Optional Extensions:
Outdoor Coding Challenge 🌳🏃♂️
📌 Objective:
Allow students to practice coding in a larger space with full-body movement.
🛤️ Setup:
1️⃣ Giant Programmer & Robot Game:
✔ Add obstacles (cones, hoops to step through) to make it more challenging.
✔ Use bean bags or flags—robots must pick up items based on commands!
✅ Benefits of Outdoor Coding:
🌞 Engaging & Active: Encourages movement and teamwork.
🎤 Loud & Fun: Gives students confidence to speak commands.
🌎 Real-World Connection: Shows how programming concepts apply to navigation, robots, and even GPS!
🏫 K-6 Adaptations: 🏫
💡 Why? Younger students need more movement, visuals, and songs, while older students can handle writing, sequences, and challenges.
👶 Kindergarten-2nd Grade (Ages 5-7)🎈
📌 "Robot Says!" (Simon Says) 🤖
1️⃣ Teacher Models:
✔ Use flashcards with arrows/icons to reinforce meaning.
✔ Keep commands simple: "Forward! Left! Stop!"
✔ Add songs to help with directions (e.g., "Turn, Turn, Forward, Stop! 🎵")
🧒 2nd-3rd Grade (Ages 7-9)
👟📌"Program the Human Robot"
1️⃣ Give students printed arrow cards (⬅️➡️⬆️⬇️).
2️⃣ Partner A is the robot, Partner B is the programmer who gives verbal commands while placing the arrow cards on the floor.
3️⃣ The robot follows the path based on the arrow sequence.
4️⃣ Switch roles & introduce obstacle courses (e.g., “Go around the chair!”).
🔹 Outdoor Adaptation: Use chalk or tape to create a life-size grid!
✅ Supports:
✔ Pre-teach sentence frames: "Move __ steps forward." "Turn __ degrees __."
✔ Color-coded arrows help visual learners.
✔ Make it competitive—which team can complete the path fastest?
👦 4th -6th Grade (Ages 9-12)
🚀📌 "Escape the Maze!"
1️⃣ Teams create a coding sequence on paper before trying it out.
2️⃣ The "robot" student follows the exact sequence to escape a maze drawn with tape/cones.
3️⃣ If they hit a "wall" (wrong move), they must debug (fix the error).
4️⃣ If teams finish quickly, they design their own maze for another team!
🔹 Outdoor Adaptation:
✔ Giant relay race version on a football field where each player takes turns moving based on a team’s prewritten code.
✅ Supports:
✔ Introduce "If/Then" challenges: "If you see a cone, turn left."
✔ Use a point system for motivation (bonus for perfect execution!).
✔ Allow students to record their paths on paper for extra English writing practice.
🌟 Bonus Ideas for All Ages!
🦾 Robot Hats 🎩:
Let the "robots" wear hats or headbands with a robot face for fun.
🎭 Coding Drama 🎭:
Let students act out robots in silly skits ("Error detected! Bleep, bleep, bloop!").
🖍️ Creative Extension 🖍️:
Have students draw a map and write their own "path" story in simple English.
🧭 "Unplugged Coding with Directions"
Learning to Follow & Give Commands in English
(40 Minutes)
📝 EPIK Lesson Plan by Jill W. Mucci
🎯 Grade Level: 3rd-5th ESL (Adaptable for 6th Grade)
🎯 Lesson Focus:
Students will learn that computers follow specific commands, just like giving directions in real life. They will practice giving and following spoken instructions using directional coding blocks, reinforcing listening comprehension and speaking skills in English.
🎯 Lesson Objectives:
✅ Objective 1:
Students will: Recognize and use common directional words in English.
✅ Objective 2:
Students will: Give simple verbal commands in English while a partner follows.
✅ Objective 3:
Students will: Follow a set of spoken directions using physical movement.
✅ Objective 4:
Students will: Write a basic "code" (set of directions) for a partner to follow.
✅ Objective 5:
Students will: Work in pairs to "program" each other using coding commands.
🧑💻 Theme: Coding as Communication
🎲 Hands-on Activity: Pair-Based Coding with Arrows & Commands
📝 Writing Activity: Create a Simple Code Sequence
🤝 Pair Work: Giving & Following Directions
🔑 Key Expressions & Vocabulary:
🧭 Directional Words:
✔ Left ⬅️ | Right ➡️ | Forward ⬆️ | Backward ⬇️ | Stop ✋ | Turn 🔄
❓ Question Forms:
- ✔ "Which way do I go?"
- ✔ "What is my next move?"
- ✔ "Did I follow the right steps?"
