English for Speakers of Other Languages (ESOL) Model Lesson Plan
Theme
Subject
Time
ESOL
Standard(s)
WIDA 1. English language learners communicate for Social and Instructional purposes within the school setting.
WIDA 2-5. English language learners communicate information, ideas and concepts necessary for academic success in the content areas of Social
Studies, Math, and English Language Arts. (See level descriptors in Unit Outline.)
WIDA/[Content areas] Performance Indicators:
• Listening: [1 or more listening descriptors]
• Reading: [1 or more reading descriptors]
• Speaking: [1 or more speaking descriptors]
• Writing: [1 or more writing descriptors]
WIDA Can-Do Descriptors:
• Listening: [Can-do descriptor/s]
• Speaking: [Can-do descriptor/s]
• Reading: [Can-do descriptor/s]
• Writing: [Can-do descriptor/s]
Related Content Standards Addressed:
[List number and standard for content areas. Some standards may need to be adapted for ESOL. If standards are adapted, include [Adapted standard] at
the end.
Prerequisite Standards from other grades determined by formative assessments, for example:
[List number and standard of prerequisite standards – standards from lower grades addressed here because they are needed in order to address grade
level standard.]
(CCGPS& WIDA)
Essential
Question(s)
Engagement or
PreInstructional
Activities
ML McCloskey
[about 5] days
THEME TITLE: Lesson Title
Grade [Grade]
Supporting Unit # [unit number]
WIDA Levels 2-4
Related Content: [Content Areas
Addressed]
[Essential Question of the Lesson]
Pre-Lesson Assignment/Intro Activity (building background and activating prior knowledge): [Include assignment and/or activity]
Pre-assessment:
[Classroom activity to assess learners’ level of knowledge of concepts/skills addressed in lesson.]
Language and Content Objectives:
Model Lesson Template
Revision: April 21, 2014
1
Introduce language and content objectives, written in student-friendly language, and teach and explain any new terms included.
Language Objectives:
[several language objectives, stated in student-friendly language]
Content Objectives:
[several content objectives, stated in student-friendly language]
Vocabulary Development:
1. Using the vocabulary teaching process in the strategies guide (see resources) to introduce key terms for lesson such as: [list up to 20 words]
Some of the words will be taught in context, when they are used. Learning Strategy Review: Ask students to tell what strategies they will use to
remember difficult words. If appropriate, teach a strategy and provide practice.
2. Introduce/review important “mortar” language that students will use during the lesson, e.g., [list “mortar” terms – general and academic words, phrases,
and discourse structures needed in the lesson.]
3. Introduce language frames using [grammar and discourse of lesson]
4. Have students put important/difficult terms in their personal dictionaries.
Opening
[Title of Opening Activity]
[Engaging opening activity that activates learning and connects to previous knowledge. Make the activity culturally relevant as appropriate.]
Differentiated Scaffolding: [Strategies and tools for scaffolding and differentiating learning for different levels in the class.]
[Title of Activity] [Include several activities that follow the release of responsibility model: from teacher leading to student leading]
[Instructions/procedures for activity] [Refer to strategy in strategy guide
Differentiated Scaffolding: [Strategies and tools for scaffolding and differentiating learning for different levels in the class.]
Work Period
[Title of Activity] [Include several activities that follow the release of responsibility model: from teacher leading to student leading]
[Instructions for activity] [Refer to strategy in strategy guide]
Differentiated Scaffolding: [Strategies and tools for scaffolding and differentiating learning for different levels in the class.]
[Title of Activity] [Include several activities that follow the release of responsibility model: from teacher leading to student leading]
[Instructions for activity] [Refer to strategy in strategy guide]
Differentiated Scaffolding: [Strategies and tools for scaffolding and differentiating learning for different levels in the class.]
Closing
[a number of activities can be included because the lesson carries over several days]
[At least one activity incorporates use of technology – see tech tools menu]
[Summarizer/Review/Assessment Activity Title]
[Instructions/procedures for activity] [Refer to strategy in strategy guide]
Differentiated Scaffolding: [Strategies and tools for scaffolding and differentiating learning for different levels in the class.]
ML McCloskey
Model Lesson Template
Revision: April 21, 2014
2
Exit Ticket: [Activity providing assessment/summary from all students before/as they leave the class] [Refer to strategy in strategy guide]
Extended
Learning
Activity
Formative
Assessment(s
Preparation for Next Lesson
Homework: [Homework task, if included]
Differentiated Scaffolding: [Strategies and tools for scaffolding and differentiating homework for different levels in the class.]
Formative Assessments (tied directly to the goals/objectives)
 [Formative assessment suggestions]
Summative: Exercises, homework, journal entries, project guidelines, etc.
 [Summative Assessment suggestions]
Summative
Assessment(s)
Teacher Reflection: What went well in the lesson? What did not? What would you change or modify if you were re-teaching the lesson? Where do the
students need to go next? What do you plan to re-teach? Questions to ask:
 Did I model instructional tasks?
 Did I provide explicit instruction?
 Did I engage students at all levels in meaningful interactions with language?
 Did I provide multiple opportunities for students to practice instructional tasks?
 Did I provide supportive feedback after student responses?
 Did I encourage student effort?
 Did I encourage students to move toward independence?
 Did I engage students during teacher-led instruction?
 Did I engage students during independent work?
 Did I address both language and content objectives?
 Did I consider vocabulary usage, language forms and conventions, and linguistic complexity?
 Did I differentiate for learners of different educational backgrounds and language proficiencies?
 Did I facilitate student success?
Sample Rubric [Include a rubric – structure can vary – levels should approximately match WIDA levels]:
Feature
.
ML McCloskey
Score
Model Lesson Template
[Title] Rubric
[Note: Rubric Levels Match WIDA Level]
2
3
Revision: April 21, 2014
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5
3
Rubric Glossary:
Materials
Materials Strategies: Learners should know to bring pencil, pen, paper, personal dictionaries, notebooks, and texts. Keep careful track of these behaviors
early in the year so they have clear feedback on their performance and acquire the habit. [Omit after first unit?]
Materials for Lesson: [Lesson materials]
[Teacher Resources for Unit with title, author, page numbers, URLs if appropriate.]
Teacher
Resources
ML McCloskey
Model Lesson Template
Revision: April 21, 2014
4