Assignment #3: Plan and Develop Instruction for ELLs
Signature Assignment part A, due week ___ (42 points)
Course Objectives:
Develop curriculum based on content and language standards that is responsive to ELLs’ background knowledge,
interests and is appropriate for the ELLs’ language proficiency and content levels.
Description:
You will design and plan instruction to meet the needs of Linguistically Diverse Learners by developing a lesson plan that
includes objectives that are aligned to the state content and English Language Proficiency (ELP) standards. The language
objectives you choose should partner with your content goals to develop the four domains of language (reading, writing,
listening, and speaking) and be appropriate for your ELL students’ language level/s and needs. Your lesson plan should
also incorporate ELL strategies that support the language and learning goals you have for your students. You will share
you lesson plan with a group of peers in class and receive feedback that you will use to revise and improve your lesson
before implementing it with students.
TAL Indicator:
Plan Purposefully- 4: Differentiate your plans for individual students
To ensure that 100% of your students meet their learning goals, you must always consider what the learning goal is
and your student’s current knowledge and skill in respect to that goal.
Utilizing previously gathered evidence of your student’s abilities will allow you to plan for adjustments in the products,
processes, and/or content of the lesson. This differentiation will ensure your students are appropriately supported for
maximum academic achievement.
I.
Preparation
As you plan your lesson, choose language and content objectives that best meet the needs of your ELLs. You will
need to show evidence of:
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Objectives are aligned to state standards - measureable and explicit objectives are aligned to state content
and English Language Proficiency (ELP) standards and are a “good fit” when taught together
Objectives are sequenced - content and language objectives are sequenced from basic to complex and follow
a logical progression (both in terms of content and language development)
Objectives are appropriate for learners - objectives are appropriate for the age, knowledge, interests, and
language proficiencies of ELLs
Objectives allow for differentiation - objectives provide opportunities to differentiate based on the ELLs’
content and language needs
As you are planning your lesson and choosing strategies to meet the language and learning needs of your ELL
learners, consider the following things:
Visuals
Visuals that establish the
purpose of the lesson,
preview the organization of
the lesson, and include
internal summaries of the
lesson
Modeling
Modeling by the teacher to
demonstrate his or her
performance expectations
Communication
Concise
communication
Examples
Examples, illustrations,
analogies, and labels for new
concepts and ideas
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Copyright © 2014 Arizona Board of Regents, All rights reserved
A. Consider what you have learned about your ELL student or focal student (from Assignment #2) in terms of
his/her language proficiency in reading, writing, speaking, and listening. Use this information to design a
content area lesson that incorporates both content and language objectives that are aligned to your content
and ELP Standards and that are appropriate for the language and learning needs of your ELLs.
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Objectives are measureable and explicit, including the what (standard) and the how (measureable
activity that will evidence whether or not the student has met the objective)
Content and language objectives are sequenced from basic to complex, following a logical progression
Content and language objectives fit together naturally, neither feeling forced or like an “add on”
Include at least one objective in each of the four domains of language
Objectives consider language proficiency levels and allow for differentiation when deciding how a
student will demonstrate mastery of the objective (the how of the objective)
B. Use the information to choose appropriate ELL strategies that you will incorporate into your lesson to support
your goals and objectives for your ELL learners.
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II.
Strategies fit with your learning and content objectives as well as your lesson activities
Strategies are appropriate for supporting the particular needs of your ELLs
Strategies consider language proficiency levels of your ELLs
Strategies are selected to support your ELLs’ understanding of the lesson content and the language used
Strategies promote ELLs’ engagement and interaction with other students throughout the lesson
In Class Peer Review
Students will bring their lesson plan to class and will share it with a group of students. To prepare:
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Complete a self-assessment of your lesson plan using the peer feedback form provided.
Bring copies of your completed lesson plan to class on ___________ for peer review and feedback.
Receive feedback from their peers to take home to do Part C :
C. Description of Your Reflection and Learning
After receiving peer feedback from your peers, reflect on and assess what you have learned. Describe the
feedback you received and how you will use it to improve your lesson plan. Describe what you have learned
in this process. (For this part C, you will turn in the peer feedback form/s you received from peers and your
written Description of Your Learning.)
D. Post Reflection and Critique
Respond to the following:
1. How and why did you choose your lesson plan topic and specific activities?
2. How did your plan accommodate your ELLs’ individual interests and needs (be specific)? What evidence
do you have for this?
3. What ELL strategies did you include and why? What were your goals in using these strategies? How well
do the strategies you’ve chosen fit with your lesson purpose and activities?
4. How did you choose your objectives (both content and language)? How well were they aligned to the
standards? How do you know? How well were they aligned to the students proficiency levels and learning
levels/needs? How do you know?
5. What did you learn about lesson planning for ELLs from planning this lesson?
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Copyright © 2014 Arizona Board of Regents, All rights reserved
At the end of this Apply and Evaluate – Please Submit the following:
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Completed lesson plan for ELLs 40 points –5 points each for 8 components)
Description of Reflection and Learning from Peer Review (w/self-assessment and peer review forms) (5 points)
Post-Planning Reflection and Critique (5 points)
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Copyright © 2014 Arizona Board of Regents, All rights reserved