ESOL CAPSTONE PROJECT LESSON PLAN TEMPLATE – Teacher lesson plan. Please open template

ESOL CAPSTONE PROJECT LESSON PLAN TEMPLATE

OVERVIEW

Lesson Title:

Unit Title:

Content Area

ELL Speaking Levels (Range)

Class Level:

Length of Lesson in # of Hours: # of Classes:

Teacher:

STAGE 1 – PLANNING FOR DESIRED RESULTS

LESSON OBJECTIVES: CONTENT AND LANGUAGE

By the end of this lesson, students will be able to:

In red, explain why you chose the content and language goals for your ELL students.

ESSENTIAL QUESTION(S)

CONSIDERATIONS

Indicate those addressed in this lesson:
· Practice with complex text and academic language
· Reading, writing, and speaking in evidence from literary and informational texts
· Build knowledge through content and vocabulary
· As you address a specific learning style in your description, identify it in the plan and provide a written explanation of why the activity meets that style. Type your notes in red.

HIGHER ORDER QUESTIONS

PRIOR KNOWLEDGE NEEDED

VOCABULARY

MATERIALS NEEDED

STAGE 2 — EVIDENCE OF LEARNING

Ways that students and I will know the extent to which objectives have been met:

7

STAGE 3 — LEARNING PLAN MATERIALS TIME
(optional)

INTRODUCTION
Guiding Questions
· How will students know the purpose for this lesson?
· How will I contextualize the language focus of the lesson?

BODY OF THE LESSON – Day 1

For each day of the lesson Include the following:
· What opportunities will students have to practice new language and use it in authentic communicative activities? (pairs, cooperative learning, etc.)
· What questions will I pose to engage students, foster thinking and reasoning, and elicit language production?
· What academic and content vocabulary will students learn?
· How will I monitor the student learning and acquisition of language targets of the lesson?

· What learning strategies will they be practicing? In red, note what learning styles are addressed next to each of your learning strategies.
· Selection and application of technologies enhance ELL learning and are appropriate for learning environment and outcomes.
· Include frequent opportunities are provided for students to use the English language in class discussions and interactions with other students. In red, make note of these opportunities and explain how it will benefit your ELL student/students.

BODY OF THE LESSON – Day 2

BODY OF THE LESSON – Day 3

CLOSING
Guiding Questions
· How will I bring closure to the lesson and provide opportunities for student reflection (i.e.., transfer of knowledge/skills)?

TECHNOLOGY USE:
· Selection and application of technologies enhance ELL learning and are appropriate for learning environment and outcomes. List your technology choices and explain why they were chosen.

TEACHER REFLECTION
(minimum 250 words)
· Reflect on the lesson at the end of your plan and provide the assessment results.  Include a narrative of how the lesson went, and how it improved your instructional practices. Indicate if you would make any changes.

Include not only your thoughts, but also your students’ responses to the lesson.

Assessment Results
(minimum 250 words)
· What are your classroom assessment results? What can you determine from this data? Did you make modifications to the assessment for ELL students? If so, explain. Did your ELL students use any accommodations? Include a copy of administered assessment.

Five Standards of Effective Pedagogy Narrative (minimum 250 words)
· Reflection for each standard: how did you included the Five Standards of Effective Pedagogy into your lesson plan?