Lesson Plan Cycle

Six Elements in Planning the Delivery of an Effective Lesson 1.Generates students’ language through active student participation 2.Comprehensible input through visuals, gestures, & games 3.Meaningful, interesting, activation of prior knowledge 4.Opportunities to negotiate meaning 5.Group learning 6.Challenging and engaging students in higher level thinking

5 Elements of Cooperative Learning Positive interdependence Face-to-face interaction Individual accountability Interpersonal and small-group skills Group processing  Students work together in small groups towards a common goal, which is learning the required content. Effective cooperative learning is composed of five major elements:

Fundamental Tenets of Dual Language Program Specific to Lesson Planning & Delivery  Dual Language Classroom & Teacher  No ability grouping (linguistically or content-area)  All lessons must be authentic, interactive (student-student) and challenging  All lessons must integrate the four literacy skills listening, speaking,  reading & writing  Teacher uses ESL or SSL instructional strategies in all content area instruction  Teacher does not translate; adheres to language of instruction  Teacher does not repeat content in other language (content taught in one language only)  Teacher conducts student lessons in bilingual pairs or bilingual groups  Teacher encourages students to use language of instruction  Teacher assesses individually and in groups for accountability 4

Lesson Plan Cycle CIA Teacher as Facilitator Conceptual Refinement Rigor Bilingual Pairs

Lesson Plan Cycle 1.Objective TLW… 5. Group Activity #1 Practice (Bil grp or BP) 2. Grade level & materials 6. Group Activity #2 Rigor/HOTS (Bil grp or BP) 3. Purpose Connect to Prior Knowledge/Experience 7. Closure Seal the learning (BP  Whole grp or vice versa) 4. Direct teach Model and demo (Whole Grp using BP) 8. Conceptual Refinement Reteach (Regroup BP) 9. Journal Writing (Individual)

Bloom’s Taxonomy

CIA Lesson Design  Purpose: Connect to prior knowledge/experiences; focus on the new content (3 minutes) (Whole group with Pairs)  Direct Teach: Model and demonstrate key concepts, clarify vocabulary (15-20 minutes) (Whole group with Pairs)  Activity #1: Pairs practice new concept/skill at the comprehension level; teacher monitors and redirects (15 minutes) (Pairs/groups)

CIA Lesson Design  Activity #2: Pairs apply the new concept/skill at the application and/or above level; teacher monitors and informally assesses student progress (15 minutes) (pairs/groups) *Teacher does not answer questions during pair/group work*  Closure: Students summarize/reflect on the objective learned (3-5 minutes) (pairs/groups/whole group)  Conceptual Refinement: teachers works with small group; students work on independent practice progress (15 minutes) (regroup pairs)  Journal Writing: Students reflect on their learning in the journal.

What safety nets are in place that help ensure student learning and success?

Creating an Objective  Think about what the goal of the lesson is before creating the objective.  What steps will the students need to accomplish to master the lesson?  How will you know the students mastered the lesson?  Select two verbs (one lower level and one higher level) that will be used throughout the lesson.  Keep it simple.

Objective Writing  Two verbs (lower and  higher level)  Content/skill  Condition (material, support) The learner will describe and classify the various types of habitats found in their local community in a pamphlet. Now, you try. With a partner, write an objective on a sentence strip.

Grade Level & Materials  It’s important to note the grade level of each lesson.  List all the important materials for the lesson.  Are the materials authentic?  Do the materials support interactive learning?  If you don’t have all the materials in your classroom, make a plan where you can get them (library, other teachers, etc.)

Purpose  How are you going to relate the purpose of the lesson?  Why are these skills and/or content important to acquire?  How will you relate to prior knowledge/experiences?  How are you connecting home knowledge to school knowledge?

Direct Teach  About minutes long  Demonstrate the new skill and/or explain the new information  Define and teach the new vocabulary words specific for the lesson

Group Activity 1  This activity will help students develop the content/skill at the lower level of Bloom’s Taxonomy.  They work with their Bilingual Partner or small groups so that they can negotiate meaning.  The activity includes manipulatives, visuals, graphic organizers, objects, etc.

Group Activity 2  This activity will help students develop the content/skill at the higher level of Bloom’s Taxonomy.  They work with their Bilingual Partner or small groups so that they can participate in authentic discussions.

Closure  Different ways to close a lesson. Some include:  Presenting to the class  Talking to their small group/partner  Exchanging their outcomes with other groups

Conceptual Refinement  This activity is for the small group of students that needs extra help with the objective of the lesson.  Teacher pulls small group aside for minutes.  Regroup Bilingual Pairs.  Re-teaches the objective using different approaches, materials, support.

Purpose of CR  To assist learners in the comprehension of content being learned in the L2  Conduct CR in the SAME language of instruction for students immediately after Math/Science/SS lesson  Should be listed in daily classroom schedule

Importance of CR  Helps keep students on grade level  Helps check the instructional level of difficulty  No students need CR = lesson is too easy  ½ the class needs CR = lesson not comprehensible

Independent Practice  The rest of the class works on an Independent practice activity.  This can include extensions to the lesson; enrichment activities can be similar to Act 1 & 2  The Independent Practice activity should not require the assistance of the teachers.  Don’t send students to Bilingual Learning Centers  Students need to be working on the same concept/skill as the lesson

1.Objective TLW identify 2-D shapes and design a playground with at least 4 different shapes. 5. Group Activity #1 Identify the different type of 2-D shapes by writing the label for each shape. (BP) Comp. 2. Grade level 1 st & materials Chart paper, shapes, table 6. Group Activity #2 Design a playground using at least 4 different 2-D shapes and write a sentence describing the design. (Sm.Grp) Synthesis 3. Purpose How do we use 2-D shapes everyday? 7. Closure Sm Grp will share their design with the class. (SmGrp  Class) 4. Direct teach Identify 2-D shapes and model using those shapes to create a living room and bedroom. (whole grp with BP) 8. Conceptual Refinement Students will design the classroom with the 2-D shapes. (Regroup BP) 9. Journal Select two shapes from the math content board and write about them (W-P-S). (BP  Individual) 23