Lesson Plan Plus Template

Your name: Megan Costello

Detailed Description of 3 ESL Focal Students (could be based on field experience students)
You must choose three different levels of ELLs.

Information to include for each focal student: English language proficiency level(s), native language development, academic development, sociocultural
considerations, personality info, etc.

Rosie Peter Elena

Age: 14 Age: 14 Age: 16

Born in: Spain Born in: Russia Born in: Dominican Republic

Native Language: Spanish Native Language: Russian Native Language: Spanish

Native language background: Was raised Spanish Native Language background: Very smart and Native Language background: Unknown
speaking home, so strong verbal skills, but writing well-spoken in Russian, went to a very good school
is lacking. there. English Background: Just started formally learning
English at the start of this school year.
English background: Moved to America at the age English background: Learned English in school
of one, has been learning English since she started from a young age, then moved to America last Education Background: unknown until enrolled in
kindergarten. year. Can read, but has trouble comprehending her first American school at the start of this school
what he has read. His communication skills are ok year.
Education background: Has only ever been but needs some work.
enrolled in English speaking schools. Personality Information: Elena does not know
Education background: Well educated (in Russian) much English at all, so we know very little about
Personality Information: She actively participates but missed most of pre-algebra in the move. her. She also does not tend to focus in class,
in class but has problems socially. She knows because it is so difficult for her to follow along. She
academic English very well, but struggles to socially Personality Information: Very dedicated to school speaks to the other Spanish-speaking students
use it, because she does not use it at home. but does not talk very much. He is not confident in frequently, which distracts her from her work.

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 his English, so he does not want to be embarrassed
in front of his peers. Reading: ELP Level 1
Reading: ELP Level 5 Writing: ELP Level 1
Writing: ELP Level 6 Reading: ELP Level 3 Speaking: ELP Level 1
Speaking: ELP Level 4 Writing: between ELP Level 1 and 2 Listening: ELP Level 1
Listening: ELP Level 5 Speaking: ELP Level 2
Listening: ELP Level 3

Based on what you know about ELLs and the characteristics of your focal students, what parts of your lesson might be challenging for ELL
students? Why?

Concepts Linear equations can be hard, but the word Considering we have a student who does not speak
problems will add a new level of difficulty for these or read any English, this task will be very hard.
students. Hopefully working on the worksheet with a group
will help Elena better understand the problem
being asked.

Prior Knowledge Difference Students all have different levels of algebra/math Rosie has taken prealgebra in our district, whereas
background, so front loading could need to be Peter and Elena missed most of prealgebra in their
more intensive for some move to America. Because of this I will have to
properly prepare the whole class for the algebra
that these word problems will require to solve.

Key Vocabulary  Output Math has a lot of vocabulary that is specific to it, so
 Total it could be hard for the students to understand
 Revenue words they do not hear very often.

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  Rate
 Weight/distance descriptors

Other Combining two concepts that they have been These students have been working on reading
working on into one problem. English, and they have been working on linear
equations, but now with these word problems they
will have to combine the two. For Rosie,
comprehension is not a problem, so she should be
ok. But, for Peter and Elena comprehension is what
they need the most help with, so this will add
difficulty to the lesson.

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 Standards, Objectives, & Assessments
Indiana Academic Standard: A1. L.2: Content Objective(s) How will you assess this objective in your lesson
Represent real-world problems using linear  Convert word problems to linear equations plan? How will you know that a student has
equations and inequalities in one variable and  Can solve the linear equations shown growth in or mastery of the objective(s)?
solve such problems. Interpret the solution and  Can connect the answer of the linear
determine whether it is reasonable.  Observing who is participating
equation back to the original word
 Observing who is helping during the group
problem work
 Can comprehend what the answer means  Seeing who asks questions/ noting what
in relation to the problem questions are being asked
 Seeing their confidence levels on the exit
slip
 Seeing what they still need help on from
the exit slip

