comtempory issues in special education

ELSE 6013 Contemporary Issues

Assignment: ELL Lesson Plans

Name: Date:

Directions/Guidelines

You are a special education teacher and this week you want to focus teaching your ELL who have a primary or first language other than English. ELL Student(s) require specific language instruction, in addition to taking part in grade-level instruction in other content areas. The focus of this lesson should be on Reading/Language Arts. As SPED teachers, it is important to know a variety of teaching methods to meet the differing needs of the diverse Student(s) with learning, behavior and language problems. A variety of research-based strategies for teaching ELLs were presented in this week’s Chapter as we serve diverse learners of all types and help them meet their IEP Goals.

Develop a Reading/Language Arts lesson plan designed around serving ELL students in your classroom.

Please consider research-based strategies presented in Chapter 8 in creating/writing your lesson plan. Your ELL plans should include the following:

➢ Background knowledge

➢ Value ELL Linguistic differences through collaboration

➢ Flexible grouping

➢ Interactive discussion

➢ Scaffolding

➢ Technology: Not listed as research-based, but required for this assignment

o use of computers/technology to facilitate learning

o other personnel/adults in classroom (see rubric)

o new vocabulary

A lesson plan is the teacher’s road map of what ELL Students need to learn and how it will be done effect ively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for class session (or individual ELL Students. Then, you can design appropriate learning activities and develop strategies to obtain feedback on the ELL Students learning.

A successful lesson plan addresses and integrates these three key components:

• Objectives for ELL Student(s) learning

• Teaching/learning activities

• Strategies to check ELL Student(s) understanding

Specifying concrete objectives for ELL Student(s) learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished.

Steps for Preparing a Lesson Plan

1. Outline Learning Objectives

2. Develop the Introduction

3. Plan the Specific Learning Activities

4. Plan to Check for Understanding

5. Develop a Preview and Conclusion

Presenting the Lesson Plan

Letting your ELL Student(s) know what they will be learning and doing in class will help keep them more engaged and on track. You can share your lesson plan by writing a brief agenda on the white board or telling ELL Student(s) explicitly what they will be learning and doing in class. You can create an outline on the smartboard or pull up an electronic version of your handout the learning objectives for the class. Providing a meaningful organization of the class time can help ELL Student(s) not only remember better, but also follow your presentation and understand the rationale behind in-class activities. Having a clearly visible agenda will also help you and ELL Student(s) stay on track.

Reflecting on Your Lesson Plan

A lesson plan may not work as well as you had expected due to a number of extraneous circumstances. You should not get discouraged-it happens to even the most experienced teachers! Take a few minutes after each class to reflect on what worked well and why, and what you could have done differently. Identifying successful and less successful organization of class time and activities would make it easier to adjust to the contingencies of the classroom.

Lesson Plan Format

Graduate Candidates are asked to use the attached SPED edTPA Lesson Plan Template. When submitting your assignment, do not include the rubric below or the

guidelines/instructions above.

Special Education edTPA Lesson Plan #_______ Use this template to create your lesson plan, then remove all “extra” instructions/hints. The scorers only want to see your plan (along with the section titles). Remember this can only be four pages per lesson.

Candidate: Date(s): Grade(s)

Subject: University Supervisor

Lesson Title: Cooperating Teacher:

School: Focus Learner:

Learning Standards Include where the standards are from and list the complete standards

Learning Objective(s) What the specific learning objective(s) for learners in this lesson? (# the objectives) Objective must have measurable criteria.

Focus Learner’s Learning Goal and Objective(s) State the learning goal for the edTPA lesson segment. State the specific lesson objective(s) for the focus learner. Objectives must have measurable criteria.

Prior Knowledge and Concepts What knowledge, skills, and concepts must learners already know to be successful with this lesson? What prior knowledge and/or gaps in knowledge do your learners have that are necessary to support the learning of the skills and concepts for this lesson>

Assessments: Include each assessment and associated evaluation criteria/rubric at the end of the lesson plan.

