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:
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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.
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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.
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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 →
Performance
Description
1
Criteria
Setting
TESOL
Standards
Unsatisfactory (1)
Basic (2)
Proficient (3)
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.
3a
Provides no setting of the
lesson plan within the unit.
Provides no or very limited
information about lesson
topic and rationale.
Provides no list of materials
needed and/or no reference.
Provides a brief setting
of the lesson plan within
the unit.
Provides lesson topic
and basic information
about rationale.
Provides some materials
needed and references.
Provide a detailed
setting of the lesson
plan within the unit.
Provides lesson topic
and a detailed rationale.
2
Topic of lesson and
rationale
3a
3
Materials
3c
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 a full list of
material needed
(including technology
resources) and
references.
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.
Distinguished
(4)
Refers to
exemplary
candidate
performance
that stands as a
model for
other
candidates.
N/A for this
Assessment
6
Steps in SIOP
7
8
Differentiation for
language
proficiency
Differentiation for
language
proficiency
9
3b
Includes no steps in SIOP.
3b
Does not indicate how the
materials are differentiated
for language proficiency.
3b
Makes differentiation for
less than two language
proficiency levels.
4a, 4b, 4c
Does not indicate how to
would assess the learners’
achievement on language
and content objectives
during and after instruction.
1b, 5a
Includes no principled
approach to language
learning and teaching.
1b, 5a
Provides no explanation of
lesson plan
methods/techniques.
3b
Does not evaluate the
Evaluates effectiveness
effectiveness of lesson plan. of lesson plan and
indicate what would be
done differently (based
upon the experience
using it with students or
Assessment
10
Discussion of
principled approach
11
Explanation of
lesson plan
methods/techniques
12
Lesson plan
commentary:
Lesson plan
effectiveness
Includes fewer than 5
out of the 8 SIOP steps.
Includes at least 5 out
of the 8 SIOP steps you
would follow.
Partially indicates how
Completely indicates
the materials are
how the materials are
differentiated for
differentiated for
language proficiency.
language proficiency.
Makes differentiation for Makes differentiation
two language
for more than two
proficiency levels.
language proficiency
levels.
Partially indicates how
Appropriately indicates
to would assess the
how to would assess
learners’ achievement on the learners’
language and content
achievement on
objectives during and
language and content
after instruction.
objectives during and
after instruction.
Includes discussion of a Includes discussion of a
principled approach to
principled approach to
language learning and
language learning and
teaching.
teaching appropriately
grounded in course
material.
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.
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
13
Lesson plan
commentary:
Lesson planning
skills
14
Writing &
mechanics
3b
discussing it with a
practicing teacher).
practicing teacher).
Provides a researchbased rationale for
future practices.
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.)
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.
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.
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.