What English academic language do ELLs need to Language Objective(s) How will you assess this objective in your lesson
learn and use in order to be successful on this  Matching key content-related terms and plan? How will you know that a student has
standard and in this lesson? Refer to the WIDA shown growth in or mastery of the objective(s)?
ideas to images, graphs, icons, or diagrams
Can Do Descriptors Key Uses  Observing participation
 Output  Observing group discussion
 Asking and answering questions
 Total  Observing the grammar used in these
 Revenue discussions
 Demonstrating stamina when building ideas
 Rate  Reviewing their ability to write about the
in a small group
 Weight/distance descriptors lesson on their exit slip

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  Sorting through one’s own ideas to
determine relevant ones

The Lesson Plan

Learning engagements, What the teacher is doing What the students are doing, Instructional rationale:
experiences, and activities including specific and intentional
differentiation for your three focal Why you made these instructional
decisions (explicit/cited connections to
ELLs.
research-based theory and professional
practices for EL students). Readings and
discussions from class should be included.

How will you introduce the -Front load with review on how to - writing down the vocab they don’t -I am using the “tapping prior knowledge”
lesson concepts and/or skills? solve linear equations, with equal know technique from Provide Regular, Structured
sign and one with inequalities Opportunities to Develop Written Language
- assisting the teacher in solving the Skills in the IES Practice Guide, to get their
- Putting important vocab on the linear equation brains refreshed with what things they
board and discussing their meaning,
Rosie: Rosie will know most of the already know about the lesson
making sure to be discussing the
words at the proper time in each vocab, so she will be expected to be
participating and helping answer the
equation so the students can
understand when/how these words
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 are used questions.

- Will be using a Smart Board Peter: Peter will know some of the
vocab, so he will be writing down
what he does not remember in his
notebook. Then he will be trying to
assist in solving the review equations,
but he has limited background in
Algebra, so it might benefit him to
listen to the teacher and other
students discussing how we solve
these equations.

Elena: Elena knows very limited vocab,

so she will be expected to be writing
down all the words and writing down
what they all mean. After she will also
benefit from watching the class and
the teacher solve the review
equations together.

How will you teach the lesson -First, we will do a few examples on -taking notes on guided notes - My cooperating teacher Mr. Robertson
concepts and/or skills? the board together, so the students provided uses guided notes and I think it helps keep
see how it is done. These questions the students on track and helps make sure
-actively participating with the
will directly relate to the ones they they have the right information in the right
will see on the worksheet. The instructor order
teacher will also be going very slow -asking questions
and using the key vocab that was -Identifying que words and asking
-working in groups of 3-4 to solve a questions comes from Hill & Flynn Ch 5
frontloaded.
worksheet consisting of 3 word-
-Identify (underlining) cues in the -In class we have talked about the
problems on their own importance of group work and we have
word problems that help form the
equations. On the third example -checking to see if their answers are seen it in action in many different videos
problem the students will be asked right, and copying down the right -We have also discussed in class that with
to identify the cue words, so that answer if not ELL students it is important to not call them
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they can practice noticing what -actively participating in helping the out in front of the class, so when reviewing
words are directing the problem teacher to go over the answers on the the answers of the worksheet I will make
board sure not to ask for a raise of hands if they
-Ask for questions got it right or wrong
-trying to use the new vocab taught to
-Walking around observing them at the beginning of the lesson
(observing who is talking and/or correctly
actively engaging in the work) during
the worksheet, and assisting if Rosie: Rosie should be a leader during
necessary this time and use the new academic
language correctly to model it for her
-On top of observing the math skills group members. She does struggle
the students are using, the teacher with verbally using vocab, so the
should be observing the academic teacher should be listening closely to
language being used and explaining make sure she is on the right track.
correct usage if needed to students
who are struggling. Peter: Peter needs to be working on
comprehension, so he should have no
-Goes over the answer to the 3 problem reading the word problems,
questions, asking for explanation but he will need to really pay attention
from different groups when we practice on the board, so he
can learn how to interpret these
problems. Once he learns how to
interpret the cue words he should be
on the right track to solving these
equations. The teacher should watch
him to make sure he is
comprehending correctly.

