Lesson Plan 2
Goal: Develop a Lesson with Differentiation for English Language Learners
Teacher Candidate: Anna Hall
Subject: American Government
Content (Topic): The Supreme Court
Grade Level(s): 10-11
TEMPLATE
1
Date: May 1, 2013
Course for which the Lesson is developed: EDUC 2050
Time allotted: 45 minutes
Reference (required):
Dr.Sankey
World-Class Instructional Design and Assessment (2012). WIDA 2012 Amplified ELD Standards. Madison:WI. University of Wisconsin System on behalf of the
WIDA Consortium. Retrieved at http://www.wida.us/downloadLibrary.aspx
Learning Objective(s):
Assessment Tool(s) and Procedures:


1.
2.
3.
What are the students expected to know and/or do in the lesson?
Write out each specific objective to be met by students in the
lesson.
Describe the functions of the U.S. Supreme Court
Describe and analyze landmark Supreme Court Decisions
Describe and discuss current cases before the Court


What will provide evidence that students meet objectives?
Every objective must be assessed.
1. Properly completeing assigned worksheets on the functions and cases of
the Supreme Court
2. Actively participates in class discussion of previous and current cases
Differentiation Element (BOLD one): Content
Process
Product
EXPLAIN: With students who are ELL and maybe even new to the States, it is important that they understand the Judicial System. The handouts and graphic
organizers provided, along with the photo-heavy powerpoint presentation should help students put an image to the words in English and better help them
understand the lesson.
Student Characteristic Assessed (BOLD one): Readiness Interest Learner Profile
(Hypothetically, students will be assessed before this lesson.)
EXPLAIN: Based on learner profiles, I have assessed that the students need sensory materials to help them understand some complicated topics.
Tell what supports/strategies that you planned in the lesson to differentiate for ELL students (You must use at least four strategies, and stating the objectives
is NOT one to list here):
1. Sensory:
Pictures and Photographs- of the 9 justices, photos that relate to the court cases (Like Roe v. Wade picket signs)
2. Graphic:
Graphic Organizers
3.
Interactive: Working in small groups or pairs
Implemented August 2012
Adapted from Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and
Assessment (2012) WIDA 2012 Amplified ELD Standards.
Lesson Plan 2
Goal: Develop a Lesson with Differentiation for English Language Learners
TEMPLATE
2
4. Magazine and Newspaper Articles about the cases
Implemented August 2012
Adapted from Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and
Assessment (2012) WIDA 2012 Amplified ELD Standards.
Lesson Plan 2
Goal: Develop a Lesson with Differentiation for English Language Learners
The Lesson:
Learning Objective(s):
 What are the students expected to know and/or do in the lesson?
 Write out each specific objective to be met by students in the
lesson.
1. Describe the functions of the U.S. Supreme Court
2. Describe and analyze landmark Supreme Court Decisions
3. Describe and discuss current cases before the Court
TEMPLATE
3
Assessment Tool(s) and Procedures:
 What will provide evidence that students meet objectives?
 Every objective must be assessed.
1. Properly completing assigned worksheets on the functions and cases of the
Supreme Court
2. Actively participates in class discussion of previous and current cases
Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students:
Begin by asking students about any of their experiences with court or law, if they feel comfortable sharing. Ask if anyone has heard of major Supreme
Court cases, and if they know how that affects their lives as students. If something is going on in the school that is relatable (for example, a religious
group is petitioning for morning prayer) layer that in to the discussion.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment):
“Today we will be learning about the Supreme Court, its characteristics and functions. I will talk to you about the court’s composition, then you will break
into groups of 2 or 3 to read articles about some landmark and current Supreme Court cases. You will fill out a graphic organizer about your case. We will
come back together for a class discussion of the cases, and I will provide more graphic organizers for each case, which you will fill out for your notes.”
C.
1.
2.
3.
4.
5.
6.
7.
8.
Instructional Sequence:
Using powerpoint, explain the creation of the Supreme Court, it’s purpose, and what the founders intended
Explain Judicial Review
Quickly re-explain instructions for graphic organizers
Pass out papers, let students work with those they are sitting near (Class has already been organized into heterogeneous groups by assigned
seating)
While students are working, walk around the room, discussing the cases they are each working on and ensuring that the graphic organizers are
filled out correctly
Bring class back together, ask each group to present their findings
Add any information the students may have missed
Ask students to turn in organizers, I will pass them back to use as study materials at the next class.
Implemented August 2012
Adapted from Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and
Assessment (2012) WIDA 2012 Amplified ELD Standards.
Lesson Plan 2
Goal: Develop a Lesson with Differentiation for English Language Learners
TEMPLATE
4
D. Monitoring Student Engagement and Learning: (What will you do to ensure student engagement?)
While they are working on their graphic organizers I will walk around the room to make sure everyone is participating and filling out their worksheets.
E.
Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment)
“The purpose of this lesson was to understand how the Supreme Court works and affects our lives through Judicial Review. The cases we reviewed
today are examples of major changes to the United States that have come about through the cases. “ Collect worksheets to give back after grading.
Lesson Plan Details
Instructional Materials:
American Government Textbook
Powerpoint
Newspaper and Magazine articles about Supreme Court Cases
Worksheets
Use of Technology:
Powerpoint presentation
List the Academic Language used in the Lesson
Judicial Review
Constitution
Supreme Court
Justice
Academic Language
Explain how the Academic Language is scaffolded
in the Lesson: Use the Sensory, Graphic,
Interactive Supports from above.
The photographs- explain justices
Newspaper articles- will help explain the cases
and impact
Describe the Evidence that Students know and
use Academic Language appropriately:
Completed graphic organizer
Able to participate in class discussions
Implemented August 2012
Adapted from Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and
Assessment (2012) WIDA 2012 Amplified ELD Standards.
Lesson Plan 2
Goal: Develop a Lesson with Differentiation for English Language Learners TEMPLATE
Graphic organizer will organize the ideas and help
students process cases
Absent or Weak
Lesson Information
Thorough, Clear,
OR purposeful
5
Thorough, Clear,
and Purposeful
Score
This must be there for you to get credit for the lesson plan.
Reference
0-1
2-3
4-5
Learning Objectives
0-3
4-7
8-10
Assessment Tools and Procedures
0-3
4-7
8-10
Implemented August 2012
Adapted from Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and
Assessment (2012) WIDA 2012 Amplified ELD Standards.
Lesson Plan 2
Goal: Develop a Lesson with Differentiation for English Language Learners
Differentiation Element
0-3
TEMPLATE
6
4-7
8-10
Student Characteristic
0-3
4-7
8-10
Sensory, Graphic, Interactive Supports
0-5
6-10
11-15
Engage
0-1
2
3
Communicate Purpose
0-1
2
3
Instructional Sequence
0-3
4-7
8-10
Monitoring
0-1
2
3
Closure
0-1
2
3
Materials/Technology (complete at least 1 of these)
0-1
2
3
List of Academic Language
0-1
2-3
4-5
Scaffolding Academic Language
(Sensory, Graphic, Interactive from above)
0-1
2-3
4-5
Evidence Students Learned Academic Language
(Predict what this will be.)
0-1
2-3
4-5
Total Possible: 100
Total
Implemented August 2012
Adapted from Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and
Assessment (2012) WIDA 2012 Amplified ELD Standards.