ABSS ESOL Lesson Plan ESOL Class: Unit/Theme: Date(s): Grade Level Cluster: K 1-2 3-5 6-8 9-12 Language Proficiency Levels: 1 2 3 4 5 6 Language Domains: R W L S WIDA Standards: 1- LoSC (Language of Social Communication) 2- LoLA (Lang. of Lang. Arts) 3- LoMA (Language of Math) 4- LoSc (Lang. of Science) 5- LoSS (Language of Social Studies) Framework: Formative Summative Model Performance Indicators (MPIs) Language Functions Bloom’s Taxonomy / Verbs Topic/Genre in LoSC, LoLA, LoMA, LoSc, LoSS Support Sensory/Graphic/Interactive WIDA Objective(s) = Students Will Be Able To + MPIs Core Standard Objective(s)= Scaffolding Of Lesson(s) - Minutes Lesson Sequence - Building Background (BB) - Warm-up/Review (W/Rev.) - Direct Instruction (D) - Independent Practice (I) - Partners (P) - Cooperative Groupings(CG) - Closing (C) Strategies/Activities - Strategy/Activity Names - Language Domains Used Reading Writing Listening Speaking - Assessments Used Content of Lesson/Teacher Notes - What are the students learning? - What’s the essential content? - What questions will I ask? Materials - books - handouts - realia - supplies -hands-on Notes/Reflections:
Alignment between lesson objective(s) and student activity teacher models again with student participation (We), student pairs apply content (Two) Students apply content independent. **Student Active Participation (45%) = ______ Minutes Identify what they have learnedexplain process they used to learndiscuss how they can use what they learnedidentify what they want more info. about Identify Student Success (15%) = ______ Minutes ESL Lesson Plan Writing WIDA Objectives Resource for MPIs Model Performance Indicators (MPIs) Language Functions Bloom’s Taxonomy / Action Verbs Topic/Genre in LoSC, LoLA, LoMA, LoSc, LoSS Support Sensory/Graphic/Interactive WIDA Objective(s) = “I CAN” + MPIs Revised Bloom’s Taxonomy – Action Verbs Can the student recall or Can the student explain ideas or APPLYING Can the student use the information in a Can the stud. Can the student justify a stand Can the stud. create
remember the information? concepts? new way? distinguish between the different parts? or decision? new product or point of view? Action VERBS Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognize, Match, Reproduce, Memorize, Draw, Select, Write, Recite, Repeat Explain, Identify, Interpret, Outline, Discuss, Select, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalize, Summarize, Put into your own words, Paraphrase, Convert, Classify, Demonstrate, Visualize, Find out more information about Solve, Show, Use, Illustrate, Construct Complete, Examine Classify, Choose, Interpret, Make, Put together, Change, Apply, Produce, Translate, Calculate, Manipulate, Modify, put into practice, Solve, Write Analyze, Distinguish, Examine, Compare Contrast, Investigate Categorize, Identify Explain, Separate Advertise, Take apart Differentiate, Subdivide, deduce, Criticize, Experiment Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Value, Estimate, Defend, Support Create, Invent, Compose, Predict Plan, Construct Design, Imagine Propose, Devise Formulate, Combine, Originate, Add to, Forecast, Write Examples of Sensory, Graphic, and Interactive Supports Sensory Supports Graphic Supports Interactive Supports Real-life objects (realia) Manipulatives Pictures & Photographs Illustrations/diagrams/drawings Magazines & newspapers Physical activities Videos & Films Broadcasts Models & figures Charts Graphic Organizers Tables Graphs Timelines Number Lines In pairs or partners In triads or small groups In a whole group Using cooperative group structures With the Internet (websites) or software programs In the native language (L1) With mentors