SEI Teacher Endorsement Lesson Plan Template

SEI Teacher Endorsement Lesson Plan Template Lesson Background Information Name: Date:

District/School/Grade Level: Lesson Topic:

Content Area: # _____ students in my class, of which _____ are ELLs

My ELLs’ linguistic and cultural background(s):

My ELLs’ levels of English Proficiency: (From WIDA Access Scores) Com Over Oral Liter preh all Lang (Listening Read Writi Spea Liste acy ensio 15%, (Reading uage Speaking ing ng king ning 50%, (Listening n 15%, Writing 50%, (Listening Reading 50%) Speaking 30%, 35%, 50%) Reading Writing Student Name 70%) 35%)

Lesson Standards and Objectives Common Core State Standards (discipline, standard number, and description):

Essential Question: Content Objective(s): Language Objective(s): (Differentiated for proficiency Levels. Use Can Dos to help write these.) All students will be able to… Students at ELD level ___ will be able to …. in English.

Materials/Equipment:

Targeted Tiered Vocabulary Tier 1 words Tier 2 words Tier 3 words (Basic words most children know in their primary (Essential to comprehension: i.e. process & (Low frequency, content specific, typically glossed in language: may include connectors or compounds) transition, specificity, sophistication polysemy, the back of the text book) transitional terms, idioms, clusters, cognates…)

Language Supports: Type an “X” in the box to the left of any supports that will be used in the lesson Sensory Support Graphic Support Interactive Support Real-life objects (realia) Charts In pairs or partners Manipulatives Number Lines In triads or small groups Pictures & photographs Tables In whole group Illustrations & diagrams Graphs Using cooperative group Magazines & newspapers Timelines structures Physical activities Graphic organizers: Using the internet or software Videos & films programs Broadcasts In the native language Models & figures With mentors Other: Other: Other: Instructional Procedures The activities below should reflect the targeted language and content objectives for this lesson. Student Prerequisite Skills or Background Knowledge: (What content or language knowledge or skills do my ELLs need to successfully complete the content and language objectives? What background knowledge or skills might my ELLs already have in their primary language but may need help in transferring to English? How will I help my students make these connections?)

Lesson Sequence - Activities, resources, and materials to present new content and language knowledge or skill: (Do these activities connect my content and language objectives? Does this facilitate my students’ ability to access the content? Does this provide comprehensible input for my students? Have I integrated all possible language domains into my teaching?) Duratio Description n

Assessment of content learning and language development: (formative and/or summative assessment should be included here)

Adaptations:

Homework/Extension Activities (Do these activities reinforce the comprehension and discourse as well as content or language objectives?) Reflection

1. W hat do you consider to be the most effective elements of this lesson to be for English learners?

2. W hat feedback did you get from others (or determine for yourself) regarding the PLANNING of this lesson? Field Descriptions/Instructions Lesson Topic: What is the theme or topic of the lesson? This should be derived from the Curriculum Frameworks. Content Area: Identify the content area for which this lesson is planned. Common Core State Standards(s): What is/are the state framework(s), the strand(s), and the learning standard(s) addressed during this lesson? When quoting from the frameworks, use {} to replace words and … to omit words. Essential Question: Essential questions are overarching or topical questions that guide the lesson plan. In terms of lesson planning, these questions promote conceptual thinking and add coherence to a lesson. Content objective (s): What is the measurable objective for this lesson based on the MA Curriculum Framework standards? W hat should the students know and be able to do by the end of the lesson? This statement should be based on the content standard addressed in the lesson, and be clear, specific, and measurable. To write a good content objective, identify the content of the standard and decide how the students will demonstrate their learning by the end of the lesson.  Poorly written lesson objective: Students will increase their understanding of the judicial process of the federal government.  Well-written lesson objective: Students will explain the most important powers of the judicial branch of the federal government and explain how these powers maintain a system of checks and balances. Language Objective (s): W hat is the measurable language objective to target, present, practice and asses during the lesson? This includes the language students are expected to produce and process during the lesson BEYOND the content area vocabulary terms that all students will learn. You may also include vocabulary not identified in the Vocabulary field, such as specific language structures, or grammar skills, depending on the lesson. Language objectives should be clear, specific and measurable. Materials/Equipment: List / describe the materials or equipment you need to support the lesson. Keep the list of materials in line with (directly linked to) the actual learning activities. Targeted Tiered Vocabulary: What key words or phrases related to the content standard will students need to learn? List key vocabulary that all students must learn or know in order to achieve the content objective. ELLs may need to learn additional vocabulary depending on their proficiency level. List key words in each tier of vocabulary. Prerequisite Skills or Background Knowledge: Indicate what your students will already need to know or be able to do in order to achieve the objectives of the lesson. If there are gaps between what your students know / can do and the lesson prerequisites, describe activities to pre-teach this knowledge/skills in order to bridge those gaps.

Lesson Sequence: What are the steps that you will need to take in order to implement this lesson? Give enough detail so another person could implement the lesson.

In this section, you should include the following information:  Organization of the classroom, transitions, and estimated timing of each lesson part  Source for motivating students  Source for activating students’ prior knowledge  Teaching of terms/vocabulary and key/guiding questions asked should be incorporated into this section of the lesson plan  Method of instruction and student response (e.g., teacher modeling, student written response, student discussion with peer)  Closure for the lesson Assessment: What formative assessment will you make throughout this lesson? What summative assessment/evaluation will you make at the conclusion of this lesson? These assessments should determine whether your content and language objectives were met. Adaptations: How will you differentiate instruction to meet the diverse needs (cognitive, social, language, physical, multicultural, etc.) of your students during this lesson?

Extension Activities: Are there additional activities or assignments that students will complete to extend or practice their learning?