Each objective must be linked to at least one assessment. Use as many rows as needed.

Objectives (#s)

Type of assessment (formal, informal, summative, formal)

Assessment/data collection tools (i.e. checklist, rubric, exit slip, complete project, etc.)

Measurable Evaluation Criteria-State the expected level(s) of performance and how you will determine the degree to which students have met the learning objective.

Feedback-What specific, meaningful and descriptive feedback will you give to learners? Include reinforcement and error correction.

Procedure - Instructional Strategies and Learning Tasks Sufficient detail should be given so that another teacher could teach from this lesson plan without question.

Classroom management considerations such as time allotment for each activity, how materials will be passed

out, etc. need to be precisely documented.

Anticipatory Set Minutes How will you launch the lesson to engage and motivate students in learning? How will you transfer students’ prior academic learning and their personal/cultural and community assets to the new content (skills and concepts)?

Basic Procedures/ Instructional Strategies ______________Minutes What will you do to engage learners in developing understanding of the lesson objective(s)? What will learners do? What will you say and do? What questions will you ask? How will you give learners the opportunity to practice and apply learning so you can provide feedback? How will you determine if learners are meeting the intended learning objectives? How will you structure opportunities for learners to work with partners or in groups? What criteria will you use when forming groups?

Communication Skill for the focus learner One communication skill that the focus learner(s) will need to participate in the learning tasks and/or demonstrate learning. State as an objective. Planned Supports: Explain how you plan to support the focus learner’s use of the communication skill.

Teaching of generalization, maintenance, and/or self-directed learning: Strategies for how the learning tasks, materials and/or planned supports will promote generalization, maintenance and/or self-directed learning.

Closure Minutes How will you refer back to the learning objective and guide students to reflect on their learning and generalize what they have learned?

Materials/Resources, including any modifications or accommodations to the materials for the focus learner (include citations for all materials/resources):

Modifications or Accommodations to Support Diverse Learners

Address the needs of all exceptional learners (with IEPs and 504 plans). Add as many rows as needed.

Content - How will you adapt the content to make it accessible for the learner? Process - How will you adapt the process of learning and participation in the activities?

Product-How will the learner demonstrate what he/she learned, knows, understands, and is able to do as a result of this lesson, given adaptations to the product?

Learner:

Learner:

Learner:

What are common errors and misunderstandings and strategies for responding to them?

Reflection of teaching: Complete this section after you teach. Consider the following questions as a

guide for your thinking. How did your instruction engage and motivate the learners? How did your instruction support learning for the whole group and for individual learners? How did you respond to each learner and give him/her feedback regarding the lesson? What changes would you make to your instruction to better support the learners related to the lesson objectives and goals? Why do you think these changes would improve learning? Based on how your lesson went, what would you recommend as the next steps for instruction?

You will not teach this lesson; just add what you think should be included to make this your BEST

lesson.

Note: edTPA lesson plans can be no more than 4 pages in length. Delete extra spaces and empty boxes.

See rubric on following page.

Tasks



Exemplary Acceptable Unacceptable

ELL Lesson Plan Rubric

Identifying Information Candidate provides

all identifying

information as

prescribed in

guidelines.

10 points

Candidate fails to

provide all identifying

information as

prescribed in

guidelines.

0 points

Standards: Goal and Objective(s)

Candidate identifies

and refines

measurable learning objective(s) based on

an understanding of

ELL Student(s)s’

learning and

development.

20 points

Candidate identifies the

goal and objective(s)

based on curriculum resource and not ELL

Student(s)’s IEP/ability.

15 points

Candidate fails to

identify goal and/or

measurable objective(s) for the

lesson.

10 points

Vocabulary Candidate identifies

and correctly defines

all new vocabulary

that is clear, and

appropriate for ELL

Student(s)s. And

provides

opportunities for ELL

Student(s)s to learn

and use vocabulary

throughout the

lesson.

10 points

Candidate identifies and

correctly defines all new

vocabulary that is clear,

and appropriate for ELL

Student(s)s.

