Lesson Plan Creation

Assignment Content

Top of Form

Develop a 45-minute classroom lesson plan using the  Secondary Lesson Plan: Academic Language Focus  instructions.

Use the  Lesson Plan Template located in the to present your lesson.

Note: You may use this lesson plan as one of the four required lesson plans for your Week 6: Signature Assignment: Content Area Literacy Unit*.

Secondary Lesson Plan: Academic Language Focus

Develop an original 45-minute classroom lesson plan for a specific secondary grade level and content area.

Note: Your lesson should integrate both reading and writing into the content instruction. Do not use a lesson plan from an already published source.

Use the Lesson Plan Template to present your lesson.

Note: Ensure all elements specified below are addressed. Modify the template as necessary to ensure all elements specified below are addressed. You may add an additional supporting document to your lesson template if needed.

1. Central Focus: Select state standard(s) for your identified secondary grade level and academic content area. You must include at least one content-area standard and one reading or writing standard for the selected grade level. Based on the selected standard(s), describe the central focus for the content in this lesson plan.

1. Learning Objectives: Develop learning objectives for the 45-minute lesson based on the criteria below:

Objectves should be specific, measurable, and observable.

State what students will know and be able to do.

Align objectives to state standards.

Objectives should be grade-level and content-area appropriate. Your objectives should address both the content standard(s) and the reading/writing standard(s).

1. Academic Language:

Academic Vocabulary: List a minimum of 5 content-specific vocabulary words that you will introduce and teach during your lesson. Describe at least one strategy you will use to introducese words.

Language Demands: Choose one language function (analyze, compare, identify, predict, interpret) and other language demands (syntax, discourse, vocabulary/symbols) important to understanding the specific content area for your learning segment. Identify a learning task where students are supported to use this language.

Language Supports: Identify both the language function that students will be expected to use to engage in the learning task and your instructional supports for that language. Your language supports should target the whole class and at least one subgroup of students, such as at-risk students, struggling readers, ELL students, or other.

1. Materials: Identify and provide, as appropriate, the materials and instructional resources needed for the teacher and students. Resources may include technology, handouts, guest speakers, and other materials. Describe how the materials support and enhance the lesson.

1. Instruction: Provide a detailed outline of the lesson divided into the following 8 segments:

A prep are students for learning, “hook”

Lesson rationale –Bottom of Form

Checking for understanding – use a variety of questioning strategies

Guided practice – give students the opportunity to practice the new learning under direct teacher supervision

Closure – wrap up and review what was learned in the lesson

Independent practice – students work individually or in groups to demonstrate their learning

1. Classroom Arrangement/Grouping: Describe how you will arrange the classroom or group the students to influence a positive learning environment. Describe how you will engage the students based on individual and group needs. Include targeted supports that address the needs of diverse learners, such as gifted students, struggling readers, students with IEPs or 504 plans, or ELL learners.

1. Assessment: Identify and describe two formative assessments that you could use with this lesson. Both assessments should align to the selected state standard(s) and the lesson objective(s). At least one assessment should also assess the academic language function and/or vocabulary for this lesson.

Lesson Plan Template

Subject: English/ Language Arts

Lesson Title/Lesson #:

Grade Level: 8th

Content Standard(s) State standards and/or Common Core Standards
Goals/Objectives SMART OBJECTIVES (aligned with the standards) for the lesson
Academic Language What is the oral and/or written language used for academic purposes? How will you know that your students develop and express content understandings?
Prior Knowledge What are the students’ content knowledge and skills as well as academic experiences developed prior to the learning segment?
Materials What materials are needed for the teacher and students? Instructional resources?
Instruction Detailed step by step procedures What will you be doing to model your instruction?	I do (Teacher Modeling)
Practice & Application How will students practice and apply what they have learned?
Application How will students apply what they have learned?
Supports How will you engage students based on individual and group needs?
Closing How will you end the lesson? Culminating activity or task
Assessment Formal and informal assessments How will students be evaluated? How will you know if the students attained what you expected?

o Checking for understanding – use a variety of questioning strategies

o Guided practice – give students the opportunity to practice the new learning under direct teacher

supervision

o Closure – wrap up and review what was learned in the lesson

o Independent practice – students work individually or in groups to demonstrate their learning

o Objectives should be specific, measurable, and observable.

o State what students will know and be able to do.

o Align objectives to state standards.

o Objectives should be grade-level and content-area appropriate. Your objectives should address

both the content standard(s) and the reading/writing standard(s).

o Academic Vocabulary: List a minimum of 5 content-specific vocabulary words that you will

introduce and teach during your lesson. Describe at least one strategy you will use to

introduce/teach these words.

o Language Demands: Choose one language function (analyze, compare, identify, predict,

interpret) and other language demands (syntax, discourse, vocabulary/symbols) important to

understanding the specific content area for your learning segment. Identify a learning task where

students are supported to use this language.

o Language Supports: Identify both the language function that students will be expected to use to

engage in the learning task and your instructional supports for that language. Your language

supports should target the whole class and at least one subgroup of students, such as at-risk

students, struggling readers, ELL students, or other.

o Anticipatory set – prepare students for learning, “hook”

o Lesson rationale – explain objectives and purpose of lesson

o Input – present new information to students, which includes vocabulary, skills, and concepts

Modeling – demonstrate for the students what is to be learned, including the academic language