BILINGUAL PROFESSIONAL PREPARATION PROGRAM
BASIC INSTRUCTIONAL MODEL (BIM)
A MULTIPLE STRATEGY LESSON PLAN GUIDE
The Basic Instructional Model (BIM) is a general format for planning lessons. It includes the
major components of good lesson plans. It is a format adaptable to several instructional
strategies. Whether the teacher is intending to use a direct instruction strategy, discovery
strategy, or other strategy, these are the components of an effective lesson plan.
CANDIDATE NAME: ____Itaith Esquivel _____
DATE: __12/6/11______
ESTIMATED LESSON LENGTH: ______1 hour______
GRADE LEVEL: _ 6th grade
SETTING (general, special education, or RtI group): General
PUPILS: [ X ] WHOLE CLASS
[ X ] SMALL GROUP
[ ] INDIVIDUAL
TOPIC/TEMA
This is a social studies lesson about the Egyptian form or writing, Hieroglyphics.
RATIONALE /JUSTIFICACION:
The reason for why this lesson is important is because according to the standards students
must analyze the structures of the early civilizations of Mesopotamia, Egypt, and Kush.
For this social studies unit we will be learning about ancient Egypt and for this specific
lesson we will trace the evolution of language and its written forms. It is important for
students to know how ancient civilizations used language and it written forms and see
how it has changed. It is important for them to understand their writing system of
Hieroglyphics to be able to understand the whole civilization.
Students will also be reading expository text. This is important because expository texts
are used in science and in social studies in upper elementary grades and they will need to
be able to read and understand them to be successful in these content areas. In this lesson
students will also work in groups by discussing with group members and coming to an
agreement. Students will need to be able to know how to work in groups for this lesson as
well as in for a big part of their future education. Working in groups and collaborating is
something they will have to do in all of their schooling and well as when they go out in
the work force. In almost all jobs they will need to collaborate with others and that is a
skill students will practice in this lesson.
There will be many opportunities for interaction during this lesson between the teacher
and the students as well as between the students to students. “For young English learners
to become fluent in academic English, we need to provide structured opportunities in all
subject areas to practice using the language” (Echevarria, Vogt, Short. 2010, p. 119).
There are opportunities for rich discussion in this lesson that will reaffirm the content as
well as the content vocabulary for this lesson. Students will also work with partners on
extracting the important information in their assigned reading and from there they will
collaborate in choosing what they will share with the class. Having students interact like
this helps EL students collaborate with Standard English and the participation challenges
them to use academic language.
This lesson provides opportunities for students to use learning strategies such as cognitive
strategies because they have to organize their own learning in their groups. Students have
to be able to first organize their thought and collaborate with a group and share their
understandings. This lesson is scaffolded for all students in that first they learn about the
Egyptian writing system and Hieroglyphics before they are expected to translate their
name using the Hieroglyphic alphabet.
The teacher will strategically group the students. The EL students and the students with
special need will really benefit from this strategic grouping because they will be placed in
groups were they can be encouraged to participate and for the EL use academic language.
The EL students in this class are in the intermediate proficiency level, so they often do
not need first language clarification. What they need is for the teacher to encourage them
to expand their vocabulary, and their application of more elaborate grammatical
structures. I believe with this lesson they are able to do this and it will help them in their
language development.
CONTENT STANDARD/ ESTANDAR DEL CONTENIDO
CA 6.2 Students analyze the geographic, political, economic, religious, and social
structures of the early civilizations of Mesopotamia, Egypt, and Kush.
9. Trace the evolution of language and its written forms.
CA 6.2.0 – Reads and understands grade level text
ACADEMIC LANGUAGE DEMAND
To identify academic language demand
 Determine key concept vocabulary and other essential words
Content Vocabulary
 Hieroglyphics (Hieroglyphs)
 Scribes
 Reed plant
 Literate
 Demotic writing
 Cartouche
Other Vocabulary
 Papyrus
 Picture symbols
 Hieroglyphic alphabet
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Determine the content process skills/tasks
 Discuss
 Describe
 Translate
 Make
Language skills: listening, speaking, reading, writing
 Listening Skills: Students will be placed into strategic groups assigned by the
teacher and they will listen to their partners read their assigned reading together.
They will discuss and listen to what other classmates think is the most important
information in their assigned readings and choose what they will share with the
class. Students will listen to other classmate’s ideas during group presentations.
Students will listen to the teacher give direct instruction on the Egyptian alphabet.
Students will also use their listening skills in listening to the teacher’s directions
of the lesson.
 Speaking Skills: Students will use their speaking skills by first reading out-loud
their assigned reading. They will also discuss their assigned topics with their
group members. They then will speak to other classmates about their assigned
topics and discuss the different aspects of Hieroglyphics. Students will then be
asked to speak in a group presentation to the whole class about their assigned
topics. Students will then have the opportunity to share their cartouches they
make with the class at the end of the lesson.
 Reading Skills: Students will practice on their reading skills when they read their
assigned reading with their group members. Students will read some of the most
important information to the class during their group presentation. Students will
also read the Hieroglyphic alphabet and translate their name from English into
Hieroglyphics.
 Writing Skills: Students will use their writing skills when they have to highlight
the important information in their assigned reading that they will have to share
with the class. They will also have to translate their name into hieroglyphics and
write them on their cartouche (name plate).
Language functions: what is purpose of language in the lesson
 Describe
 Translate
Language forms: language patterns and grammatical structures students will be using
 Using appropriate vocabulary
 Using complete sentences
 Using proper grammar
ELD STANDARD/ ESTANDAR DE INGLES COMO SEGUNDO IDIOMA
Grade: 6-8th
Proficiency level: Intermediate
Domain: Reading
Strand: Fluency and Systematic Vocabulary Development
Decodes for automaticity: reads grade appropriate narrative and expository texts aloud
with appropriate pacing, intonation, and expression.
