Spotlight Me Lesson Plan
Spotlight on Me
ESL / ELD Comprehensive Lesson Plan • Grades 1–2
WIDA Focus: ELD Standard 1
Duration: 60 Min (or two 30-min sessions)
Proficiency: Levels 1–4 (Entering to Expanding)
Essential Question: How do I share my identity, favorite things, and feelings with my classroom community?
Students build foundational English language skills across all 4 domains by naming, describing, and sharing personal identity markers through structured visual frames and peer dialogue.
Four-Domain WIDA Language Objectives
L
Listening
Identify peer names, feelings, and favorite activities from spoken introductions using visual cue cards.
S
Speaking
Express personal traits and preferences using patterned frames ("My name is...", "I like to...").
R
Reading
Recognize high-frequency sentence stems and match feeling and hobby icons to printed English vocabulary.
W
Writing
Complete fill-in autobiographical sentences and illustrate a detailed, labeled self-portrait.
Key Vocabulary & Forms
Target Nouns/Adj: name, age, friend, happy, proud, excited, calm, favorite, colors, food, sports.
Sentence Frames: "My name is [name].", "I am [number] years old.", "I like to [action].", "I feel [feeling]."
Lesson Materials
- Spotlight Me Instructional Slides (projector)
- Spotlight Me Visual Vocabulary Cards (pocket chart)
- Student Activity Page (1 per student + crayons)
- Exit Ticket slips (1 half-sheet per student)
- Classroom handheld mirror (for self-observation)
Instructional Sequence: Part 1
1. Hook & Schema Activation: The Mystery Mirror (10 Min) Speaking & Listening
Teacher holds a decorated "Special Box" containing a mirror. Announce: "Inside is the most special student in our school!" Invite students to peek one-by-one. When they see their own reflection, prompt smiles and self-recognition. Introduce the choral chant: "I am special, I am me! Look at everything I can be!" with Total Physical Response (TPR) chest tap and arms open wide.
2. Direct Instruction & Sentence Modeling (15 Min) Listening & Reading
Display Slide 2 & 3. Teacher points to visual vocabulary cards. Model the three core language stems clearly with slow pacing and hand gestures: (1) Point to chest: "My name is..." (2) Count fingers: "I am ... years old." (3) Heart hands: "I like to...". Choral repeat: whole group, table groups, whispered, and loud like a cheerleader.
Spotlight on Me • WIDA ELD Standards Unit Page 1 of 2
Instructional Flow (Cont.) & WIDA Differentiation
Part 2 of 2
3. Guided Practice: Partner Spotlight Walk & Talk (15 Min) Speaking & Listening
Students stand and find a partner using "Stand-Up, Hand-Up, Pair-Up". Partner A shares: "Hello! My name is [Name], and I like to [draw/play]!" Partner B listens, gives a thumbs up, and repeats back: "Nice to meet you, [Name]!" Partners switch roles. Teacher circulates with vocabulary flash cards to provide visual cues for newcomer students.
4. Independent Application: Spotlight Me Activity Page (15 Min) Writing & Reading
Students transition to desks to complete their student activity page. Students draw a vibrant self-portrait including eyes, hair, clothes, and a smiling expression. Next, they complete patterned sentences using the word bank on the slide and cards. Teacher pulls a small group at table 1 for targeted phonics and sentence-writing scaffolding.
5. Closure & Exit Ticket Celebration (5 Min) Integrated Assessment
Students complete the 2-up exit ticket answering the prompt: "Today I shared that I like..." and circle their self-assessment star/smiley. Collect exit tickets at the door with a high-five or fist-bump as students announce one English word they used today.
