ABSS ESOL Lesson Plan

ABSS ESOL Lesson Plan

ESOL Class: / Unit/Theme: / Date(s):
Grade Level Cluster:
K 1-2 3-56-8 9-12 / Language Proficiency Levels:
1 2 3 4 5 6 / Language Domains:
R W L S
WIDA Standards:
1- LoSC (Language of Social Communication) 2- LoLA(Lang. of Lang. Arts)
3- LoMA(Language of Math) 4- LoSc (Lang. of Science)
5- LoSS (Language of Social Studies) / Framework:
Formative
Summative
Model Performance Indicators (MPIs)
Language Functions
Bloom’s Taxonomy / Verbs / Topic/Genre
in LoSC, LoLA, LoMA, LoSc, LoSS / Support
Sensory/Graphic/Interactive
WIDA Objective(s) = Students Will Be Able To + MPIs
Core Standard Objective(s)=
Scaffolding Of Lesson(s) - Minutes
Lesson Sequence
- Building Background (BB)
- Warm-up/Review (W/Rev.)
- Direct Instruction (D)
- Independent Practice (I)
- Partners (P)
- Cooperative Groupings(CG)
- Closing (C) / Strategies/Activities
- Strategy/Activity Names
- Language Domains Used
Reading Writing
Listening Speaking
- Assessments Used / Content of Lesson/Teacher Notes
- What are the students learning?
- What’s the essential content?
- What questions will I ask? / Materials
- books
- handouts
- realia
- supplies
-hands-on

Notes/Reflections:

ABSS ESL Lesson Plan

ESL Class: / Unit/Theme: / Date(s):
Grade Level Cluster:
K 1-2 3-5
6-8 9-12 / Language Proficiency Levels:
1 2 3 4 5 6 / Language Domains:
R W L S
WIDA Standards:
1- LoSC(Language of Soc. Communicat.) 2- LoLA(Lang. of Lang. Arts)
3- LoMA(Language of Math) 4- LoSc (Lang. of Science) 5- LoSS (Language of Social Studies)
Model Performance Indicators (MPIs)
Language Functions
Bloom’s Taxonomy / Verbs / Topic/Genre
in LoSC, LoLA, LoMA, LoSc, LoSS / Support
Sensory/Graphic/Interactive
WIDA Objective(s) = “I CAN” + MPIs
Common Core Standard(s)

ANATOMY OF A LESSON

Teacher Monitors Continuously for Academic Learning Time and Adjusts Instruction Depending on Student Academic Success
Critical
Attributes / Lesson
Sequence / Lesson Notes
Includes:
-Content, Academic Concepts/Skills
-Teacher Instructional Strategies
-Student Activities
-Language Domains Used (R,W,L,S) / Materials
- books
- handouts
- realia
- supplies
-hands-on
Ensure students understand language objectiveactivate prior knowledgecreate an emotional hook / Assess/Activate Prior Knowledge
(20%)
= ______Minutes
Provide only enough info. to enable students to begin to manipulate content provide additional info.-->
model info. (+Me) / Teacher Input
(20%)
= ______Minutes
Alignment between lesson objective(s) and student activityteacher models again with student participation (We), student pairs apply content (Two)Students apply content independent. / **Student Active Participation
(45%)
= ______Minutes
Identify what they have learnedexplain process they used to learndiscuss how they can use what they learnedidentify what they want more info. about / Identify Student Success
(15%)
= ______Minutes

ABSS ESL Lesson Plan

ESL Class: / Unit/Theme: / Date(s):
Grade Level Cluster:
K 1-2 3-5
6-8 9-12 / Language Proficiency Levels:
1 2 3 4 5 6 / Language Domains:
R W L S
WIDA Standards:
1- LoSC(Language of Soc. Communicat.) 2- LoLA(Lang. of Lang. Arts)
3- LoMA(Language of Math) 4- LoSc (Lang. of Science) 5- LoSS (Language of Social Studies)
Model Performance Indicators (MPIs)
Language Functions
Bloom’s Taxonomy / Verbs / Topic/Genre
in LoSC, LoLA, LoMA, LoSc, LoSS / Support
Sensory/Graphic/Interactive
WIDA Objective(s) = “I CAN” + MPIs
Common Core Standard(s)

ANATOMY OF A LESSON

ESL Lesson Plan

Writing WIDA Objectives Resource for MPIs

Model Performance Indicators (MPIs)
Language Functions
Bloom’s Taxonomy / Action Verbs / Topic/Genre
in LoSC, LoLA, LoMA, LoSc, LoSS / Support
Sensory/Graphic/Interactive
WIDA Objective(s) = “I CAN” + MPIs

Revised Bloom’s Taxonomy – Action Verbs

REMEMBERING
Can the student recall or remember the information? / UNDERSTANDING
Can the student explain ideas or concepts? / APPLYING
Can the student use the information in a new way? / ANALYSING
Can the stud. distinguish between the different parts? / EVALUATING
Can the student justify a stand or decision? / CREATING
Can the stud. create new product or point of view?
Action VERBS / Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognize, Match, Reproduce, Memorize, Draw, Select, Write, Recite, Repeat / Explain, Identify, Interpret, Outline, Discuss, Select, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalize, Summarize, Put into your own words, Paraphrase, Convert, Classify, Demonstrate, Visualize, Find out more information about / Solve, Show, Use, Illustrate, Construct
Complete, Examine
Classify, Choose,
Interpret, Make,
Put together, Change, Apply, Produce, Translate, Calculate, Manipulate, Modify, put into practice, Solve, Write / Analyze, Distinguish, Examine, Compare
Contrast, Investigate
Categorize, Identify
Explain, Separate
Advertise, Take apart
Differentiate, Subdivide, deduce, Criticize, Experiment / Judge, Select, Choose, Decide,
Justify, Debate,
Verify, Argue,
Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Value, Estimate, Defend, Support / Create, Invent, Compose, Predict
Plan, Construct
Design, Imagine
Propose, Devise
Formulate, Combine, Hypothesize Originate, Add to, Forecast,
Write

Examples of Sensory, Graphic, and Interactive Supports

Sensory Supports / Graphic Supports / Interactive Supports

Real-life objects (realia)
Manipulatives
Pictures & Photographs
Illustrations/diagrams/drawings
Magazines & newspapers
Physical activities
Videos & Films
Broadcasts
Models & figures

Charts
Graphic Organizers
Tables
Graphs
Timelines
Number Lines

In pairs or partners
In triads or small groups
In a whole group
Using cooperative group structures
With the Internet (websites) or software programs
In the native language (L1)
With mentors