7 points

Candidate identifies

all potentially new

vocabulary with

limited definitions.

4 points

Assessment Candidate includes a

variety of classroom

assessments

(formative &

summative) which

align with the

learning objective.

And designs and

utilizes a variety of

assessment tools

which take into

consideration ELL

Student(s) learning

difference and

provide multiple

ways to demonstrate

performance.

Candidate identifies and

correctly defines all new

vocabulary that is clear,

and appropriate for ELL

Student(s)s.

15 points

Candidate includes

assessments, but these

are limited in type

(e.g., only summative)

and/or are poorly

aligned to learning

objective(s).

10 points

20 points

ELL Student(s) Considerations/Modifications or Accommodations

Plan includes

strategies, modified

materials, tools,

and/or technology

that reflects ELL

research-based

methods; plan

includes an

appropriate balance

of support/challenge

to move all ELL

Student(s)s forward.

20 points

Plan reflects a basic

understanding of

child/adolescent

development, new

language acquisition,

exceptional needs,

and/or ELL Student(s)s’

background knowledge;

plan does not meet the

basic legal

requirements for some

populations.

15 points

Plan reflects a basic

understanding of

child/adolescent

development, new

language acquisition,

exceptional needs,

and/or ELL

Student(s)s’

background

knowledge; plan does

not meet the basic

legal requirements

for diverse

populations.

10 points

Instructional Resources, Materials and Technology

Candidate includes a

range of materials,

resources, and

technologies to

engage learners and

provide for optimal

learning. Additional

resources are listed to

extend learning or

remediate as needed.

15 points

Candidate includes

resources, materials, and

technology listed and

are appropriate for the

learners and the

content.

10 points

Candidate provides

resources, materials,

and technology are

listed, however some

are inappropriate, do

not fit support the

content, and or support

ELL Student(s)

learning.

5 points

Other Personnel in the Classroom

Candidate plans

roles and directions

for/with other adults

in order to promote

full ELL Student(s)

engagement. (e.g.,

therapist, para-

professional, etc.)

10 points

Candidate lists names

and describes role of

the other adults

(expected to be in the

present) during the

lesson.

7 points

Candidate lists

names of other adults

(who are expected to

be present) during the

lesson.

4 points

Procedures: Prior Knowledge and Anticipatory Set

Candidate makes

connections to ELL

Student(s)s’ prior

knowledge thus

making the lesson

content more

accessible to the ELL

Student(s)s.

15 points

Candidate plans an

opening

statement/experience of

the topic to generate

interest in the lesson

amongst ELL

Student(s)s.

10 points

Candidate plans an

opening statement of

what topic will be

covered.

7 points

Procedures/Instructional Strategies: Middle

Candidate chooses

developmentally

appropriate

strategies, methods,

and instructional

tools to provide for

ELL Student(s)

Candidate chooses

instructional tools,

methods and strategies

that are aligned and

developmentally

Candidate planned

activities align with

the content standards

and/or learning

objectives.

And/or

choice and mastery

of lesson objectives.

And candidate varies

her/his role in the

instructional process

(e.g., instructor,

facilitator, coach,

audience), as/if

appropriate, in

relation to the content

and purposes of the

instruction.

25 points

appropriate for most

ELL Student(s)s.

Candidate provides

evidence of only

assuming one

instructional role (such

as only providing

direct instruction)

where varied roles

would have been more

appropriate for the

content and purposes of

the instruction.

20 points

Candidate does not

provide evidence of

her/his instructional

role in relation to the

content and purposes

of the instruction.

15 points

Procedures: Closing Candidate involves

ELL Student(s)s in

the review of the

content to provide

the teacher with

information about

ELL Student(s)

learning as part of the

closure.

15 points

Candidate synthesizes

major points and

previews learning to

come as part of the

closure.

10 points

Candidate

synthesizes and

reinforces major

points from the lesson

as part of the closure.

7 points

Submission Candidate submitted

plans that are

professional.

5 points

Candidate failed to

submit professional

plans.

0 points