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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Learning task 1

Language and literacy intention(s)

Activating Prior Knowledge about Lanterns.

We are learning:

  • how lanterns are used and why they are used
  • to share ideas and information in complete sentences. 
Opportunities for Key
competencies development

Participating and Contributing

Using Language, Symbols and Texts                                                                                 

Principles and values

Cultural Diversity

Learning to learn


Lesson 1 (Part 1)

Teacher checks the understanding of the term ‘features’ (noun) and places definition on the lanterns vocabulary wall.

Teacher checks for understanding of ‘sentence’. Place definition on lanterns word wall.

Instructions for the task: In groups of four, students will work collaboratively to find out how much everyone knows about lanterns. Explain to students that everyone will have something they can contribute to a poster.  Divide class into groups of four or five. Make sure the ELLs are evenly distributed throughout the groups. Each group is given a poster. There is one question on each sheet with a sentence starter for each.  Questions include:

  • What is a lantern? A lantern is…
  • How do you say or write the word lantern in other languages, including synonyms for lantern in English? Another word for lantern is...
  • What are lanterns used for? Lanterns are used for...
  • What are lanterns made from? Lanterns are made from...
  • What are some features of lanterns? Some features of lanterns are...
  • What people around the world use lanterns and for what purposes? People around the world use lanterns for/to...
  • When and where have you seen lanterns? We have seen lanterns... or (student’s name) has seen lanterns...

Students are instructed to write answers in full sentences so that a complete idea or thought is communicated.  The teacher models complete sentences about lanterns.

Each group is given a poster. Students have four minutes to talk together to form as many answers as they can to the question on the poster. After four minutes the poster are passed to another group.

When students get a new chart the ‘reader’ reads out what has already been written by the previous group.

The group checks that full sentences have been used. The teacher reminds groups not to repeat anything that is already on the poster.

At the end of the activity the teacher displays the charts and discusses with the class. The teacher and class check and discuss content. The teacher and class check that content is written in sentences and then edit any statements for grammatical errors.

Lesson 1 (Part 2)

Key idea: What ideas/feelings do lanterns represent?

Teacher checks for understanding of ‘represent’ and places definition on the lanterns vocabulary wall. The teacher shows students a photograph of a lantern in a particular context and asks students what they think the lantern represents.

The teacher sources a set of different lantern photographs (a Google Images search will locate these). The set of photographs is circulated amongst the class and students think about what each photo represents for them. Students then T hink Pair Share with a partner (possible answers: warmth, security, safety, family, light,  welcome, guidance...)

Teacher writes responses on the white board. The lantern might represent …

At the end of the lesson students reflect on their learning.

What did you learn about lanterns?

Students record findings in their lantern journals using full sentences:

I learned that a lantern…

For me lanterns represent…

Reflection on Learning

Teacher asks:

How did today’s activities help you learn about lanterns?

Did you speak or write in complete sentences?

Published on: 26 Jun 2018