Lesson Plan Plus Template

Your name: Cokie Gaich

ED498

Supporting Diverse Learners

Detailed Description of 3 ESL Focal Students (base on field experience students):

Student 1 Student 2 Student 3

L1: Korean L1: Arabic L1: Arabic
WIDA Level 2: Beginning WIDA Level 5: Bridging WIDA Level 4: Expanding

Early Production/Speech Emergence Advanced Fluency Intermediate Fluency

Strengths: Strengths: Strengths:

Good social language (English) High social language Medium social and academic language
Concrete concepts Good academic language Lots of circumlocution for academic terms
Straight-forward problems (i.e. solve for x) Understands and explains concepts to Better understands concepts/ideas with
other students (learn one, do one, teach repetition
one)
Constantly producing language socially and
academically

Struggles: Struggles:
Word and multistep (that aren’t broken Distracted easily (isn’t challenged in Struggles:
down into subsections) problems content enough) Gets frustrated easily
Academic language Abstract concepts but helps to connect to
relatable concept/idea
Other Notes: Other Notes:
Effort is there but loses motivation easily Learning Spanish phrases (majority L1 in Other Notes:
when challenged class) from other students to better
Always tired by period 4  could be a lot of communicate with them and teaching them
input from other classes with little support Arabic words
Has instructional guide (not always helpful)
Doesn’t interact with other Korean speaking
student in class
What might be challenging for ELL students?

Concepts

Intermolecular interactions

Graphing energy changes

Values of enthalpy

Prior Knowledge Differences

Science foundation of previous schooling

Previous academic language

Key Vocabulary:

 Enthalpy: heat given off or absorbed/taken in by the system/reaction

 Endothermic: reaction that takes in/absorbs heat/energy from its surroundings
 Exothermic: reaction that gives off heat/energy

Content Standards, Objectives, & Assessments

Guiding Question: How does enthalpy inform us about our lives?

Indiana Academic Standard: (for English, math, science, social studies, world language) http://www.doe.in.gov/standards .

C.6.3 Classify chemical reactions and phase changes as exothermic or endothermic based on enthalpy values. Use a graphical
representation to illustrate the energy changes involved.

Academic/content objective:

I will know that this lesson was successful if by the end of the lesson, the student is able to:

 Graph the energy change accurately of 3 reactions (worksheet)

  Classify 4/5 chemical reactions and phase changes as exothermic/endothermic by their enthalpy values (worksheet and
experiment 2)

How will you assess this objective?

Informally: listening to group conversations after mini-experiment 1 (beginning of class), in-class energy graphs/profile problems
(during/after graphic organizer)

Formally: small end of lesson worksheet asking them to classify different reactions based on enthalpy values and energy profiles (will
be turned in at end of lesson time and will guide review for next class); second experiment that’ll have them classify their data as
exothermic/endothermic and explain why using characteristics of the reaction (very end of class time)

Language Standards, Objectives, & Assessments

Academic language ELLs students need to learn and use in order to be successful:

Exothermic

Endothermic

Enthalpy

Describing reactions in terms of breaking/making bonds

Language objective:

I will know that this lesson was successful if by the end of the lesson, the student is able to:

Define key words (word level): in context of graphic organizer

Make accurate connections, through oral or written language, between enthalpy values and the type of reaction and explain why
(discourse level): in context of experiment 2

How will you assess this standard/objective?

Informal assessment of oral language by listening to discussions in experiment groups and discussion groups

Experiment 1: basic concepts introducing characteristics of exo vs. endo

 Experiment 2: using oral language to communicate with partner and written academic language to connect experiment to content

Look at graphic organizers after lesson to check that key words are used correctly in organizers

Ask for written or oral explanation of their categorization of each reaction (for worksheet or experiment 2)
For this LPP develop 3 levels of Performance Indicators based on the WIDA Can-Do Descriptors K-12 for all 4 modalities:
Listening, Speaking, Reading, and Writing. (Yes, this means all 4 modalities must be present SOMEWHERE in this lesson)

Task Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging

Objectives C.6.3 Classify chemical reactions and phase changes as exothermic or endothermic based on enthalpy
values. Use a graphical representation to illustrate the energy changes involved.

Define key words (word level)

Make accurate connections, through oral or written language, between enthalpy values and the type of
reaction and explain why (discourse level)

Guiding Question How does enthalpy inform us about our lives?

