CIL 505 Key Assessment: Lesson Plan

Context and Overview

The purpose of this assignment is to apply your knowledge of English as a second language methods and materials to differentiate a lesson plan for ELs that is consistent with your own principled approach to language, language learning, and language teaching. The assignment will serve as 10 clinical hours for the course.

Standards Addressed

TESOL Standard(s): 1b, 3a, 3b, 3c, 4a, 4b, 4c, 5a

Learning Outcomes (UCO)

·  Demonstrate ability to develop materials, lesson plans, and units that are differentiated according to students’ English language proficiency.

·  Demonstrate ways to develop students’ English language proficiency in reading, writing, listening, and speaking.

·  Create materials, lesson plans, and units that develop students’ English language proficiency and content knowledge.

·  Select and/or adapt content-based materials that facilitate the development of students’ grade-level English language skills and content knowledge.

·  Use sheltered English techniques to make content comprehensible and help students access and acquire language and content at grade level and above.

·  Identify pedagogically effective resources and demonstrate ways to integrate them effectively into classroom practice.

·  Demonstrate ways to differentiate materials and instructional practices to meet students’ cultural/ethnic backgrounds, strengths and weaknesses, and special needs.

·  Reflect critically upon and analyze one’s own pedagogical practices.

Directions

You will create a report that contains these two sections:

Section I: Annotated Lesson Plan* (the actual lesson plan & explanation).

The annotated lesson plan should be at least 40 minutes, which is to be delivered over 1 to 5 days depending on the grade level (e.g., a high school lesson can be in completed in one class period, while in early childhood classes, the instruction can be delivered over several days). The lesson plan addresses what you will do and how to do it. The annotation answers the question of why you do certain things in the lesson plan. The specifics of the annotated lesson plan are outlined in the following:

·  Provide the setting of the lesson plan within the unit.

·  State the topic of your lesson and explain how and why you differentiate the lesson for ELs. Your rationale might be that it is an important part of the curriculum, related to the tests students have to take, or in an area your ELs have had difficulty with.

·  Provide a list of materials needed (including technology resources) and references.

·  Provide a list of language and content objectives (connected to the WIDA Standards and Common Core/Illinois Learning Standards).

·  Include the notes you would use to deliver the lesson and the SIOP steps you would follow. The lesson plan should include at least five of the eight steps of SIOP.

·  Indicate how you would assess the learners during and after instruction.

·  Indicate how you would differentiate the lesson for at least three different learners or groups of learners at two different language proficiency levels.

·  Discuss your own principled approach to language learning and language teaching grounded in course material.

·  Provide explanation grounded in course material throughout the lesson plan for each of the methods/techniques you include for sheltering, promoting language learning, etc. (refer to at least one chapter from each text).

*You may use the lesson plan format you usually follow OR one of the SIOP lesson plan templates in the SIOP text or available online, as long as you provide an additional section for your explanation & discussion.

Section II: Lesson Plan Commentary
In essay format with components of introduction, well-constructed body, and concluding paragraphs, answer these questions. Do NOT write in the form of a numbered list.

·  Evaluate the effectiveness of your lesson plan: What aspects of your lesson plan went well? Which were less effective? What you would do differently to improve? (Base your answers upon your experience using it in class or discussing it with a practicing teacher.) Provide research-based rationale for your future practices.

·  Evaluate your own lesson planning skills: What are your strengths in lesson planning skills? Which skills do you plan to work on? (Base your answers upon the feedback from your students or practicing teacher.) Be specific and give examples.

You should use your lesson plan with one or more students, or discuss it with a practicing teacher.

Turn in your completed project in your D2L dropbox. If you can, include samples of students’ work if you tried it in class. If you can, also include the name and description of the texts used, as well as excerpts of texts that are relevant to the lesson plan.

Online Course Consideration

For the online version of this course, students will follow the same instructions to complete this project.

Due Date

Your instructor will specify a due date in the course syllabus.

