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.