Lesson Planning for English Language Learners
Paper instructions:
Creating lesson plans that align the English Language Proficiency (ELP) standards and content standards is a requirement of educators who have English language learners in their classrooms. Among the most important aspects of English language development are the integration of language instruction and practice across the content areas, which includes differentiation of instruction to address specific learning needs of all students. These aspects can be accounted for directly within lesson plans.
Part 1: Lesson Plan
For this assignment, create a lesson plan for integrated English language development (ELD) instruction that integrates ELLs’ cultural values and beliefs. Using the “COE Lesson Plan Template,” address the following:
Using your clinical field experience classroom as the context for planning the lesson, select the grade level and at least one of the 10 Arizona English Language Proficiency (ELP) standards. In addition, select an English Language Arts (ELA) standard that aligns with the ELP standard.
Complete all sections of the lesson plan template, focusing specifically on aligning objectives, instruction, and assessments to the ELA and ELP standards selected.
Include both ELA and ELP standards within the “National/State Learning Standards” section of the template.
Differentiation should address ELLs’ language differences, giftedness, and special education needs.
Part 2: Reflection
Write a 250-500 word reflection explaining how your lesson plan integrates ELLs’ cultural values and beliefs in the context of teaching and learning. Include a description of how your lesson planning and focus would be different, if you were to develop a targeted ELD lesson, instead of the integrated lesson you designed.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need Helpance.
Lesson Plan for Integrated ELD Instruction
Grade Level: 9th Grade
ELP Standard: ELP.9-12.2 An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Aligned ELA Standard: SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
National/State Learning Standards:
ELP.9-12.2 An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Objectives:
SWBAT discuss cultural traditions and values of their own culture and the cultures of their peers.
SWBAT listen to and build on the ideas of others respectfully during class discussions.
SWBAT express their own ideas clearly about how cultural traditions and values shape identity.
Language Objectives:
SWBAT use academic vocabulary related to culture, traditions, and values in oral and written exchanges.
SWBAT ask and answer questions to gain information or clarify understanding during class discussions.
Assessment: Students will participate in a Socratic seminar discussion about how cultural traditions and values shape identity. Students will be assessed using a discussion rubric that evaluates their ability to express ideas clearly, build on the ideas of others, ask and answer questions, and use academic vocabulary related to culture.
Materials/Resources:
Excerpts from “Culture and Identity” by Stuart Hall
Discussion rubric
Whiteboard/butcher paper for note-taking
Instructional Strategies:
Activate Prior Knowledge: Ask students to brainstorm in groups what “culture” and “identity” mean based on their own experiences. Have groups share out ideas and write key terms on the board. (10 min)
Pre-teach Vocabulary: Introduce academic vocabulary related to culture, traditions, and values from the reading. Have students use vocabulary in sentences and discuss meanings. (10 min)
Read Aloud: Read excerpt from Stuart Hall aloud while students follow along and take notes. Clarify any questions. (15 min)
Socratic Seminar: Pose open-ended discussion question: “How do cultural traditions and values shape one’s identity?” Have students discuss in a respectful seminar format, building on each other’s ideas and asking clarifying questions. (20 min)
Debrief: Have students reflect individually then share in pairs how discussing cultural identities respectfully helps foster understanding between diverse groups. (10 min)
Assessment: Collect discussion rubrics to assess student participation and use of academic language. (5 min)
Differentiation: For ELLs, pre-teach key vocabulary with visuals and have them generate sentences in L1 and L2. For gifted students, assign a leadership role in the Socratic seminar discussion. For students with IEPs, provide a partially completed graphic organizer to scaffold note-taking and participation.
Works Cited:
Hall, S. (n.d.). Culture and identity. In J. E. Braziel & A. Mannur (Eds.), Theorizing diaspora (pp. 233–246). essay, Wiley-Blackwell. https://doi.org/10.1002/9781118663219.ch15
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
Nieto, S. (2010). Language, culture, and teaching: Critical perspectives. New York, NY: Routledge.
Reflection: This lesson plan effectively integrates ELLs’ cultural values and beliefs into instruction by having students discuss how their own cultural traditions and identities are shaped by culture. The Socratic seminar format allows ELLs to build on each other’s ideas in a respectful way while practicing academic language skills. A targeted ELD lesson may focus more narrowly on one language domain, such as having students write short essays comparing cultural traditions instead of the integrated speaking and listening focus of this lesson. The cultural component helps validate ELLs’ backgrounds and foster understanding among diverse peers. Including students’ home languages and cultures makes instruction more relevant and affirming of ELL identities.
