EDU-534 Lesson Plan
Create a lesson plan for one of the topics in your draft syllabus for which you created a formative assessment. Your lesson plan should align to academic standards and the objectives you drafted for that topic, and should give a description of the formative assessment. The entire lesson plan should be completed, so that a faculty member could pick up that plan and teach the lesson. In order to complete the lesson plan, you will also need to choose a textbook for the course you are writing. On many websites, you can review the chapters of the textbook so that you can see what is covered in the book. Choose a textbook in which you can review the chapters, and assign a reading in the lesson plan that students should complete before they get to class. Using that reading as the background knowledge students will have, develop the lesson plan and instructional activities. Do not forget that you drafted activities when you wrote your domain and competencies and may be able to use those.
This lesson plan must be unique and cannot have been submitted to any other course. You will submit your lesson plan and formative assessment to your instructor as one deliverable.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Mrs. Green
Grade Level:
9th Grade ESL
Date:
08/19/20
Unit/Subject:
English/ Language Arts
Instructional Plan Title:
Lesson Summary and 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:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, 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.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lessons learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, understand is not measureable, but describe and identify are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include 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:
List 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 and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is 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 for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
I will use a visual of the planet Earth and ask students to describe what Earth looks like.
I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
I will model one example of solving a number sentence on the white board before having students search for the matching card.
I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.
Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
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.
Time Needed
2019. Grand Canyon University. All Rights Reserved. Arisleidy Green
Professor Faulk
English Language
Syllabus
COURSE DESCRIPTION
Thisis foreign languageclass, wherewe will be focused on learning a new foreignlanguage (English). Thecoursewill mainly focus on learning interpersonalcues, interpretive and presentational contexts.
Programmatic Competencies
1.students will learn to speak English without struggling.
2.students will use English and present fluently.
REQUIRED COURSE MATERIALS
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Topic 1:Brain PlasticityTraining for English as a Second Language Learners
Objectives:
HelpEnglish as a second language learners to reduce foreign accent.
1.1:Neuralcommitment: Theprofound effects oflanguageexperience.
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:
Explain the brain plasticity training steps.
Topic 2:Exploring The effects of similartask repetition on learnerssecond language proficiency
Objectives:
To improvereembraceof tasks.
2.1:Task demand
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuestEbookCentralhttps://ebookcentral.proquest.com
Chapter 2
Topic 3:improving Asians students text comprehension
Objectives:
To enhancethe comprehensionof grammar
3.1:culturallycongruent literature
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central
https://ebookcentral.proquest.com
Assignments:
Read an English novel and write a reflection of the same.
Topic 4:Using newspaperstexts in teaching vocabulary
Objectives:
Examineeffectivenessof using newspaper cuttings to learn vocabulary.
4.1:Authentic material in ELT
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:
Pick any newspaper of your preference and read an article and analyze it in your free time.
Topic 5:Speak thereal: Newsarticles as major source for oralcompetence
Objectives:
To improve oral competency
5.1: Speakin real
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:Read 5 news articles to your friend to see your progress.
Topic 6:ESLlearningin china
Objectives:To identify the learning capability of learners in china
6.1: Chinalearning English
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:
Topic 7:Improving learners spelling using soundspel
Objectives:
Improvinglearnersability to spell English words correctly
7.1:Spellingusing soundspel
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:
Topic 8:Testing outcome of the class
Objectives:
Studentsdoing an exam to gauge their understanding
8.1: Cat
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:
Final exam
Reflection
Curriculum alignment is where education providers across different levels evaluate a course or an educational program to incorporate the changing needs of the workforce and students. The curriculum alignment process was tedious and lengthy, but I managed to complete creating it. I had many challenges during the process of creating an assignment.. I had to include a lot of details for the curriculum to make it comprehensive and understandable by the users.
I engaged in extensive research to come up with this curriculum alignment. The research entailed looking for course material to be used to facilitate the learning of the students. The study entailed looking for books used in other countries that addressed the issue of English learning as a second language. Finding the resources to facilitate the curriculum was tedious as the resources are not just available on the internet but in the eBook central, which I had to log in and search for the materials.
The curriculum outline was successful as I was able to gather all the required information to complete the alignment. The resources were available in the eBook central, which made it easier for me to choose the best book to be used to help the students develop their skills in English. The thing I would do the next time differently, I will not include assignments every week. Instead, I will give the facilitator the chance to give weekly continuous assessment tests to test the students’ knowledgeability. The alignment I created gave me more knowledge on curriculum alignments creation this will undoubtedly be helpful in my professional practice as I know how to go about it.
