Grade Levels: 3-5, 6-8, K-3

In the BrainPOP ELL movie The Future is Ours (L2U2L1), Ben and Moby are at a school job fair, thinking about their future careers! In this lesson plan, which is adaptable for grades K-8, students make predictions and write paragraphs using the new vocabulary words and the future tense construction be going to + verb.

Lesson Plan Common Core State Standards Alignments

Students will:

  1. Collaborate to write a paragraph in a Story Impression activity, using the future construction be going to + verb.
  2. Make predictions using vocabulary words as clues.
  3. Write a paragraph about a future job.


Lesson Procedure:

  1. Story Impression. Before watching the movie, project the Flash Words for The Future is Ours (L2U2L1). Have students complete a Story Impression activity based on the vocabulary words, using the future construction be going to + verb. Students may write about anything that makes sense to them, and use as many of the new words as they want. Modify the Story Impression by not requiring students to put the story in sequential order.
  2. What Are They Going to Be? Before watching the movie Future is Ours (L2U2L1), tell the class that the movie is about a job fair. Project the Flash Words feature of the lesson, showing the new vocabulary words. Using the words as clues, ask the class to write down predictions about what they think each of the characters is going to be in the future (Nikki, Ed, Mike, Ben, and Moby).
  3. My Future Job. After watching the movie Future is Ours (L2U2L1), ask students to think about what job or profession they want to do in the future. For homework, have them write a paragraph about this job using the construction be going to + verb. Provide question prompts that they can answer in their paragraphs: Where are you going to work? What are some things you are going to do? What are you going to wear at your job? Who are you going to work with? The next day, ask volunteers to share their paragraphs. Alternatively, tell the students not to write their names on their paragraphs. The next day, collect the paragraphs and then distribute them to the class, but be sure not to give students their own paragraphs. As they read the paragraphs to the class, have the students guess who they think wrote them.


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