HELP...Lesson Plans
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ELLLessonPlan3.docxELL Lesson Plan
1. Original Lesson Plan:
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Activity |
Description of Activities and Setting |
Time |
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1. Focus and Review |
Students will find the “warm up” prompt on the front board as a part of their daily routine. They will respond to the following prompt with a minimum of 5-sentences: Write about a time when you overcame or resolved a conflict between you and someone important to you. What did you do to resolve it? How did it happen? |
5 minutes |
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2. Statement of Objective for Student |
Students will be able to analyze the conflict within a story. |
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3. Teacher Input |
Students will receive a guided note taking sheet. As a review, we will go over the different types of conflict: internal- man vs self, external- man vs man, man vs nature, man vs society, in a powerpoint presentation. In conjunction with the powerpoint,we will provide examples of each type of conflict. Students will complete their notes with the information presented to them.
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10 minutes |
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4. Guided Practice |
In groups, students will read the excerpts from two different texts, displayed on the powerpoint, and identify the type of conflict. They should also have an explanation for why it fits that specific conflict type. We will then discuss each example.
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15 minutes |
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5. Independent Practice |
“Handbook for Boys”: Students already selected a character. They will look at that specific character’s conflicts in the novel. Desks are grouped together so that students will work with the person sitting next to them.
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20 minutes |
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6. Assessment Methods of all objectives/skills: informal, formal |
We will assess students’ understanding of conflict by our discussion about the different conflicts in the novel and by collecting students’ worksheets. |
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7. Closure
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Students are able to analyze the conflict within a text and the impact conflict has on the plot. We will ask if students have further questions regarding conflict in “Bang”.
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10 minutes |
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8. Assessment Results of all objectives/skills: Tip: Try to have at least one formal assessment per LP to collect data on student understanding
Tip: Always connect your assessments to either the Daily Objective, Central Focus; and/or Language Function(s). Remember you must assess the Language Function(s) somewhere in your 3-5 lessons.
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Targeted Students Modifications/Accommodations
Vocabulary work with ELLs: conflict, internal, external, struggle, plot, nature, beginning, middle, end. SPED students have assistant to share whispered questions with.
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Student/Small Group Modifications/Accommodations
Students form heterogeneous pairs with the student sitting next to them. Teacher moves the desks around frequently to encourage new pairings and encourage mutual learning. |
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Materials/Technology: laptops (1:1), handouts with guided notes (6 copies), pen or pencil, powerpoint presentation |
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Reflection on lesson:
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2. Instructional Strategies:
1. Use “think-pair-share” allows students to discuss topics in small groups before sharing with the whole class. (p. 171)
2. Teachers talk less and plan classroom activities that give students regular opportunities to speak. (p.156)
3. Make sure ELLs are seated close to the board so they can hear and see clearly (p. 200)
4. Include revoicing, which clearly repeats some or all of what the student said to ensure all students understands each other (p. 158)
5. Use guided notes to help students follow along and effectively make notes (p. 209)
6. Utilize journals to maximize independent writing time (p. 240)
7. Position a “word wall” in the classroom to display important academic terms (p. 244)
8. Students can use role play to act out readings in order to fully understand the plot (p. 274)
9. Integrate culture into questions so that students are more likely to understand and engage (p. 275)
10. Use reading self-assessments for student to keep track of their own use of strategies and to assess their ability to stay on task (p. 218)
