WORK

Lesson Plan Final Guidelines (20%)

Structure (10%)

It is highly suggested you schedule a short 10-minute meeting with me to discuss your plans for your lesson plan to ensure you are moving in the right direction. DO NOT WAIT UNTIL THE WEEK BEFORE IT IS DUE!

Lesson Parameters

· You will design a 50-minute lesson plan for a class composed entirely of English language learners.

· Choose a context that aligns with your future professional goals.

· If you plan to teach Elementary education, teach a content class at that level

· If you plan to teach Secondary education, teach a content class at that level

· If you plan to teach in a foreign language context, teach such a class

· There is flexibility, so please talk with me

· Choose a proficiency level following the English Proficiency Standards for K-12 Schools. Your learners may not be above Intermediate Level 2.

For those teaching K-12 content classes:

· Your lesson should adhere to the SIOP model discussed in class. You should specifically consider these 6 components of the model (Lesson Preparation, Building Background, Comprehensible Input, Interaction, Practice/Application, Lesson Delivery).

· Following Common Core Standards, choose a content objective to serve as the primary target (i.e., the target you are preparing them to meet). Use this website to choose a standard appropriate to your students (http://www.michigan.gov/mde/0,4615,7-140-28753_64839_65510---,00.html). I will allow you to choose which subject and school grade you will teach.

· Based on the standard you choose, identify the background knowledge your students will need to succeed. This includes both content and language knowledge!

· Please review the Aldrich and Formoso lesson plans for examples of how a SIOP lesson might look. You do not have to strictly adhere to this format, although it makes for a good template, as it will ensure that the majority of the SIOP components of interest will be included.

· An additional source of good vs. bad lesson planning can be found on D2L in the SIOP Worksheets folder. Please review the sample lessons and review PPTs for Lesson Preparation, Building Background, Comprehensible Input, and Interaction.

· When determining the amount of detail to provide, use the following as a rule-of-thumb.

· If you were asked to implement your lesson plan with absolutely zero preparation time, would you be able to do so appropriately?

· Your lesson should provide enough detail that a substitute teacher could implement the lesson without having to do any additional work. For example:

· If they are to teach key vocabulary, you should provide them with the target definitions

· If you ask them to provide feedback, provide the specific feedback they are to give students

· If students are to complete a handout, include the handout!

For those teaching foreign language classes:

Schedule a meeting with me so we can establish appropriate guidelines and objectives. You will still be expected to draw upon SIOP as discussed above, but we can discuss how to make the lesson plan relevant to your particular context.

Rationale (10%)

This is a 1.5–2 page, double-spaced reflection paper in which you will justify the choices you made while designing your lesson plan. You should make direct reference to course materials (readings, PPTs, class discussions) to justify your choices. See the guidelines below for formatting.

After reading your rationale, I should understand:

· The choices you have made to make the input (both linguistic and content) comprehensible

· The choices you have made to make the learning meaningful to the learner

Some examples to consider:

· How are you teaching/reinforcing vocabulary? (see our discussion on vocabulary)

· How are you incorporating interaction into the classroom?

· How are you constructing groups, and why?

· How are you presenting class objectives to learners?

There are many areas that you might consider.

Importantly, your rationale should never be based on “opinion” and should in some way reflect theories and pedagogy in class. If a choice is made, and I do not understand why this choice was made, you will not receive full marks.

Important Formatting Guidelines

Adhere to the following instructions.

· Submit a .doc file (no .pdfs). Your paper MUST use Times-New Roman and 12-point font, be double-spaced, left-justified, and maintain 1-inch margins (the Microsoft Office default).

· Proofread your responses. If meaning is lost (or difficult to determine) due to a spelling, punctuation, or grammatical error, this will impact your grade.

Additional Formatting Notes:

1. Limit the use of direct quotations from course readings to only those instances where it is absolutely necessary. Be sure to paraphrase information to demonstrate your understanding of the material.

2. You do not need to consult sources other than the course readings.

3. For this paper, you should cite your sources of information from the course readings.

See the examples below for ways of referring to published works in your paper:

*Example (1) demonstrates one way to cite an author’s ideas. It also shows the use of well-established abbreviations for terms when they first appear in a paper (e.g., L2 for second language).

1) The notion of investment is important in understanding the extent of target language use by second-language (L2) learners (Peirce, 1995).

*Example (2) shows an alternative format.

2) Peirce (1995) emphasized that the notion of investment is important in understanding the extent of target language use by second-language (L2) learners.

*The year of publication is repeated throughout the paper unless more than one citation to the same work occurs within the same paragraph, in which case, the year does not have to be repeated.

*The use of the ampersand (&) is limited to material within parentheses. Example: Successful L2 language programs will produce learners who are willing to communicate in the L2 (MacIntyre, Clément, Dörnyei, & Noels, 1998). Outside of parentheses, you would write MacIntyre, Clément, Dörnyei, and Noels (1998).

*When referencing class PPTs, please use the following format. (Class #, Slide #). See Example (3).

3) While an L1 cannot change the route that L2 learners take to acquire a specific form (e.g., English questions), it can impact the rate in which they move through these developmental stages (Class 12, #12).

*Example (4) provides another way to implement class PPTs.

4) In Class 12 (#12), we discussed how an L1 cannot change the route that L2 learners take to acquire a specific form (e.g., English questions), but that it can impact the rate in which they move through these developmental stages.

*If you are citing a paper with three or more authors, mention all of them when the citation first occurs in your paper; thereafter, you can refer to them as in the following example: MacIntyre et al. (1998).

*As we will only be using course readings and PPTs, a reference list at the end of your paper is not required. But, if you choose to use outside readings, you must include a full reference at the end of your paper.

Please feel free to ask me any questions as you prepare the paper.