ELD Lesson Template

							Date:                         Class:                                                  ELD Lesson Plan Template
STEP 1: STANDARDS & OBJECTIVES
 Content - what students will learn
 Behavior - what students will do to show they have learned
 Criteria for reaching standard - how well students learned; standard or
    proficiency level expected
STEP 2: ASSESSMENT
 Score independent objectives, skills, and standards separately. (i.e., not just one
    score for complex project)
 Use precise descriptors and indicators that enable readers to verify their scores
    and accurately self-assess.
 Use a variety of situations and work samples, including self-assessments
STEP 3: LESSON OPENING
 Focus/Motivator --State the objective and its purpose in an engaging way
 Involve every student
 Background knowledge – Access, Assess, Build, Bridge (AABB)
     Review earlier lessons
     Access background knowledge and connect to new learning
     Assess need to build necessary knowledge for the lesson – If so, provide
      needed information (e.g., vocabulary)

STEP 4: COMPREHENSIBLE INPUT
 Demonstration/Modeling
     Engaging, interesting, active, visual, and relevant delivery
    SDAIE:
     Visuals, charts, diagrams, graphic organizers, partial outlines, questions, note-
       taking, or writing tasks to make information more comprehensible
     Analogies & metaphors to show meaning of concepts and words
     How will I modify my speech?
   Comprehension Checks – How will I make sure students understand
    (nonverbal & verbal)
   Learning Styles: How can I best match instruction to their learning styles or
    "intelligences."
   Culture: How can I validate their primary languages and cultures in this lesson?
   Positive affective domain: How can I create a comfortable and safe
    environment for language learning?

STEP 5: PRACTICE
 Additional modeling & guidance
 Scaffolding: How to structure activities so that students need less and less
    assistance. These should be similar to those activities used for assessment.
 Group, pair, or individual activities that support independent practice and
    assessment. How to group students?
 Ongoing assessment and monitoring of student progress (checklists, anecdotes,
    rubrics)

STEP 6: APPLY, EXTEND, ASSESS
   Tie it all together
   Review key points, objective, purpose, and application
   Share student work
   Administer assessment of skills & knowledge learned
   Evaluation: Along with final assessment (such as essay, drama, project, etc.),
    use ongoing assessment information from lesson body and practice

STEP 7: OTHER DETAILS
   How do I incorporate student choice into the lessons and assessment?
   How can I create smooth transitions between activities?
   What do students who finish early do?
   How can I best use instructional assistants?
   Do activities need extra classroom management provisions? (rules or seating)
   Do certain students need extra attention/rules/conditions for learning?
   What materials and equipment do I need
   Congruence: Do the objective, teaching, activities, practice, and evaluation all match?

               jzwiers                                                Page 1                       11/16/2008
STEP 1: STANDARDS & OBJECTIVES – Use the standards to create the objectives. The objectives
will show that the students have reached the standard. The big challenge for teachers is to translate the
standard into objectives and then the objectives into tangible classroom work and assessment. Objectives
include:

             Content - what students will learn
             Behavior - what students will do to show they have learned
             Conditions - Circumstances under which the behavior is performed
             Criteria for reaching standard - how well students learned; standard or proficiency level
              expected

STEP 2: ASSESSMENT – Using the objectives above, create a system for assessment and evaluation. The
system includes tests, tasks and rubrics that should:

             Validly and reliably describe the quality of a student's performance in using language to reach
              the standard.
             Score independent objectives, skills, and standards separately. (i.e., not just one score for
              complex project)
             Use precise descriptors and indicators that enable readers to verify their scores and accurately
              self-assess.
             Use a variety of situations and work samples that show performance differences.

STEP 3: LESSON OPENING

            Clear Agenda with numbered steps on the board
            Focus/Motivator --State the objective and its purpose
             (Use humor, drama, presentation, props, jokes, video clip, costume, music, objects, pictures)
         Involve every student in active response
             (brainstorm, TPR, quickwrite, charades, drawing questions)
         Background knowledge
   Review earlier lessons
   Access background knowledge and connect to new learning
   Assess if need to build needed knowledge for the lesson
   Build up (teach/show/explain) needed background information

STEP 4; LESSON BODY

   Modeling/Demonstration
   Engaging, interesting, and relevant delivery
   Ongoing comprehension checks and active participation
   SDAIE: Which study guides, charts, diagrams, graphic organizers, partial outlines, questions, note-
    taking, or writing tasks can accompany the presentation and provide the most comprehensible input?
    How will I modify my speech? Which analogies & metaphors might help?
   Scaffolding: Which activities allow me to offer less and less assistance to students during the learning
    process?
   Learning Styles: How can I best match instruction to their learning styles or "intelligences"
   Culture: How will I validate their primary languages and cultures in this lesson?
   Groups: Which cooperative activities are most effective?
   Positive affective domain: How can I create a comfortable and safe environment for language
    learning?

STEP 5: PRACTICE

   Activities that students can work on independently or with some assistance. These should be similar to
    those activities used for assessment.
   Group, pair, or individual activities that relate to modeling and the final independent practice and
    assessment.
   Assessing and monitoring student progress (checklists, anecdotes, rubrics)



jzwiers                                            Page 2                                         11/16/2008
STEP 6: LESSON CLOSING/ASSESSMENT

   Tie it all together (“Now we’ve gotten better at…, let’s see how we can do in …)
               Review key points, objective, purpose, and application
   Assessment of standard and application of skills & knowledge learned
   Share student work
   Evaluation: Along with final assessment (such as essay, drama, project, etc.), use ongoing assessment
    info from lesson body and practice

STEP 7: OTHER DETAILS
 How do I incorporate student choice into the lessons and assessment?
 How can I create smooth transitions between activities?
 What do students who finish early do?
 How can I best use instructional assistants?
 Do activities need extra classroom management provisions? (rules, groupings or seating)
 Do certain students need extra attention/rules/conditions for learning?
 What materials and equipment do I need?

STEP 8: LESSON PLAN REFINING
 Congruence: Do the objective, teaching, activities, practice, and evaluation all match?
Am I teaching the objective and does my assessment match that objective and the standards?




jzwiers                                          Page 3                                        11/16/2008