Rubric

See next page

Criteria and Rubric

PERFORMANCE
LEVEL → / TESOL Standards / Unsatisfactory (1) / Basic (2) / Proficient (3) / Distinguished (4)
Performance
Description / Refers to candidate performance that does not yield sufficient evidence to make a determination or is consistently below standards. / Refers to candidate performance demonstrating necessary knowledge and skills but its application is inconsistent. / Refers to candidate demonstrating mastery of performance at a consistently professional level. / Refers to exemplary candidate performance that stands as a model for other candidates.
N/A for this Assessment
Criteria
1 / Setting / 3a / Provides no setting of the lesson plan within the unit. / Provides a brief setting of the lesson plan within the unit. / Provide a detailed setting of the lesson plan within the unit.
2 / Topic of lesson and rationale / 3a / Provides no or very limited information about lesson topic and rationale. / Provides lesson topic and basic information about rationale. / Provides lesson topic and a detailed rationale.
3 / Materials / 3c / Provides no list of materials needed and/or no reference. / Provides some materials needed and references. / Provides a full list of material needed (including technology resources) and references.
4 / Language and content objectives / 3a / Provides no language or content objectives. / Provides partially developed and appropriate language and content objectives compatible with WIDA Standards and Common Core/Illinois Learning Standards. / Provides fully developed and appropriate language and content objectives compatible with WIDA Standards and Common Core/Illinois Learning Standards.
5 / Notes for lesson delivery / 3b / Presents no notes for lesson delivery. / Presents limited notes for lesson delivery. / Presents detailed notes for lesson delivery.
6 / Steps in SIOP / 3b / Includes no steps in SIOP. / Includes fewer than 5 out of the 8 SIOP steps. / Includes at least 5 out of the 8 SIOP steps you would follow.
7 / Differentiation for language proficiency / 3b / Does not indicate how the materials are differentiated for language proficiency. / Partially indicates how the materials are differentiated for language proficiency. / Completely indicates how the materials are differentiated for language proficiency.
8 / Differentiation for language proficiency / 3b / Makes differentiation for less than two language proficiency levels. / Makes differentiation for two language proficiency levels. / Makes differentiation for more than two language proficiency levels.
9 / Assessment / 4a, 4b, 4c / Does not indicate how to would assess the learners’ achievement on language and content objectives during and after instruction. / Partially indicates how to would assess the learners’ achievement on language and content objectives during and after instruction. / Appropriately indicates how to would assess the learners’ achievement on language and content objectives during and after instruction.
10 / Discussion of principled approach / 1b, 5a / Includes no principled approach to language learning and teaching. / Includes discussion of a principled approach to language learning and teaching. / Includes discussion of a principled approach to language learning and teaching appropriately grounded in course material.
11 / Explanation of lesson plan methods/techniques / 1b, 5a / Provides no explanation of lesson plan methods/techniques. / Provides explanation of lesson plan methods/techniques but little or no grounding, or inappropriate grounding in course material. / Provides explanation grounded in course material throughout the lesson plan for each of the methods/techniques you include for sheltering, promoting language learning, etc.
12 / Lesson plan commentary: Lesson plan effectiveness / 3b / Does not evaluate the effectiveness of lesson plan. / Evaluates effectiveness of lesson plan and indicate what would be done differently (based upon the experience using it with students or discussing it with a practicing teacher). / Evaluates effectiveness of lesson plan and indicate what would be done differently (based upon the experience using it with students or discussing it with a practicing teacher). Provides a research-based rationale for future practices.
13 / Lesson plan commentary: Lesson planning skills / 3b / Does not evaluate own strengths and needs in lesson planning skills. / Evaluates own strengths and needs in lesson planning skills. (Base answers upon the feedback from students or practicing teacher.) / Evaluates own strengths and needs in lesson planning skills. (Base answers upon the feedback from students or practicing teacher.) Reflection is specific and supported by examples.
14 / Writing & mechanics / Presents the project in the form of a disorganized essay; contains numerous mechanical and other errors that interfere with comprehension. / Presents the project in the form of an organized essay with an introduction, body, and concluding paragraphs; contains several mechanical and other errors that do not interfere with comprehension. / Presents the project in the form of a clear, cogent essay with an introduction, body, and concluding paragraphs that develop a main idea or thesis; contains occasional mechanical and other errors that do not interfere with comprehension.

To the teacher: You may add whatever other classroom expectations you wish to your classroom rubric; the rubric above is the ONLY part of your classroom assessment that is used for the common assessment. You may also choose the percentage of the final grade you assign to the project.