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Valentine's Day Lesson Plan for ESL Students

Instructor: Mary Beth Mullikin

Mary Beth has taught 1st, 4th and 5th grade and has a specialist degree in Educational Leadership. She is currently an assistant principal.

In this lesson plan, ESL students will explore Valentine's Day vocabulary words, listen to examples of love letters and create their own valentine to the person of their choice.

Learning Objectives

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

  • Use accurate vocabulary to describe Valentine's Day
  • Identify examples of Valentine's letters
  • Create a Valentine using accurate vocabulary

Length

45-60 minutes

Curriculum Standards

  • CCSS.ELA-Literacy.L.4.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  • CCSS.ELA-Literacy.L.4.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Vocabulary

  • Love
  • Heart
  • Cupid
  • Valentine
  • February
  • Roses
  • Chocolate
  • Friend
  • Family
  • Boyfriend
  • Girlfriend
  • Marriage

Materials

  • A paper displaying images that depict the vocabulary terms (four to five copies)
  • Chart paper
  • Markers
  • Red and pink construction paper cut into large hearts (one per student)
  • Examples of love letters

Activities

Picture Splash

  • Put students into small groups. Give each group one copy of the paper displaying the vocabulary images.
  • The group will view the images and try to predict what the topic is going to be about. Discuss student responses. Explain that the topic for the lesson is Valentine's Day.
  • Students will now try to label as many Valentine's Day images as possible with the correct vocabulary terms.
    • Depending on your students' English writing ability, they might need to initially write the terms in their own native language until they can get some teacher support.
    • Circulate to check for understanding and assist with labeling, as needed.
  • Ask students to put these images into distinct groups. There is no right or wrong answer here. Give students room to be creative.
  • Discuss student responses.

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