ed 498 -...

ED 498

In your academic and professional experience, what does (or should) lesson planning include?

 Apply understanding of theories to the lesson planning process and student language assessment.

 Plan, teach, and assess content area lessons that provide cognitive, academic, sociocultural, and language support for ELL students

 Determining appropriate standards  Writing content and language objectives

 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/elp.shtml

GOALS OBJECTIVES (Content and

Language) Broad and general Specific

Aim or purpose Application

What is the destination?

How will we arrive at our destination?

Goal: TLW understand the relationships between concrete and pictorial numeric sentences.

Objective: TLW create a concrete representation of single digit addition using unifix cubes.

Goal: TLW understand that the way a set of data is displayed influences its interpretation.

Objective: TLW choose between pie graphs and bar graphs in order to appropriately display data with 90% accuracy.

X: Students in ED 498 will create lesson plans that include clear objectives with measurable goals.

Y: Students in ED 498 will provide appropriate instruction to ELLs.

  Specific  Outcome-based  What is the student expected to do?

Under what conditions? To what level of accuracy?

 ABCD ◦ Audience ◦  Behavior ◦ Condition ◦ Degree

 The learner or the student

  The objective should include a verb that states what the learner will be able to do following instruction. The verb should be measurable, observable and specific.

  Examples of measurable, observable and specific verbs include: explain, present, organize, design, choose, apply, generate, justify, contrast, debate, solve

 The objective should state the circumstances under which the student will complete the objective. This part of the objective might include the use of manipulatives, class notes, a book, etc.

 The objective must also address the accuracy with which the student must complete the stated behavior in order to be considered proficient. For example, the objective might include a percentage of time or a number of correct questions.

The learner will be able to 1) identify the three main routes to the West on a map, and 2) articulate at least one distinct fact about each of three.

The learner will be able to compare and contrast the three major routes to California.

Using a ruler, the student will measure items within ¼ of an inch.

Using manipulatives, students will understand part-whole relationships.

 What aspects of English do students need to know and apply to succeed in your lesson?

 How can the lesson support students’ academic language development?

 Process vs. Product Examples:

 Write compare/contrast essay   Read a textbook and take notes   Give oral presentation using technical vocabulary

 Determine the area of language development to which your lesson lends itself: ◦  Reading comprehension ◦ Writing process (brainstorm, outline, draft, etc.) ◦  Vocabulary development ◦  Functional language (how to negotiate meaning,

provide detailed explanations, justify opinions, ask for info) ◦  Language structure (morphemes, prefix, suffix)

  See WIDA  ABCD Light  Plan for multilevel responses from the

students according to their English proficiency ◦  Example:   Beginners- thumbs up, thumbs down   Intermediates- discuss with partner   Advanced- mostly complete sentences

Using her own calculations and notes, the learner will explain the process of solving the equation clearly enough that her partner can understand her thinking.

The student will learn the names of the three routes to the West.

Using their Venn diagrams, students will write at least 6 compare and contrast statements regarding the two versions of Cinderella.

  Four Level 4 ESL students  Enrolled in U.S. schools for approximately

4 years  Prior to U.S. school enrollment, schooled

continuously in L1 in home country   Students X and Y are outgoing and social   Students T and U rarely speak in class   See writing sample

  Write a content objective for your lesson.   Determine the academic language that ELLs need

to learn to understand the content of your lesson.   Determine the key vocabulary.   Use the information above to inform development

of a language objective for your lesson.   Write a language objective.

  State purpose (goals/objectives)  Graffiti Wall (interactive, activates

background knowledge, informal pre-assessment)

 Positive and negative examples (be specific)