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Integrated Lesson Plan

(Whole Group Instruction)

Teacher Candidate Name:

Date:

Subject or Title of Lesson:

Grade Level (Grade 1, 3, or 6):

Section 1: Lesson Preparation

Lesson Summary/Focus

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping

Using the EL Class Profile for your selected grade level, summarize the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students.

This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

Arizona English Language Arts (ELA) Standards and Arizona English Language Proficiency (ELP) Standards and Performance Indicators

Select Grade 1, 3, or 6 ELA and ELP standards/performance indicators for the focus of this lesson.

Directions: Delete the standards for the two grade levels that will not be utilized and retain only your selected ones in this template.

Grade 1:

ELA Standard: 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

ELP Standard/Performance Indicators:

EL.1.S4. PE/E-1: Express an opinion using words and/or illustrations about a familiar topic.

EL.1.S4. B-1: Express an opinion or preference using phrases about a familiar topic or story.

EL.1.S4. I-1: Express an opinion about a given topic or story and use justification.

Grade 3:

ELA Standard: 3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

ELP Standard/Performance Indicators:

EL.2-3.S3. PE/E-4: Produce writing about a variety of topics, experiences, or events using graphic organizers and sentence frames.

EL.2-3.S3. B-4: Produce writing with appropriate organization on a variety of topics, experiences, or events using sentence frames.

EL.2-3.S3. I-4: Produce writing with appropriate organization on a variety of topics, experiences, or events.

Grade 6:

ELA Standard: 6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

ELP Standard/Performance Indicators:

EL.6-8.S1. PE/E-2: Retell a familiar text including specific details and information.

EL.6-8.S1. B-2: Recount specific details and information in a variety of texts.

EL.6-8.S1. I-2: Summarize a text including specific details and information.

Learning Targets/Objectives

Provide a content and language objective that aligns with the standards and performance indicators you selected. Consider the following in crafting your objectives:

· Who is the audience?

· What action verb will be measured during instruction/assessment?

· What tools or conditions are being used to meet the learning?

Content Objective:

Language Objective:

Academic Language

Provide a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

Resources, Materials, Equipment, and Technology

Provide a bulleted list of all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning

Anticipatory Set

Provide a bulleted list describing the activities and materials you will use to open the lesson by activating students' prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest in the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

Multiple Means of Representation

Explain how you will present content information in various ways to meet the needs of different learners, specifying what materials you would use.

Differentiation

Explain how you will differentiate materials for each of the groups.

English learners: (Translating materials or using interpreters will not be accepted as differentiation.)

Students with disabilities or special needs:

Students with gifted abilities:

Students who finish early and may need additional resources/support/enrichment:

Multiple Means of Engagement

Describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Include formative questioning strategies and higher-order thinking questions you might pose.

Differentiation

Explain how you will differentiate activities for each of the groups below.

English learners: (Translating content or using interpreters during activities will not be accepted as differentiation.)

Students with disabilities or special needs:

Students with gifted abilities:

Students who finish early and may need additional resources/support/enrichment:

Multiple Means of Expression

Explain the options you will provide for your students to express their knowledge about the topic, including alternative means for response, selection, and composition to accommodate all learners.

Clearly label if assessments are summative or formative.

Differentiation

Explain how you will differentiate assessments for each of the groups below.

English learners: (Translating assessments or using interpreters during assessments will not be accepted as differentiation.)

Students with disabilities or special needs:

Students with gifted abilities:

Students who finish early and may need additional resources/support/enrichment:

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

Targeted Lesson Plan

(Small Group Instruction)

Section 1: Lesson Preparation

Lesson Summary and Focus

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

This should be based on your Integrated Lesson Plan.

Student Factors

Using the same grade-level EL Class Profile you used in your Integrated Lesson Plan, summarize the important student factors of only the Pre-Emergent/Emergent and Basic ELs that will be the focus of this small group targeted lesson plan.

Additionally, summarize the effect of those factors on planning, teaching, and assessing these students to facilitate learning. This should be limited to 2-3 sentences and the information should inform the components of the lesson.

Arizona English Language Proficiency (ELP) Standard and Performance Indicators

Directions: Delete the standard/performance indicators for the two grade levels that will not be utilized and retain only your selected ones in this template.

Use the same grade level as your Integrated Lesson Plan, focusing on the Pre-Emergent/Emergent (PE/E) and Basic (B) standard/performance indicators.

Grade 1:

ELP Standard/Performance Indicators:

EL.1.S4. PE/E-1: Express an opinion using words and/or illustrations about a familiar topic.

EL.1.S4. B-1: Express an opinion or preference using phrases about a familiar topic or story.

Grade 3:

ELP Standard/Performance Indicators:

EL.2-3.S3. PE/E-4: Produce writing about a variety of topics, experiences, or events using graphic organizers and sentence frames.

EL.2-3.S3. B-4: Produce writing with appropriate organization on a variety of topics, experiences, or events using sentence frames.

Grade 6:

ELP Standard/Performance Indicators:

EL.6-8.S1. PE/E-2: Retell a familiar text including specific details and information.

EL.6-8.S1. B-2: Recount specific details and information in a variety of texts.

Language Objective Based on Arizona's ELP Standard and Performance Indicators

Provide a language objective that aligns with the standard/performance indicators you selected.

Explicit Instruction

Describe how you will provide explicit instruction to address the language objective, including what you will say and do and any materials you will use. Consider the specific needs of the Pre-Emergent/Emergent and Basic ELs in the group.

Systematic Instruction with Scaffolds (Scaffolding)

Briefly describe 2-3 scaffolding strategies that support the ELP levels of the students. Indicate which ELP level(s) each strategy is appropriate for by labeling them with PE/E or B.

Multiple Opportunities for Student Practice

Describe at least two opportunities for student practice.

Assessment and Progress Monitoring

Describe two formative assessments and ways to monitor student progress during the lesson.

Feedback

Describe the types of feedback you will provide to students throughout instruction. Include how you will adjust feedback for the PE/E students in the group.