Lesson Planning for English Language Learners
Creating lesson plans that align the English Language Proficiency (ELP) standards and content standards is a requirement of educators who have English language learners in their classrooms. Among the most important aspects of English language development are the integration of language instruction and practice across the content areas, which includes differentiation of instruction to address specific learning needs of all students. These aspects can be accounted for directly within lesson plans.
Part 1: Lesson Plan
For this assignment, create a lesson plan for integrated English language development (ELD) instruction that integrates ELLs’ cultural values and beliefs. Using the “COE Lesson Plan Template,†address the following:
- Using your clinical field experience classroom as the context for planning the lesson, select the grade level and at least one of the 10 Arizona English Language Proficiency (ELP) standards. In addition, select an English Language Arts (ELA) standard that aligns with the ELP standard.
- Complete all sections of the lesson plan template, focusing specifically on aligning objectives, instruction, and assessments to the ELA and ELP standards selected.
- Include both ELA and ELP standards within the “National/State Learning Standards” section of the template.
- Differentiation should address ELLs’ language differences, giftedness, and special education needs.
Part 2: Reflection
Write a 250-500 word reflection explaining how your lesson plan integrates ELLs’ cultural values and beliefs in the context of teaching and learning. Include a description of how your lesson planning and focus would be different, if you were to develop a targeted ELD lesson, instead of the integrated lesson you designed.
APA format is not required, but solid academic writing is expected.
Rubric Criteria
Total100 points
Criterion
1. No Submission
2. Insufficient
3. Approaching
4. Acceptable
5. Target
Section 2: Multiple Means of Engagement
Section 2: Multiple Means of Engagement
0 points
Not addressed.
3.45 points
The means of engagement implausibly allow students to explore, practice, and apply the content and academic language.
3.7 points
The means of engagement artificially allow students to explore, practice, and apply the content and academic language.
4.35 points
The means of engagement effectively allow students to explore, practice, and apply the content and academic language.
5 points
The means of engagement innovatively allow students to explore, practice, and apply the content and academic language.
Section 2: Multiple Means of Representation
Section 2: Multiple Means of Representation
0 points
Not addressed.
3.45 points
Lesson utilizes ineffective instructional strategies that are inappropriate for meeting the needs of students.
3.7 points
Lesson utilizes overly simplistic instructional strategies, which vaguely meet the needs of students.
4.35 points
Lesson utilizes competent, detailed instructional strategies, appropriate in meeting the needs of the students.
5 points
Lesson utilizes purposeful, quality instructional strategies, well-crafted to meet the students’ needs.
Section 1: Resources, Materials, Equipment, and Technology
Section 1: Resources, Materials, Equipment, and Technology
0 points
Not addressed.
3.45 points
Resources, materials, equipment, and technology are inappropriate or inadequate for the lesson.
3.7 points
Resources, materials, equipment, and technology are underdeveloped for the lesson.
4.35 points
Resources, materials, equipment, and technology are appropriate for the lesson.
5 points
Resources, materials, equipment, and technology are innovative and enhance the lesson.
Section 1: ELP and ELA Standards and Learning Targets/Objectives
Section 1: ELP and ELA Standards and Learning Targets/Objectives
0 points
Not addressed.
6.9 points
ELP and ELA standards selected are inappropriate for the unit or are unclearly or inaccurately referenced. The objectives are not skill-based, inappropriate for the students, or ineffectively aligned with the state standards.
7.4 points
ELP and ELA standards selected are somewhat inappropriate for the unit or may not be clearly or accurately referenced. The objectives are partially skill-based, somewhat sufficient for the students who will be taught the lesson, and marginally aligned with the state standards.
8.7 points
ELP and ELA standards selected are appropriate for the unit and are clearly and accurately referenced. The objectives are skill-based, developmentally appropriate, and effectively aligned with the state standards.
10 points
ELP and ELA standards selected are ideal for the unit and are specifically and purposefully referenced. The objectives are performance-driven, well-crafted for students, and expertly aligned with the state standards.
Mechanics of Writing
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
0 points
Not addressed.
3.45 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
3.7 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
4.35 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
Differentiation
Differentiation
0 points
Not addressed.
13.8 points
Differentiation is inadequate to meet ELLs’ language differences, giftedness, and special education needs. Assessments unconvincingly meet the needs of diverse students.
