1. LESSON PLANNING What? Why? And How?

2. Goals of this session Participants will be able to identify and explain: 1.What is a lesson plan and how to develop one for ELs? 2.What is a language objective? 3.Why are both language and and content objectives important? 4.Ideas and resources for information on developing them. Later: Design and implement effective EL lessons using the information (more practice to come in course)

3. Check for understanding Reflect and Learn Are there content and language objectives for this session? If so, what are they?

4. What is a Lesson Plan? A lesson plan is the instructor’s roadmap of what students need to learn and how information will be “taught” during the lesson. Step 1: Identify the learning objectives. Step 2: Design/develop appropriate activities and strategies to implement the lesson. (http://www.crlt.umich.edu/gsis/p2_5)http://www.crlt.umich.edu/gsis/p2_5

5. Sound Easy? -Where to Start? -What are the components of an effective lesson? -How do I pick the learning objectives? -How do I know if students are learning what I am teaching? -Where do I go for help and support?

6. An Effective Lesson Plan: Integrates and addresses 3 main components: Objectives for learning*- Or, What do I want the student to learn? Teaching and learning activities - Or, What strategies and activities will I use to teach the information? Checks for understanding - Or, how will I know when/if the students learned what I taught? * Main focus of this session.

7. Parts of a Lesson View Video (13 minutes) https://www.teachingchannel.org/videos/coa ching-planning-lesson-planning https://www.teachingchannel.org/videos/coa ching-planning-lesson-planning Stay tuned—We will discuss further in class!

8. A “Regular” Lesson Plan verses an “EL” Lesson Plan The main differences are: Language Objectives (with content) Scaffolding (supports)* Accessibility-Comprehensibility* To be continued in other sessions!

9. Let’s Break it Down Learning Objectives Content objectives - describe what material/information the students will learn during the lesson. Language objectives - lesson objectives that specifically describe the type of language students will need to learn the content of the lesson. They determine which of the 4 domains of language (listening, speaking, reading, writing) students will use to accomplish the objectives. (http://www.colorincolorado.org/article/49646/)http://www.colorincolorado.org/article/49646/

10. Language Objectives Articulate the language skills and functions learners will need to master the lesson objectives, content, standards Are beneficial for all learners but especially ELs—make explicit what academic language is expected of the student (Note – Good for all teachers to post but content teachers not trained as language teachers.)

11. Specific Language Skills Associated with Content Lessons

12. WriteSpeakingReadingWriting Listen and drawName/IdentifyPreview and predictCreate complete sentences Listen and retellDiscussFind specific information Summarize Follow directionsExplain/DescribeRead fluentlyList DemonstrateAsk and answer questions Identify main ideaCompare Distinguish Between EvaluateDetermine fact vs. opinion Explain (in writing) RecordClarifyScanCreate ( a poem) Role playSummarizeIdentify vocabularyDiagram Listen and answer questions JustifyInferWrite questions and answers

13. ELD Standard 4: Language Of Science Topic: Earth History/Materials Domain: Listening Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Match processes with their effects on earth materials based on oral descriptions using photos, illustrations, or videos with partner in L1 or L2. Identify and sort the effect of processes or events on earth materials based on oral descriptions using photos, illustrations or videos with a partner in L1 or L2. Categorize the effects of process or events on earth materials based on oral descriptions using photos, illustrations or videos with a partner in L1 or L2. Distinguish between effects of processes or events on earth materials based on oral descriptions using photos, illustrations or videos. Interpret the effects of processes or events on earth materials using videos on grade level oral discourse.

14. Some guidelines to help decide: -Decide what key vocabulary, concepts words or other academic words students will need to talk, read, write, speak (how they understand and can express themselves) -Consider the language functions—describe, explain, clarify etc. -Think about language skills-reading to identify? Find specific information? To report or observe or research? -Identify grammar or language structures—transitional words or prepositions or analyze and compare two related concepts etc. Write with passive voice? Preview text or explain a procedure? http://www.colorincolorado.org/article/49646/#video

15. But.. there is so much more… Madeline Hunter identifies a lesson cycle that includes- 1.Hook/anticipatory set/prompt 2.Objective/purpose 3.Input-teacher lesson (brief) 4.Modeling 5.Guided and independent practice 6.Closure (summation/check understanding at exit)

16. https://prezi.com/tkrqajln8i2e/madeline- hunter-lesson-plan-cycle-presentation/ https://prezi.com/tkrqajln8i2e/madeline- hunter-lesson-plan-cycle-presentation/ http://www.onetohio.org/library/Documents/ Dr%20Madeline%20Hunter%20Article1.pdf http://www.onetohio.org/library/Documents/ Dr%20Madeline%20Hunter%20Article1.pdf We will look at this further in class this summer.

17. Teaching and Learning Strategies/Activities* Use a variety of supplementary materials to make the lesson clear and meaningful (computer programs, graphs, models, visuals) Adapt the content to all proficiency levels. Use authentic and meaningful activities and integrate them into lesson concepts Consistently use scaffolding techniques throughout the lesson Include a variety of question types that promote higher-order thinking skills

18. Strategies continued… Provide hands-on materials and/or manipulatives for students to practice using new knowledge Provide activities for students to apply content and language knowledge in the classroom Use activities that integrate all language skills (reading, writing, listening and speaking)

19. And even more… Structure lessons so that students have frequent opportunities for interaction and discussion between teacher and student and among students and encourage extended student discourse about the lesson concepts

20. Checks for Understanding (better known as Assessment*) Conduct ongoing formative and summative assessments of student comprehension and learning of all lesson (content and language) objectives throughout the lesson Provide regular feedback to students on their output * Another (separate) module!

21.  Lesson implementation and delivery is only part of the teaching  Understanding is key—so no matter how good a lesson is on paper we need to ensure learning-motivation, engagement, accessibility, comprehension etc..  Pacing—what comes first and for how long…How do we keep students interested and engaged? Lessons from the Field

22. Check for Understanding! It’s a Complicated Process! You Try… Choose one of the links listed in the PowerPoint. Watch a video or read an article- What is one take-away you had after watching or reading? Hint: What’s a challenge you think you might have? What’s something you’ve seen in practice that is the same or different than what you saw or read? Due by end of May class!

23. More to Come…Stay Tuned…