✍️ Sentence Frames:
✔ "Move __ steps forward."
✔ "Turn __ degrees __."
✔ "Go __, then __."
🧭 Basic Directional Words and Questions:
⬅️ Left: 왼쪽 "Turn left to avoid the wall." 🏗️
➡️ Right: 오른쪽 "Move right 2 steps!" 🚶♂️
⬆️ Forward: 앞으로 가 "Go forward to reach the finish line!" 🏁
⬇️ Backward: 뒤로 가 "Take one step backward to correct your path." 🔄
✋ Stop: 멈춰 "If you see an obstacle, stop immediately!" 🛑
🔄 Turn: 돌다 "Now, turn right and keep going." 🚦
🖥️ Computer Science Vocabulary:💻
🔁 Repeat: 반복 "A loop lets us repeat actions." 🔄
🔢 Algorithm: 알고리즘 "An algorithm is a step-by-step solution." 💡
⌨️ Enter: 입력하다 "You need to enter your name to log in." 💻
🛑 Conditionals: 조건문 "An if/then statement is a conditional." ❓
🔄 Sequence: 순서 "The code must follow the correct sequence." 📜
🐛 Bug: 버그 "A bug is a mistake in a program." 🐞
📝 Command: 명령 "A computer follows a command exactly." 🔍
🖥️ Coding Collaboration & Debugging:
🏆 Persistence: 끈기 "Persistence helps solve hard problems." 💪
🚗 Driver: 운전 "The driver types the code." ⌨️
👀 Observer: 관찰자 "The observer checks for mistakes." 🔎
📝 Program: 프로그램 "A program tells the computer what to do." 💻
📥 Queue: 대기열 "A queue processes tasks in order." 📥
🤝 Paired Programming:
짝 프로그래밍 "Two students work together in paired programming." 👩💻👨💻
✍️ Advanced Sentence Frames for Giving Commands:
🚶 "Move __ steps forward." 목표를 달성하려면 ____걸음 앞으로 나아가세요. "Move 3 steps forward to reach the goal." 🏆
🔄 "Turn __ degrees __." __도 __쪽으로 돌다. "Turn 90 degrees left and continue." 🔄
🏁 "Go __, then __." __쪽으로 가고, 그다음 __.
"Go forward, then turn right to reach the exit." 🚪
🌐 Advanced Coding Terms:
🤖 Automation: 자동화 "Automation makes tasks easier." ⚙️
🔢 Binary: 이진법 Computers use binary (0s & 1s) to store data." 💾
✅ Boolean: 불리언 "A boolean value is either true or false." ✔️❌
📜 Code: 코드 "Writing code is like speaking a language to computers." 🖥️
🧠 Computational Thinking:
컴퓨팅 사고 "Computational thinking helps us solve problems." 🧩
💻 Computer: 컴퓨터 "A computer processes data fast." ⏳
🌍 Digital Citizen: 디지털 시민 "A good digital citizen is responsible online."
🚀 Initialize: 초기화 "We initialize variables before using them." 🛠️
🌐 Internet: 인터넷 "The internet connects people worldwide." 🌏
➕ Operator 연산자 "An operator performs math in coding." ➕➖
🔄 Refactor 리팩토링 "We refactor code to improve it." 🔄
🖥️ User Interface: 사용자 인터페이스 "A user interface helps people interact with apps." 🌐
📊 Variable: 변수 "A variable stores data in a program." 📝
❓ Advanced Question Forms:
🗺️ "Which way do I go?": 어느 방향으로 가요?
"Ask your partner: "Which way do I go?" 🤔
🔄 "What is my next move?" 다음에 뭐 해야 해요? "The computer waits for the next move in a program." 💾
✅ "Did I follow the right steps?" 제가 제대로 했어요? "Debugging means checking if you followed the right steps." 🛠️
🌟 How This Helps ESL Students:
✅ 👀 Visual Reinforcement:—Icons help students quickly understand new words.
✅ 🗣️ Speaking Confidence:—Practice using vocabulary in full sentences!
✅ 🎭 Interactive Practice:—Use words in coding activities & storytelling!
✅ 💡 Concept Reinforcement:—Links English learning with real coding skills.
✅ 📝 Writing Support:—Students can copy and practice spelling new vocabulary.
✅ 🚀 Real-World Relevance:—Connects coding to daily life and digital skills.
🧰 Materials & Resources:
🖼️ PRIMARY (No Tech):
- Directional Coding Cards (Arrows with Left, Right, Forward, Backward, Stop)
- Coding Mats (Printed grids or taped floor path)
- Laminated Sentence Frames (for structured language support)
- Small Objects or Markers (for students to move along a path)
- Projector/Screen to show directional examples
- Basic Unplugged Coding Video (Optional YouTube clip)
📌 Previous Class Recap:
📌 In our last lesson we:
Practiced decoding and writing in Binary Code while using simple English phrases.