Listening Match/classify oral Compare traits of Interpret (visual,

description of types exo vs. endo writing, oral) cause
of reactions with reactions using key and effect of endo
use of graphic vocabulary (list on and exothermic
organizer board/word bank) in reactions when
context of graphic described orally
organizer (completed in
graphic organizer)

Speaking Give features of Explain in a group Orally explain the

endo/exothermic the observations of meaning of enthalpy
reaction (graph, the experiment. Use values relating to
temperature, bond key features and the mechanism of a
interaction, etc)  provided questions reaction and vice-
select from either or to explain versa. (Provide list
options (e.g. gives observations. of key words that
off hear OR takes in need to be used in
heat) oral explanation)

May ask WH-

questions to clarify
 meaning (can be
done in class or
individually; written
or oral)

Reading Match energy Follow multistep Infer significance of

diagram with method of data from
enthalpic value experiments with experiment and
and/or reaction support of visuals data given from
(multiple choice. from example and worksheet with
Value is either video support of provided
positive or negative) questions
Evaluate data from
Follow multistep experiment using
instructions given sentence
supported with frames and evaluate
visuals for data given on
experiments worksheet
supported by the
energy profiles

Writing Using graphic Summarize the Identify a reaction

organizer to why’s of the as exothermic or
compare and reactions through endothermic from
contrast endo and bullet points or the change in
exothermic small paragraphs. enthalpy value
reactions and their (sentence frames or and/or enthalpy
characteristics. key features to graph. Explain in a
mention will be paragraph (with
At end of lesson (for given) sentence frames/
recap) ask two list of key features)
choice questions to Identify exothermic what is happening
summarize key or endothermic in the reaction that
points of lesson. reaction from results in that
enthalpy value specific enthalpy
and/or enthalpy value using
graph. Provide sophisticated,
small explanation scientific terms
(i.e. on graph). (word bank of key
Students will be vocabulary).
given clear steps on Describe what
how to identify and would be expected
sentence frames for observations of that
explanations. reaction as an
experiment.
The Lesson Plan
Stage and What the teacher is doing What the students are Why you made these
activity(ies) doing instructional decisions
(explicit/cited connections
to research-based theory
and professional practices
for EL students)

How will you Demonstrating small experiment comparing the Performing small Physical representation and
introduce the lesson temperature/feeling of two reactions. (can take experiment looking at the connection to observable
concepts and/or idea of heating up water and freezing water as change in temperature differences for an abstract
skills? loose example to connect background knowledge) and physically feeling the thought (Comprehensible
 experiment helps build the foundation of change in temperature to input)
Will be linking necessary background knowledge for the lesson more concretely
language to (will be linking key ideas and vocabulary to their understand endothermic Video helps front load the
observations observations). vs. exothermic. material that will be learned
using only key words that
Show youtube video before students do Discussion group: L1 need to be used during the
experiment: groups to help students lesson. Guiding questions for
https://www.youtube.com/watch?v=eSz71KwbURY focus on understanding the video help to focus
What to focus on: what happens to the energy in the content instead of the students on the important
each reaction, one real life example of each type academic language. concepts in the video
of reaction, what are they measuring? (will pause Share what you notice, (comprehensible input)
video to brief concepts and points) how were they similar?
Different? What questions Experiment grouping.
Grouping for experiment: Mixed partners with ENL does this experiment (heterogeneous grouping)
and native English speakers. Allows native English provoke?
speakers to help ENLs with academic language for Discussing their observations
the experiment and clarify instructions. with a partner or small group
Questions for experiment: How does it feel? Is the to start their thoughts and
temperature rising or falling? Did the physical state ideas about the reactions
change? Other observations (color change, (Use of native language to
effervescence/bubbles)? develop content).

Guide the class discussion

 and lesson based off their
personal questions 
increase involvement of all
students