Elena: Elena should be in a group with

people who have a good
understanding of the vocab being
used. She will be expected to be
paying close attention and staying
active during group work to

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 understand what the problem is
asking. She will also be expected to
ask questions when she does not
understand/ask what a word means,
so she does not fall behind.

How will you help your -After going over the worksheet, -The students will write down whether -This helps the teacher better understand
students to draw conclusions hand out an exit slip that asks the they got each question right and tell where the student is academically without
and/or self-assess on the student to rate their success on each the teacher their comfort level with the whole class knowing, and it helps the
lesson concepts and/or skills? problem and to write down what the material and any questions they teacher know what to focus on
understand and any questions they may have.
may have. -This will also help the ELLs work on their
This will push Peter and Elena to use writing skills, which is sometimes hard to
- Collect the exit slip on their way out their English writing skills. It will help incorporate into a math class
and review before the next class the teacher analyze their growth in
period. Use their questions to frame math along with their growth in
what is taught in the next lesson. English.

List of references for materials used and cited in lesson plan

https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/english_learners_pg_040114.pdf

https://moodle.butler.edu/pluginfile.php/1466135/mod_resource/content/1/Hill%20%20Flynn%202006%20activating%20background
%20knowledge.pdf

https://wida.wisc.edu/teach/can-do/descriptors

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 Lesson Plan Plus Rubric

Emerging Basic Competent Proficient

(approaches standard) (meets standard) (exceeds standard)

Most of the competent criteria, but… All competent criteria, and…

_____/ Standard 1.b. Language Acquisition and Development

8 Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning
points and content-area achievement.

Listed key content area vocabulary, Lists a few vocabulary, potential Identifies key content area vocabulary, Description of target ELL students’ language
potential conceptual challenges, and conceptual challenges, and/or potential conceptual challenges, and proficiency levels, learning styles, and academic
potential prior knowledge potential prior knowledge differences. potential prior knowledge differences development included.
differences/difficulties do not reflect that reflect a general understanding of
research and theory presented in the needs of ELL students. Most relevant key content area vocabulary,
ED497 and ED498 or are weak/ potential language difficulties, and potential
missing/ incorrect prior knowledge differences/difficulties listed
and based on the needs of the target ELL
students. They reflect research and theory
presented in ED408, ED398/497, and ED498.
The differentiation criteria is not The differentiation plan delineates The differentiation plan delineates The differentiation plan delineates clear
consistently tied to both content and assessment criteria that have some instruction and/or assessment criteria assessment criteria that have explicit
language objectives. Few or no connections to language objectives. that have explicit connections to connections to language objectives. The
objectives are taught and assessed. The differentiation by language language objectives. The
differentiation by language proficiency level
proficiency level attempts to allow differentiation by language proficiency
allows students to understand and/or show
students to understand and/or show level allows students to understand
what they know in developmentally and/or show what they know in what they know in developmentally appropriate
appropriate ways. The lesson plan somewhat developmentally ways. The lesson plan shows differentiation for
shows differentiation for productive or appropriate ways. The lesson plan both productive and receptive language.
receptive language. shows differentiation for both
productive and receptive language.
_____/ Standard 3.a. Planning for Standards-Based ESL and Content Instruction
8 Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs.
points They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

Standards and/or objectives Includes standards and objectives. Includes clear, interrelated standards Includes clear, interrelated standards, content
inappropriate for grade level or Standards and/or objectives unclear, and objectives. objectives, and language objectives. These

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missing, AND/OR unrelated to the and/or unrelated to each other. elements reflect natural opportunities for
lesson plan. academic language development.
Lesson plan does not reflect an Lesson plan reflects some research, Lesson plan reflects research, theory, Exceeds expectations. Lesson plan reflects a
understanding of research, theory, and theory, and practical strategies and practical strategies addressed in thorough understanding of research, theory,
practical strategies addressed in Cores addressed in Cores 1-3. There is a lot Cores 1-3. Some inconsistency in and practical strategies addressed in Cores 1-3.
1-3. of inconsistency in applying these applying these understandings to These understandings are consistently applied
understandings to lesson plan. lesson plan. to lesson plan.
_____/ Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction
8 Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening,
points speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.

