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Students practice descriptive writing by organizing animal photos into a coherent story using a “5 Ws” anchor chart (who, what, where, when, why) and a sequence graphic organizer. Language objectives target producing complete sentences with correct punctuation and capitalization, while cultural objectives encourage connecting home languages and cognates to strengthen comprehension. Activities include image close-reading, sentence starters, partner sequencing, modeling, and a final four-sentence writing task with teacher feedback.",{"@graph":63,"@context":111},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/ted-4000-esl-lesson-plan-template-national-geographic-sequence/353462/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/ted-4000-esl-lesson-plan-template-national-geographic-sequence/353462.png","ImageObject",442,249,{"name":88,"@type":89},"Melati","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-29","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105],{"name":106,"@type":107,"acceptedAnswer":108},"How does the lesson incorporate students’ home languages and cultures?","Question",{"text":109,"@type":110},"Students can tell their story in their home language for comprehension or use cognates, then translate afterward to write. They connect their learning to their culture during closure and narrative sharing.","Answer","https://schema.org",{"og:url":78,"og:type":113,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":115,"canonical":78},"index,follow",{"doc_id":117,"site_id":56},353462,1791747100,{"code":4,"msg":5,"data":120},{"doc_id":117,"user_id":121,"nickname":88,"user_avatar":122,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":123,"file_id":124,"file_url":125,"file_type":126,"file_size":127,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":79,"language":128,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":129,"faqs":130,"seo_title":131,"seo_description":61,"update_tm":132,"read_time":73},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","TED 4000 [ESL] Lesson Plan Template  \nIMPORTANT: Please use this template for all lesson plan writing in this course  \nNational Geographic Sequence  \n\n| Content Area: English & Animals\u003Cbr>Grade Level: 4th-5th\u003Cbr>Language Level(s): 1 & 2\u003Cbr>Nebraska English Language Proficiency Standards Addressed: LA.4.W.3 LA.4.W.5\u003Cbr>Nebraska State Content Standards Addressed: ELP 4-5.3.L2\u003Cbr>Topic of the Lesson & Rationale (Why is this important?): Allows students practice being descriptive in writing and prepare for the ELPA test in describing images and stories. |\n| --- |\n| Assets my MLs bring to the class: How I will make connections to their home languages and cultures, backgrounds and/or prior learning.\u003Cbr>Students can tell their story in their home language for comprehension or use cognates.\u003Cbr>Materials Needed:\u003Cbr>• Animal photos\u003Cbr>• 5Ws Anchor chart\u003Cbr>• Whiteboard\u003Cbr>• Journal\u003Cbr>• Sequence graphic organizer\u003Cbr>• Sequence video\u003Cbr>• Sequence story Activity |\n| Objectives(s)(What will your students be able to do by the end of the lesson?)\u003Cbr>Content Objective: SWBAT use the provided animal pictures to organize them into a coherent story, with 90% accuracy.\u003Cbr>Language Objective: SWBAT write at least 2/4 complete sentences about the story, using correct punctuation and capitalization with 90% accuracy.\u003Cbr>Cultural Objective: Students will be able to tie their home language and/or culture to influence their story and find cognates with similar vocabulary. |\n\n\n| Vocabulary\u003Cbr>• 5 Ws – Who, what, where, when, why\u003Cbr>• Sequence – events, ideas, or steps in logical order\u003Cbr>• Describe\u003Cbr>• Punctuation |\n| --- |\n| ESL Strategies Used:\u003Cbr>• Modeling\u003Cbr>• Close-read Images – analyze written and visual texts by describing the images they see, at least with simple visuals of color and size\u003Cbr>• Think alouds\u003Cbr>• Graphic organizers\u003Cbr>• Sentence starters\u003Cbr>• Visuals\u003Cbr>• Graphic organizer – sequence story |\n| Questions:\u003Cbr>For the images, ask:\u003Cbr>• What do you see?\u003Cbr>• Where are they?\u003Cbr>• What's going on?\u003Cbr>• What’s in the background?\u003Cbr>• Who is there?\u003Cbr>• When did this take place?\u003Cbr>Looking at sequencing:\u003Cbr>• Does this seem in the right order?\u003Cbr>• How do you know how to order this? |\n| Anticipatory Set\u003Cbr>Animal Habitat Sequencing Activity\u003Cbr>|\n\n\n| In small groups or independently, students will match the sentence with the image cut out in 1 minute. If at level 1, the teacher can read the sentences aloud, and students pair the images after hearing them.\u003Cbr>Review the correct pairs and their order. Tie and explain that it shows a short story with the image and a descriptive sentence describing the image.“We will be doing this today, creating a short story with images, putting them in order from first to last.” |\n| --- |\n| Beginning of Lesson: I Do/We Do\u003Cbr>Watch this video: [https://youtu.be/aLjcs-m5uGE?si=XfJD5fws_kj-9oeo](https://youtu.be/aLjcs-m5uGE?si=XfJD5fws_kj-9oeo) (time start-2:39)\u003Cbr>1. Explain that this demonstrates what we’ll be doing with story telling and sentence order. They showed pictures in a corresponding order, that’s a sequence, meaning to put something in it’s right order from first to last. It can also be first, second, third, or fourth.\u003Cbr>2. Using my cut-out images, students will put them in order from first to last with their shoulder partner. We will do think-alouds and describe what we see in each photo.\u003Cbr>a.\u003Cbr>b. 5Ws anchor chart for questions they can ask about the photo\u003Cbr>c. Have question prompts and sentence frames on the board as well.\u003Cbr>d. What happened to the baby elephant? What is the other elephant doing?\u003Cbr>3. After agreeing on the images and they are sequenced, model and create sentences for two of the images as examples. For the next sentences, they will give me the responses, and I will write them for them.\u003Cbr>a. 1 – A baby elephant came home dirty. 2 – The mom elephant scrubs the baby with a brush. 3 – The mom elephant rinses the baby with her trunk. 4 – The mom and baby elephant hug.\u003Cbr>|\n","cbCaib3ZV1XspJTd","https://ap.wps.com/l/cbCaib3ZV1XspJTd","pdf",474097,"English","# Topic of the Lesson & Rationale\n# Assets and Materials\n# Objectives\n# Vocabulary\n# ESL Strategies and Questions\n# Anticipatory Set\n# Beginning of Lesson (I Do/We Do)\n# Middle of Lesson (You Do It Together)\n# End of the Lesson (You Do It Alone)\n# Assessment and Closure","[{\"question\":\"How does the lesson incorporate students’ home languages and cultures?\",\"answer\":\"Students can tell their story in their home language for comprehension or use cognates, then translate afterward to write. They connect their learning to their culture during closure and narrative sharing.\"}]","TED 4000 [ESL] Lesson Plan Template - National Geographic Sequence | PDF",1790105561]