How will you teach Compare and contrast table/graphic organizer  Students will fill out Venn Diagram graphic
the lesson concepts write on board and orally explain graphic organizers with organizer (IES-
and/or skills? Start with characteristics students observed or key words provided in a Recommendation 3) supports
mentioned in the video (Ask students to contribute word bank to organize characteristics of
to the discussion with their ideas either out loud in the two reactions. Help to
class or first in a small group) Students will fill out recognize the opposite
Connect their observations (change in worksheet individually or characteristics between the
temperature) to bond chemistry with a partner. Can be reactions.
Introduce energy profiles: low energy state = with any level of English
stable (if you were calm), high energy state = development for partner. Graphic organizer doesn’t
unstable (very hyper) have to be solely words 
Experiment 2: students can include images or L1
Identify key vocabulary and define and provide group with native English substitutions for non-key
concrete example. speakers (use of new key words to support content
Refer back to video: how did the young scientists words and academic learning.
explain exothermic and endothermic? What language). Similar guiding
happens to the energy in these reactions? (same questions as experiment Word bank identifies
as intro questions). 1. Will ask for energy important words and phrases
Enthalpy: change in energy of a reaction/system. profile of each that will appear throughout the
experiment. unit.
Throughout graphic organizer point out and create
small list/word bank of key words that will be Worksheet allows students to
repeated through the unit. focus on content development
and academic language
Students will fill out a worksheet that has been development pertaining to the
differentiated for their English level. lesson (Levine & McCloskey).
Level 2: multiple choice and fill in the blanks with The differentiation lets each
word bank student have the opportunity
Level 4: Some fill in the blank, make an energy to succeed while challenging
profile, short answer questions (will only require a themselves (comprehensible
 few words) input/cloze test)
Level 5: Short answer questions and energy profile
questions (no fill in the blank or multiple choice) Experiment 2 has ELLs
working with native English
Have students complete another experiment in speaker to focus on
small groups that include two common real-life connecting the key
reactions. Same method as first. Providing vocabulary/terms to the
sentence frames to write a small conclusion from content that was taught
their observations. (heterogeneous grouping)
Sentence frames (IES)

How will you help Experiment 1 (informal): assessment of previous Assessment of all objectives
your students to academic language/content. Assess by listening throughout lesson
draw conclusions and looking. What are the groups discussing?
and/or self-assess What connections have they made to the video Differentiation through
on the lesson and front-loaded content? worksheet (Carr).
concepts and/or
skills? Graphic organizer (informal): Look at notes while
walking around. Time for individual questions –
what do I need to clarify and/or help support the
student’s learning?

Worksheet (formal): Assess ability to connect

individual small concepts to the larger idea of
enthalpy. Formal assessment of content and
language. Are they able to make the connections
between energy and endo/exo? Do they
understand the key terms and how to apply them
in the content?

Experiment 2 (formal): application of concepts and

vocabulary. Can they draw conclusions from their
observations? From these observations are they
able to conclude the type of reaction? Can they
explain the bond chemistry? Use of academic
 language (at least the correct use of key terms and
important characteristics)? Not a strong emphasis
on grammar or spelling. Looking to assess
understanding of material.

References
Making Content Comprehensible for Secondary English Learners: The SIOP Model. Chapter 4: Comprehensible Input. Echevarria,
Vogt, & Short.

Teaching English Language Learners in Mainstream Classrooms. Chapter 9: Structuring and Planning Content-Language Integrated
Lessons. Levine & McCloskey.

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES.

Making Content Comprehensible for Secondary English Learners: The SIOP Model. Chapter 9: Review and Assessment. Echevarria,
Vogt, & Short.

Chapter 6: Assessing English Language Learners. Carr.

LPP Rubric

Emerging Basic Competent Proficient

(approaches standard) (meets standard) (exceeds standard)
Most of the competent All competent criteria, and…
criteria, but…