Few or no opportunities for schematic Inconsistent opportunities for Provides students with some Provides students with many opportunities to
connections. Few or no connections to schematic connections. Inconsistent opportunities to make schematic make schematic connections (text to self, text
real-life problems. Few or no connections to real-life problems. connections. Provides opportunities to text, and text to world). Opportunities
opportunities for higher order thinking Higher order thinking not emphasized. for student exploration of higher-order planned for students to be responsible for
planned. thinking real-life problems. posing questions and exploring higher order
thinking real-life problems.
No opportunities for meaningful Few opportunities for meaningful Provides some opportunities for active Provides many opportunities for student choice
student engagement and discussion. student engagement and discussion. student discussion and engagement. & active engagement. When more than one
No native language use is encouraged. Little use of the native language is When more than one speaker of a speaker of a language is present, students have
encouraged. language is present, students have opportunities to engage in discussions in their
opportunities to clarify their native languages and in English. Student group
understanding in their native conversations have clear expectations (a
languages. protocol) and explicit outcomes.
Missing one or more language skills. Provides inconsistent opportunities for Students have some opportunities for Students have opportunities for reading,
No academic language development reading, writing, speaking, and reading, writing, speaking, and writing, speaking, and listening throughout the
strategies are emphasized. listening. Strategies and activities listening throughout the lesson. lesson. The teacher scaffolds
Students practice using a specific (modeling/coaching) the students in learning a
support content and/or language
strategy that they can use to become specific strategy that they can use to become
objectives. better readers, writers, listeners, better readers, writers, listeners, and/or
and/or speakers. speakers. The strategy is taught using authentic
text or conversation, not using a worksheet or
workbook.
_____/ Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction Candidates are familiar with a wide range of standards-based
4 materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.
points
Limited visual or experiential support. Inconsistent use of visual or Some use of visual and experiential Strong use of visual and experiential support.
Few, irrelevant or inappropriate visual experiential support. support. Provides supplementary Provides materials/ activities to support student
or hands-on materials integrated into materials /activities to support student understanding (pictures, videos, audio,
lesson plan. understanding (pictures, videos, audio, manipulatives, graphic organizers, etc.).
manipulatives, graphic organizers, Instructional materials support language and

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 etc.). Visual or hands-on materials content objectives and reflect student
support language or content anticipated difficulties listed in the student
objectives. characteristics section.
_____/ Standard 4.c. Classroom-Based Assessment for ESL
8 Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom.
points
Standards and objectives aren’t Most standards and objectives are All standards and objectives are Candidates use a variety of observational
assessed OR WIDA Can-Do Indicators assessed. Candidates inconsistently assessed. Candidates effective use and/or performance assessments to assess
are missing or ineffectively used to use WIDA Can-Do Indicators to WIDA Can-Do Indicators to students.
differentiate assessments for each level differentiate assessments for each differentiate assessments for each
of language proficiency. level of language proficiency. level of language proficiency.
_____/ Standard 5.a. ESL Research and History
4 Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to
points inform teaching and learning.
Makes no explicit connections to Makes few explicit connections, or Grounds discussion in current research Cites multiple and most relevant texts,
research/theory, OR reference reference citations and a bibliography and theory on second language researchers, and theorists throughout the
citations and bibliography are missing are used inconsistently, or inaccurately acquisition and learning. Cites relevant analysis and discussion.
uses some key terms sources to support conclusions.

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