Grade: 6th
Proficiency level: Intermediate
Domain: Listening and Speaking
Strand: Strategies and Application
Uses Standard English when speaking; varies way of speaking: He understood when
speaking, using consistent Standard English grammatical forms and sounds; however,
some rules may not be in evidence (e.g., third person singular, male and female
pronouns).
STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE
DEVELOPMENT:
 Highlight important information in expository text
 Jigsaw expository text
 Modeling
 Group work
 Vocabulary word wall
UNIVERSAL ACCESS
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
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The directions for this lesson will be given in concise segments and in a level of language
proficiency that the EL will be able to comprehend.
Students will be strategically grouped by the teacher so that EL students will work with
students who will expose them to proper English.
For our English Learners who are at the intermediate proficiency level we will encourage
them to expand their vocabulary, and their application or more elaborate grammatical
structures.
The two students with special need will also be strategically grouped with students who
will clarify instruction and be kind to help them if they need it. As a teacher we will also
encourage participation in the collaborative group activity.
OBJECTIVE(S)/ OBJETIVO: (Content and Language)
Content Objective:
After a collaborative activity, students will be able to describe one aspect of Egyptian
hieroglyphics in a group presentation.
After direct instruction on the Egyptian alphabet, students will be able to translate their
name into Egyptian Hieroglyphics onto a cartouche.
Language Objective:
Students will discuss, choose, and describe one aspect of Egyptian Hieroglyphics in a
group presentation appropriate vocabulary and correct grammar.
Students will translate their name into Egyptian Hieroglyphics and illustrate them on a
cartouche they will make.
ASSESSMENT(S)/EVALUACION
The first form of assessment will be done when students are working in their groups with
their assigned reading. I will assess if they are working well in their group and
participating by walking around the room and observing. The second form of assessment
will be an assessment of the group presentations. This assessment will show what the
students have learned from their assigned reading and if they were able to extract the
most important information which is a content objective. The assessment that I will use
for the presentation will be more of a formative assessment because they are reading
expository text. There will also be an assessment of whether students were able to
translate their name into Hieroglyphics using the direct instruction given by the teacher
and also the Hieroglyphic alphabet. They will do this assessment task on a cartouche
(name plate) they will also make.
REQUIRED TEACHER BACKGROUND INFORMATION:
 The teacher must have read and be familiar with the Hieroglyphic reading.
 The teacher must have strategically grouped the students before the lesson so that there is
maximum participation and learning from EL students as well as from the students with
special needs.
 The teacher must be familiar with the Hieroglyphic alphabet and have an example of a
cartouche (name plate).
TASK ANALYSIS:
 Students must be familiar with working and reading in groups.
PROCEDURES/ PROCEDIMIENTO:
Introduction/Introducción
1. I will start this lesson by posting and letting the student know what the objectives of
the lesson are going to be. I will explain to them that we are going to learn about the
ancient Egyptian writing system of Hieroglyphics. I will explain that they are going to
get an information sheet that talks about Hieroglyphics. The activity is that they will
be working in their nomes (Egyptian city) that they sit by and they are going to work
together by first reading all of the information. Each nome (group) will be responsible
for analyzing a section of reading and they will discuss in their groups and choose the
information that is the most important. They will highlight what they think is most
important to share with the whole class in a small presentation.
2. Before they start reading the information sheet I will talk about some of the new
vocabulary they are going to see in this lesson and write them on the board. I will
discuss them with the class so that when they come to them, they know what they
mean.
Activity Sequence/ Secuencia de actividades
1. I will then pass out the information sheet appropriate to each group. I will have the
information sheets marked which section belongs to what group before the lesson, so
that each group knows exactly what section they are doing.
2. During the time that they are reading and discussing with their groups, I will be
walking around the classroom observing their participation as well as their
collaboration. I will also help them if they have any questions on the vocabulary or
content. I will be giving the students time frames by when they should have thing
done. I will give them about 10 minutes to read all the information as a group. I will
remind them to stay focused because they will have to do a presentation in a few
minutes.
3. We will then start presentations. I will have each group stand up and face the
students. They will each give their short presentation.
4. After the presentations, I will explicitly teach about the Hieroglyphics alphabet. I will
give a short lesson and then I will explain what a cartouche is. I will explain the
directions to their next activity of making a cartouche and translating their name into
Hieroglyphics. I will show them my example of a cartouche I made with my name as
an example.
Closure/Clausura
1. When most of the students are finished they will have the opportunity to share their
cartouches with their neighbors and talk about what their favorite aspect of learning
about ancient Egyptian hieroglyphics was.
2. At the end of the lesson I will also go over the objectives with the students to see if
they were met.
MATERIALS/ MATERIALES:
 Copies of the Hieroglyphics readings and each group’s section marked appropriately
 Copies of the Hieroglyphics alphabet
 Copies of the cartouche template and construction paper
PERSONAL TEACHING OBJECTIVES:
 My teaching objective for this lesson is that I give proper wait time and give students
enough time to work in their groups, but that I also need to give them time limit frames. I
need to give them a time limit for where they should be so that it keeps them on task.
ASSESSMENT OF PERSONAL TEACHING OBJECTIVES
 The assessment for this objective will be that students are ready for their presentations
when I tell them their time is up. If the students are ready on time and if they have the
appropriate information, then I will know I had good time management and gave
appropriate time frames.