🌟 This set the stage for today’s lesson, where students will apply their knowledge of how computers receive directions. The next lesson will have us follow simple directional commands like a computer using cardinal directions in English.🎤
1️⃣ Introduction (5 Minutes)-
Computers Follow Directions!
📌 Objective:
Engage students in the concept of coding as following commands.
👋 Greeting:
“Good morning! Today, we are learning how computers follow directions just like people do.”
“Do computers understand English like we do?” (No!)
“What do computers need?” (Commands or code!)
👀 Quick Demo:
1️⃣ Stand in front of the class and say:
- "Turn left!" (but turn right instead)
- "Step forward!" (but step backward)
- Ask: "Did I do it right?" (No!)
2️⃣ Explain: "Computers must follow exact instructions. Let’s learn how to give and follow directions correctly!"
✔ “What does ‘left’ mean?” (Gesture left)
✔ “What does ‘right’ mean?” (Gesture right)
✔ “Can you say ‘turn left’ with me?”
✅ Introduction Complete
2️⃣ Presentation (5-7 Minutes)-
How Do We "Code" with Directions?
📌 Objective:
Teach students how to give and follow simple directional commands.
💻 If Tech is Available:
1️⃣ Show a simple unplugged coding video (if possible).
2️⃣ Display directional word cards (Left, Right, Forward, Backward, Stop).
3️⃣ Demonstrate how programmers use step-by-step commands.
📜 No Tech Version:
1️⃣ Write directional words on the board:
- Left ⬅️
- Right ➡️
- Forward ⬆️
- Backward ⬇️
- Stop ✋
2️⃣ Act out the words: - Say “Turn left!” and turn left.
- Say “Go forward two steps!” and walk forward.
3️⃣ Ask: “What happens if I say ‘Turn right’ but you turn left?” (Mistakes happen in coding, too!)
3️⃣ Practice (10-15 Minutes)-
Program Your Partner!
📌 Objective: Students practice giving and following simple directional commands.
📌 Instructions:
1️⃣ Pair Up – One person is the programmer (gives directions), and the other is the robot (follows).
2️⃣ The programmer picks coding cards and gives spoken commands:
- "Move forward 2 steps."
- "Turn right 90 degrees."
- "Move forward 1 step."
- "STOP!"
3️⃣ The robot follows the commands exactly.
4️⃣ Switch roles after 5 minutes.
✔ "What command did you give first?"
✔ "What was hard about following directions?"
✔ "What happens if we make a mistake in the code?"
✅ Practice Complete
4️⃣ Production (10 Minutes)-
Create Your Own Code!
📌 Objective: Students write a simple "code" (sequence of commands) and test it.
👥 How It Works:
1️⃣ Each student writes 3-5 steps using directional words.
2️⃣ They give their written steps to a partner.
3️⃣ The partner follows the "code" exactly, moving on the floor grid.
4️⃣ If the "robot" reaches the correct destination, SUCCESS!
5️⃣ If not, they debug (fix mistakes) and try again.
✅ Production Complete
5️⃣ Conclusion (2-3 Minutes)-
Wrap-Up & Reflection✔ “What command was easiest to follow?”
✔ “What command was hardest?”
✔ “Why do computers need exact instructions?”
✔ “How is this similar to real coding?”
✅ Lesson Complete! 🎉
🎯 Supports for Learners:
🖼️ Visuals: Large-print Directional Cards & Sentence Frames.
🔊 Oral Reinforcement: Repeat key words, use gestures.
✏️ Writing Support: Allow tracing before writing full instructions.
Evaluation of Objectives:
📌 Did students meet today’s objectives? Let’s check!
✅ Objective 1:
Recognize & use directional words
✔Students identified and used left, right, forward, etc.
✅ Objective 2:
Give spoken commands in English
✔Students programmed their partner.
✅ Objective 3:
Follow a set of spoken directions
✔Students moved correctly according to commands.
✅ Objective 4:
Write a simple sequence of commands
✔Students created and tested their own code.
✅ Objective 5:
Work collaboratively in a coding challenge
✔Pairs took turns coding & debugging.
📌 Areas to Improve for Next Lessons:
🔹 Reinforce precise language by having students repeat their spoken commands before their partner follows them.
🔹 Introduce more debugging opportunities by allowing students to "fix" incorrect commands after testing.
