Lesson Plan Analysis

LESSON PLAN ANALYSIS

SIOP:

“Lesson Plan for Building Background: the English Settle America” by Robin Liten-Tejada

1. In the lesson plan, the educational standards of what should be taught are clearly laid out in the beginning. The content objectives include these standards, and adapt them in a manner that will foster student learning by drawing a direct connection between the lesson content and the students’ experience.
2. What the students should know and be able to do is made most explicitly clear in the content objective. The language objectives will also be met, but they incorporate methods of learning and participation during the class; the content objectives state what the student will be able to know and identity as a result of this lesson – namely, reasons for immigration past and present, and the location of the original colonies. With this combination, English learners are able to develop greater proficiency through oral learning methods, while continuing to advance in their academic achievement, so learning English as a second language does not become a setback.
3. The learning experiences are relative to the objectives, as all the activities involved, including the listing of personal reasons for immigration, placement of stickers by reasons to see trends, explanation, looking for key words, locating colonies on the map, and having an oral review all foster dynamic, relational experiences that directly connect into the assimilation of the content expressed in the learning objectives. With this method, the content is assimilated not just through memory, etc., but in a more holistic manner through experience, interaction, and participation.
4. This method does make use of differentiated learning. A glance at the different activities in the lesson plan shows that the teacher is incorporating activities that involvement movement, listening, applying, searching, etc. She is also making use of color, sound, light, location and positioning and participation. This method enables students with different learning tendencies and strengths to all have the opportunity to learn well. Those who learn well by listening will understand the content when presented by the teacher. Those who are more visual will pick it up during the “practice” section, when reading the book for the reasons of immigration. Those who are most interactive and movement oriented, will catch the main ideas as they and the other students write the list of their own immigration reasons and place the dots on the board. This activity will give them a foundational basis that they can build off of to understand the rest of the class…
5. Although the lesson plan does not specific means for checking for understanding outside of the oral review, frequent ways have been woven into the lesson plan and activities. These include the following:
6. Accuracy with which the students identify the main reasons for immigration today.
7. Accuracy of the predictions made by the students regarding reasons for the first settlers.
8. The practice section – ability of the students to locate the “clues” or reasons within the text.
9. The review – accurate placement of the colonies

UbD:

1.The objectives are in line with academic standards, as both are addressed and intertwined in the “desired outcome” section. It is, however, up to the teacher to include accurate academic standards as provided by the school or pre-determined for the course, in that section.

2.The assessment – performance criteria and tasks – are aligned with several of the student objectives, but do not necessarily assess the success of the differentiated learning or the teacher performance that also fall under the objectives/ desired results.

3.The learning plan has the potential and should be developed based on the objectives. Whether or not this is attained will depend on the quality of each individualized plan.

4.Differentiated instruction is specified under the desired outcomes. It is up to the teacher and individual plan to ensure that such differentiation is materialized in the learning activities and process.

5.There is a specific place in the plan for assessment evidence. The teacher should make sure that this assessment can happen throughout the period of instruction to ensure learning.

EEI:

1. Objectives are listed. There is no specific listing of academic standards. It must be assumed, therefore, that the objectives are in line with the standards set by the state/school.
2. This lesson plan is sequential and focused on the concept of input and practice. There is no separation section for assessments. It must be assumed that assessment techniques are used in the input and practice sections. The sections of input and practice are in line with the objectives, and clearly provide the information about the U.S entering WWII that corresponds to the objectives.
3. What the students should know by the end of the lesson is very clear – they will know the reasons, pros and cons of why the U.S entered WWII. What they should be able to do as a result of the lesson is not stated directly. It is implied, however, that they would be able to explain or analyze, for example at least three reasons if asked…
4. The lesson is differentiated to the extent that it has individual and group dimensions, reading and discussion elements. It could, however, be even more differentiated by including more numerous and actively participatory activities learning activities and assessments.
5. While the assessment is not written into each activity, the plan follows the principle that comprehension will be checked in each activity, thus ensuring that there will be frequent ways of checking understanding. How these ways will vary is not explicitly stated.

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