14.8 points
Differentiation marginally meets ELLs’ language differences, giftedness, and special education needs. Assessments superficially meet the needs of diverse students.
17.4 points
Differentiation appropriately meets ELLs’ language differences, giftedness, and special education needs. Assessments directly meet the needs of diverse students.
20 points
Differentiation expertly meets ELLs’ language differences, giftedness, and special education needs. Assessments extensively consider the needs of diverse students.
Extension/Home Activity
Extension/Home Activity
0 points
Not addressed.
3.45 points
Extension activities or homework tasks are inadequately described and/or unrelated to the targets/objectives.
3.7 points
Extension activities or homework tasks are inexplicitly described and unclearly relate to targets/objectives.
4.35 points
Extension activities or homework tasks are described in detail and effectively support the targets/objectives.
5 points
Extension activities or homework tasks are thoughtfully described and specifically support the targets/objectives.
Section 2: Anticipatory Set
Section 2: Anticipatory Set
0 points
Not addressed.
3.45 points
Anticipatory set is insufficiently designed to engage students and activate prior knowledge.
3.7 points
Anticipatory set is artificially designed to engage students and activate prior knowledge.
4.35 points
Anticipatory set is logically designed to engage students and activate prior knowledge.
5 points
Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.
Section 1: Lesson Title, Summary, and Student Grouping
Section 1: Lesson Title, Summary, and Student Grouping
0 points
Not addressed.
3.45 points
Lesson title and summary are vague or confusing. Classroom and student factors and their effect on planning, teaching, and assessing students are insignificant to the development of the lesson or are insufficiently described.
3.7 points
Lesson title and summary are missing key details. Classroom and student factors and their effect on planning, teaching, and assessing students somewhat relate to the development of the lesson as they are minimally described.
4.35 points
Lesson title and summary are complete and concise. Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and clearly described.
5 points
Lesson title and summary are realistic and creative. Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described.
Section 1: Academic Language
Section 1: Academic Language
0 points
Not addressed.
3.45 points
Academic language is incorrectly identified, or terms presented are irrelevant. Instruction of the terms is insufficiently described.
3.7 points
Academic language is missing several key terms, or list includes a term that is ambiguous. Instruction of the terms is minimally described.
4.35 points
A suitable list of content-specific and academic vocabulary is included, and the instruction of the terms is clearly described.
5 points
An ideal list of content-specific and developmentally appropriate academic vocabulary is included, and the instruction of the terms is skillfully described.
Reflection: Integration of ELLs’ Cultural Values and Beliefs
Reflection: Integration of ELLs’ Cultural Values and Beliefs
0 points
Not addressed.
10.35 points
Insufficiently explains how the lesson plan integrates ELLs’ cultural values and beliefs in the context of teaching and learning.
11.1 points
Ambiguously explains how the lesson plan integrates ELLs’ cultural values and beliefs in the context of teaching and learning.
13.05 points
Successfully explains how the lesson plan integrates ELLs’ cultural values and beliefs in the context of teaching and learning.
15 points
Thoughtfully explains how the lesson plan integrates ELLs’ cultural values and beliefs in the context of teaching and learning.
Organization
Organization
0 points
Not addressed.
3.45 points
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.
3.7 points
The content is not well organized even though it provides the audience with a sense of the main idea.
4.35 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
5 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Reflection: Targeted ELD Lesson
Reflection: Targeted ELD Lesson
0 points
Not addressed.
3.45 points
Insufficiently describes how the lesson planning and focus would be different if developing a targeted ELD lesson instead of an integrated lesson.
3.7 points
Ambiguously describes how the lesson planning and focus would be different if developing a targeted ELD lesson instead of an integrated lesson.
4.35 points
Successfully describes how the lesson planning and focus would be different if developing a targeted ELD lesson instead of an integrated lesson.
5 points
Thoughtfully describes how the lesson planning and focus would be different if developing a targeted ELD lesson instead of an integrated lesson.
Section 2: Multiple Means of Expression
Section 2: Multiple Means of Expression
0 points
Not addressed.
3.45 points
Lesson includes ineffective integration of formative and summative assessment strategies to promote learning.
3.7 points
Lesson includes ambiguous integration of formative and summative assessment strategies to promote learning.
4.35 points
Lesson includes reasonable integration of formative and summative assessment strategies that promote learning.
5 points
Lesson includes compelling, proficient integration of formative and summative assessment strategies that promote learning.
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