🔹 Provide extra support for students struggling with directional words by incorporating physical gestures and arrows.
🔹 Expand the activity by having students create longer sequences to challenge their coding and speaking skills.
✨ Optional Extensions:
Outdoor Coding Challenge 🌳🏃♂️
📌 Objective:
Allow students to practice coding in a larger space with full-body movement.
🛤️ Setup:
- Location: Playground, gym, hallway, or even a football-field-sized space for large classes.
- Materials: Large directional signs (Left, Right, Forward, Backward, Stop), cones or chalk for marking start/end points.
1️⃣ Giant Programmer & Robot Game:
- The programmer stands at the "control station" (side of the field/hallway).
- The robot (partner) starts at a marked "Start Line."
- The programmer shouts or shows command cards:
✔ "Move forward 5 steps!"
✔ "Turn left!"
✔ "Move 10 steps forward!" - The robot must follow the exact commands and navigate a path to the finish line!
- Divide students into small teams of 3-4 (1 programmer, 1-2 robots, 1 checker).
- Set a goal destination at the other end of the field.
- Each team writes a code sequence (directions).
- The robot follows the code while the checker ensures accuracy.
- First team to reach the goal without errors wins! 🏆
✔ Add obstacles (cones, hoops to step through) to make it more challenging.
✔ Use bean bags or flags—robots must pick up items based on commands!
✅ Benefits of Outdoor Coding:
🌞 Engaging & Active: Encourages movement and teamwork.
🎤 Loud & Fun: Gives students confidence to speak commands.
🌎 Real-World Connection: Shows how programming concepts apply to navigation, robots, and even GPS!
🏫 K-6 Adaptations: 🏫
💡 Why? Younger students need more movement, visuals, and songs, while older students can handle writing, sequences, and challenges.
👶 Kindergarten-2nd Grade (Ages 5-7)🎈
📌 "Robot Says!" (Simon Says) 🤖
1️⃣ Teacher Models:
- "Robot says,… step forward!" ✅ (Students move forward)
- "Robot says,… turn left!" ✅ (Students turn left)
- Fake command: "Robot says,… jump!" (If jumping isn't in the game, they shouldn’t move—as in "Simon Says!")
2️⃣ Add Gestures: Use exaggerated body movements while saying each direction.
3️⃣ Robot Walk: Pair students, where one "programs" and one "moves" with only 2-3 steps at a time (e.g., "Move forward 2 steps, stop!").
4️⃣ Musical Coding: Play music, pause it, and call a command for students to follow—just like a freeze dance! 🎶
✔ Use flashcards with arrows/icons to reinforce meaning.
✔ Keep commands simple: "Forward! Left! Stop!"
✔ Add songs to help with directions (e.g., "Turn, Turn, Forward, Stop! 🎵")
🧒 2nd-3rd Grade (Ages 7-9)
👟📌"Program the Human Robot"
1️⃣ Give students printed arrow cards (⬅️➡️⬆️⬇️).
2️⃣ Partner A is the robot, Partner B is the programmer who gives verbal commands while placing the arrow cards on the floor.
3️⃣ The robot follows the path based on the arrow sequence.
4️⃣ Switch roles & introduce obstacle courses (e.g., “Go around the chair!”).
🔹 Outdoor Adaptation: Use chalk or tape to create a life-size grid!
✅ Supports:
✔ Pre-teach sentence frames: "Move __ steps forward." "Turn __ degrees __."
✔ Color-coded arrows help visual learners.
✔ Make it competitive—which team can complete the path fastest?
👦 4th -6th Grade (Ages 9-12)
🚀📌 "Escape the Maze!"
1️⃣ Teams create a coding sequence on paper before trying it out.
2️⃣ The "robot" student follows the exact sequence to escape a maze drawn with tape/cones.
3️⃣ If they hit a "wall" (wrong move), they must debug (fix the error).
4️⃣ If teams finish quickly, they design their own maze for another team!
🔹 Outdoor Adaptation:
✔ Giant relay race version on a football field where each player takes turns moving based on a team’s prewritten code.
✅ Supports:
✔ Introduce "If/Then" challenges: "If you see a cone, turn left."
✔ Use a point system for motivation (bonus for perfect execution!).
✔ Allow students to record their paths on paper for extra English writing practice.
🌟 Bonus Ideas for All Ages!
🦾 Robot Hats 🎩:
Let the "robots" wear hats or headbands with a robot face for fun.
🎭 Coding Drama 🎭:
Let students act out robots in silly skits ("Error detected! Bleep, bleep, bloop!").
🖍️ Creative Extension 🖍️:
Have students draw a map and write their own "path" story in simple English.