WIDA Proficiency Level Scaffolding Matrix
| Proficiency Level | Listening / Speaking Scaffold | Reading Scaffold | Writing Scaffold |
|---|
| Level 1: Entering Newcomers | Point to picture cards; use single words ("seven", "blue") with teacher gesture. | Match visual icons directly to color words and feeling emojis. | Trace pre-written name; draw self-portrait and label with initial letters or stickers. |
| Level 2: Emerging Early Production | Speak using 2–3 word sentence starters with peer partner buddy support. | Read patterned sentences with visual bank assistance ("I like to play"). | Fill in one-word blanks on guided activity sheet using word bank. |
| Level 3: Developing Speech Emergence | Orally produce complete compound sentences ("I like soccer and I am 7"). | Read full sentences independently and decode unfamiliar action verbs. | Write 2–3 full sentences with standard capitalization and punctuation. |
| Level 4: Expanding Intermediate | Elaborate reasons using connecting words ("because it is fun"). Act as peer model. | Read peer work aloud fluently and assist partners with vocabulary. | Add 1–2 bonus sentences describing family, pet, or language spoken at home. |
Student Success Criteria
- ✓ I can say my name and my age in English.
- ✓ I can say 1 thing I like to do.
- ✓ I can listen respectfully when my partner shares.
- ✓ I can write or trace my words on my sheet.
Teacher Observational Check
During Guided Partner Walk, note student mastery on a clipboard:
M = Mastered P = Progressing N = Needs Prompt
Spotlight on Me • ESL / ELD First & Second Grade Lesson Page 2 of 2
Spotlight Me Slides
ESL • Grade 1 and 2
All About Me
Spotlight on Me!
I can listen, speak, read, and write about myself and my friends!
1
Listen
2
Speak
3
Read
4
Write
Warm-Up Rhyme Sing & Move Together
❤️
I am special! (Hands on heart)
👉
I am me! (Point to yourself)
👐
Look at all the things... (Hands wide)
🌟
I can be! (Big smile and pose!)
Repeat two times: slow first, then fast like a racecar!
Who I Am: Name & Age
Speaking Frame
Sentence 1
"Hello! My name is _________."
Say your name clearly with a smile!
Sentence 2
"I am _________ years old."
6 six 7 seven 8 eight
Practice with your teacher: tap your chest and say your name!
My Favorite Things
Sentence Pattern
"My favorite [thing] is [word]."
Favorite Colors
Red
Blue
Green
Yellow
Favorite Foods
🍕 Pizza
🍎 Apples
🍚 Rice
🌮 Tacos
Example: "My favorite color is blue!" or "My favorite food is rice!"
What I Like to Do
Action Verbs
"I like to _________."
📖 read
🎨 draw
⚽ play
💃 dance
🧱 build
Turn to your neighbor: "I like to read!" or "I like to play soccer!"
Partner Walk & Talk!
Speaking & Listening
1
Look & Smile
Stand up, high-five your partner, and look them in the eye!
2
Share 2 Sentences
"My name is..." and "My favorite is..."
3
Listen & Thank
Say: "Nice to meet you, friend!" Then switch!
You are ready to speak with confidence!
Next Step Student Activity
Time for Your Spotlight Page!
1. Draw
Draw a great picture of yourself with hair, eyes, and clothes!
2. Write
Fill in the sentence words using your pencil and word bank!
Spotlight Me Exit Ticket
Spotlight Exit Ticket
My Daily Language Check • Grade 1–2
Name:
Date:
🎨 Draw 1 thing you shared today:
Finish the sentence about you:
Today I shared that I like to
How did I do speaking English today?
😃 By myself!
🙂 With help
🌱 Practicing
Teacher Check:
Listened Spoke Frame Wrote Word
🌟 Great Effort!
Cut Here • Cortar Aquí
Spotlight Exit Ticket
My Daily Language Check • Grade 1–2
Name:
Date:
🎨 Draw 1 thing you shared today:
Finish the sentence about you:
Today I shared that I like to
How did I do speaking English today?
😃 By myself!
🙂 With help
🌱 Practicing
Teacher Check:
Listened Spoke Frame Wrote Word
🌟 Great Effort!