_____/8 Standard 1.b. Language Acquisition and Development

points Candidates understand and apply theories and research in language acquisition and development to support their
ELLs’ English language and literacy learning and content-area achievement.
Listed key content area Lists a few vocabulary, Identifies key content area Description of target ELL students’
vocabulary, potential potential conceptual vocabulary, potential language proficiency levels, learning
conceptual challenges, and challenges, and/or potential conceptual challenges, and styles, and academic development
potential prior knowledge prior knowledge differences. potential prior knowledge
included.
differences/difficulties do not differences that reflect a
reflect research and theory general understanding of the Most relevant key content area
presented in ED497 and ED498 needs of ELL students. vocabulary, potential language
or are weak/ missing/ incorrect difficulties, and potential prior
knowledge differences/difficulties
listed and based on the needs of the
target ELL students. They reflect
research and theory presented in
ED408, ED398/497, and ED498.
The differentiation criteria is not The differentiation plan The differentiation plan The differentiation plan delineates
consistently tied to both content delineates assessment delineates instruction and/or clear assessment criteria that have
and language objectives. Few criteria that have some assessment criteria that have explicit connections to language
or no objectives are taught and connections to language explicit connections to
objectives. The differentiation by
assessed. objectives. The differentiation language objectives. The
by language proficiency level differentiation by language language proficiency level allows
attempts to allow students to proficiency level allows students to understand and/or show
understand and/or show what students to understand and/or what they know in developmentally
they know in developmentally show what they know in appropriate ways. The WIDA table
appropriate ways. The WIDA somewhat developmentally shows differentiation for both
table shows differentiation for appropriate ways. The WIDA productive and receptive language.
productive or receptive table shows differentiation for
language. both productive and receptive
 language.
_____/8 Standard 3.a. Planning for Standards-Based ESL and Content Instruction
points Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a
supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse
backgrounds using standards-based ESL and content curriculum.
Standards and/or objectives Includes standards and Includes clear, interrelated Includes clear, interrelated
inappropriate for grade level or objectives. Standards and/or standards and objectives. standards, content objectives, and
missing, AND/OR unrelated to objectives unclear, and/or language objectives. These
the lesson plan. unrelated to each other. elements reflect natural opportunities
for academic language development.
Lesson plan does not reflect an Lesson plan reflects some Lesson plan reflects Exceeds expectations. Lesson plan
understanding of research, research, theory, and research, theory, and reflects a thorough understanding of
theory, and practical strategies practical strategies addressed practical strategies addressed research, theory, and practical
addressed in Cores 1-3. in Cores 1-3. There is a lot of in Cores 1-3. Some strategies addressed in Cores 1-3.
inconsistency in applying inconsistency in applying These understandings are
these understandings to these understandings to consistently applied to lesson plan.
lesson plan. lesson plan.
_____/8 Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction
points Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for
developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to
the core curriculum by teaching language through academic content.
Few or no opportunities for Inconsistent opportunities for Provides students with some Provides students with many
schematic connections. Few or schematic connections. opportunities to make opportunities to make schematic
no connections to real-life Inconsistent connections to schematic connections. connections (text to self, text to text,
problems. Few or no real-life problems. Higher Provides opportunities for and text to world). Opportunities
opportunities for higher order order thinking not student exploration of higher-planned for students to be
thinking planned. emphasized. order thinking real-life responsible for posing questions and
problems. exploring higher order thinking real-
life problems.
No opportunities for meaningful Few opportunities for Provides some opportunities Provides many opportunities for
student engagement and meaningful student for active student discussion student choice & active engagement.
discussion. No native language engagement and discussion. and engagement. When more When more than one speaker of a
use is encouraged. Little use of the native than one speaker of a language is present, students have
language is encouraged. language is present, students opportunities to engage in
have opportunities to clarify discussions in their native languages
their understanding in their and in English. Student group
native languages. conversations have clear
expectations (a protocol) and explicit
 outcomes.
Missing one or more language Provides inconsistent Students have some Students have opportunities for
skills. No academic language opportunities for reading, opportunities for reading, reading, writing, speaking, and
development strategies are writing, speaking, and writing, speaking, and listening throughout the lesson. The
listening throughout the teacher scaffolds
emphasized. listening. Strategies and
lesson. Students practice (modeling/coaching) the students in
activities support content using a specific strategy that learning a specific strategy that they
and/or language objectives. they can use to become can use to become better readers,
better readers, writers, writers, listeners, and/or speakers.
listeners, and/or speakers. The strategy is taught using
authentic text or conversation, not
using a worksheet or workbook.
_____/4 Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction Candidates are familiar
points with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in
effective ESL and content teaching.
Limited visual or experiential Inconsistent use of visual or Some use of visual and Strong use of visual and experiential
support. Few, irrelevant or experiential support. experiential support. support. Provides materials/
inappropriate visual or hands- Provides supplementary activities to support student
on materials integrated into materials /activities to support understanding (pictures, videos,
lesson plan. student understanding audio, manipulatives, graphic
(pictures, videos, audio, organizers, etc.). Instructional
manipulatives, graphic materials support language and
organizers, etc.). Visual or content objectives and reflect
hands-on materials support student anticipated difficulties listed
language or content in the student characteristics section.
objectives.
_____/8 Standard 4.c. Classroom-Based Assessment for ESL
points Candidates know and can use a variety of performance-based assessment tools and techniques to inform
instruction for in the classroom.
Standards and objectives aren’t Most standards and All standards and objectives Candidates use a variety of
assessed OR WIDA Can-Do objectives are assessed. are assessed. Candidates observational and/or performance
Indicators are missing or Candidates inconsistently use effective use WIDA Can-Do assessments to assess students.
ineffectively used to WIDA Can-Do Indicators to Indicators to differentiate
differentiate assessments for differentiate assessments for assessments for each level of
each level of language each level of language language proficiency.
proficiency. proficiency.
_____/4 Standard 5.a. ESL Research and History
points Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field
 of ESL teaching and apply this knowledge to inform teaching and learning.
Makes no explicit connections Makes few explicit Grounds discussion in current Cites multiple and most relevant
to research/theory, OR connections, or reference research and theory on texts, researchers, and theorists
reference citations and citations and a bibliography second language acquisition throughout the analysis and
bibliography are missing are used inconsistently, or and learning. Cites relevant discussion.
inaccurately uses some key sources to support
terms conclusions.