900 Fifth St.

, Nanaimo, BC V9R 5S5

Questions to Address in Lesson Planning

Planning for instruction is a complex process of reflective decision-making. The following
questions are designed to guide you in this process. An effective lesson plan answers
these questions in sufficient depth that someone else could teach your lesson.

1. What sources have you used to create this lesson?

2. Why is this lesson relevant at this time with these students? What do they need to
know about this topic in order to learn about it? (rationale & background for
understanding)?

3. What are the Big Ideas for student learning (understand)?

4. What are the Core Competencies & Language Areas for this lesson (do)?

5. What are the content standards, and language goals for this lesson (know)?

6. What is your plan for summative (of learning) and formative (for learning) for this
lesson?

7. What sources of evidence will you have that the students have learned?

8. What will you look for in that evidence (criteria)?

9. What resources, materials and preparation are required for this lesson?

10. How will you introduce this lesson in a manner that engages students and
activates their learning?

11. What steps and activities are you going to use to help students acquire the
knowledge, skills and/or attitudes needed to meet the outcome?

12. How much time will you allocate for each portion of the teaching/learning
sequence?

13. How will you solidify the learning that has taken place and deepen the learning
process?

14. How will you plan for students who have learning difficulties and for students who
require enrichment?

/var/www/apps/conversion/tmp/scratch_5/348672387.docx
New: March 2012
 900 Fifth St., Nanaimo, BC V9R 5S5

15. What is your plan for reflecting upon and improving this lesson for future and
diverse learners?

/var/www/apps/conversion/tmp/scratch_5/348672387.docx
New: March 2012
 900 Fifth St., Nanaimo, BC V9R 5S5

Lesson Plan Template

Nam Kendra, Brittanii, Morgan, Julia
e:

Grad 5 Topic Review English numbers 1-10

e
Date 10/27/2016 Allotted varied
Time

STAGE 1: Desired Results

Cite sources used to develop this plan:

Worksheet:
https://www.teacherspayteachers.com/FreeDownload/Figure-Me-Out-1974232
Modified version available upon request

Rationale & Background for Understanding: Why is this lesson relevant at this time
with these students?

"Acquiring a new language opens the door to a world of new experiences."

As this is a non English speaking learner beginning to use English for their first time. They
have previously listened to proper pronunciation of the English numbers, 1 through 10, and
have had practice using them. This lesson will allow the student to find the numbers they have
learned and use them as answers for basic questions about themselves. This will be a building
block for their next lessons where they will begin using more English words to express basic
information about themselves.

Provincial Learning Outcome(s): What Big Ideas (Understand,) Core Competencies

(Do), Language & Content Standards (Know) does this lesson develop?
Understand

Big Ideas: Listening and viewing with intent helps us learn English

Essential Questions: Can you express some facts about yourself by using the
English numeric system and wording?

1
Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

Do

Curriculum Competencies: Use visuals or technology to assist in understanding and

communicating

Language Competencies: Explain the role of language in personal, social,

and cultural identity

Know

Content Standards: Expressing basic information about themselves and others

Language Standards: Develop and apply expanding word knowledge

Key Vocabulary for Lesson: zero, one, two, three, four, five, six, seven, eight, nine,
ten

2
Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

STAGE 2: Assessment Plan

Assessment
Summative Formative Assessment Sources of Evidence
Assessment (Of Learning) (Criteria)
(Of Learning) How will students show their What product or action will
What will students learning? show what students have
learn? learned?
Students will learn to Have the students used correct
express basic information pronunciation of their verbal
Students will be asked to answer
about themselves using answers?
questions about themselves using
english numbers
english numeric responses.

STAGE 3: Learning Plan

Resources, Material and Preparation: What resources, materials and preparation

are required? Think of resources you need to support beginning and intermediate level
language learners?

Worksheet
Spelling and words on board

Lesson Development
Pacing
Introduction: How will you introduce this lesson in a
manner that engages students and activates their
thinking?

1. Review information taught in previous 3 lessons. (#0-10)

Explain extensions to understand the students knowledge on
numbers.

3
Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

2. Explain that we will be doing a Figure Me Out activity.

Students will be interviewing each other to get to know their peers.
Their activities will be completed for the other student. (ie: Kendra
would ask Brittanii questions and complete her worksheet based on
these answers). The worksheets will be given back to the correct
students afterwards.

4
Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

Pacing
Teaching/Learning Sequence: What steps and
activities are you going to use to help students
acquire and practice the knowledge, skills and/or
attitudes needed to meet the outcome?

5
Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

Pacing

6
Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

Pacing

Closure: How will you solidify the learning that has

taken place and deepen the learning process?

Closure: How will you solidify the learning that has taken place and
deepen the learning process?

After the activity is complete, students will be asked to sit and share
answers with the class.

- Put up your hand if your partner had 2 pets

- Does anyone have anything interesting that they learned about
their partner?
- Did anyone have any answers that were higher than 10?
- Does anyone have a number that was repeated a lot?

Accommodations (adaptations, extensions, other): How will you plan for students who
have learning/behaviour difficulties or require enrichment?

Extensions: This activity will be a final review after completing 3 other mini lessons. First, the students will wat
teaches them the correct pronunciation of the numbers 0 through 10. Then, the students will complete an acti
practice counting 0 through 5. In the third lesson, the students will be practicing the numbers 6 though 10 whi
number exercise.
Adaptations: Students who are having difficulty remembering all the numbers, can refer to the board where th
Students who may struggle with pronunciation are encouraged to try their best (refer to board).

7
Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

Reflection What was successful in this lesson? If taught again, what would you change
to make this lesson even more successful and inclusive for diverse and exceptional
students?

EDTE 533: Unit Plan with ESL Student Name

Modifications for Beginner &
Intermediate ELLs
Dev. Meet
Comments
Unit Theme or Topic:

Grade Level:

Rationale + Background for Ells

Have you provided a compelling rationale for
the lesson topic (real-world connections, the
why? that extends beyond the curriculum
requires it)? Have you indicated how this
lesson builds on prior learning and/or fits into a
bigger picture i.e., a unit of study?

Building a rationale and background that is

comprehensible for teachers and students is
an essential skill. What rational and
background information and key vocabulary do
you need to introduce in order to better engage
8
Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

ELL students and prepare them for learning?

Provincial Curriculum & Language

Is your lesson linked clearly to the Core
Competencies/Big Ideas/Curricular
Competencies and/or Content?

In addition to the Big Ideas and core

competencies, it is important develop specific
language goals for students. What language
areas (L,S,R,W) and skills do you want to focus
on? Pick one in L/S and one in R/W.

Learning & Language Objectives

What do you hope your students will
LEARN/BE ABLE TO DO (Know, Do,
Understand) by the end of the lesson/unit? Is
the learning intention phrased in clear, student-
friendly language? Is it supported by the lesson
activities?

For ELL students is it important to know what

you are asking them to learn. Write unit &
lesson goals in a comprehensible language
that your beginning and intermediate students
can understand. For example: (Beg-L) At the
end of this lesson students will be able to point
to key vocabulary on a weather chart when
asked by the teacher. (Int-W) Students will be
able to write weather observations and
predictions correctly in the past and future
tense.

Teaching/Learning Sequence
Does the introduction/hook serve to build
background and/or engage students? Does the
body include appropriate and meaningful
activities for achieving the learning intention?
Does the closure help to wrap-up or solidify the
learning?

For ELL students pre-teaching and background

is essential to making lessons
comprehensible. What pre-teaching and
background vocabulary may be required for
beginning and intermediate students to
successfully engage in your lesson.

Inclusive Lesson Delivery
What will you and your learners DO (focus on
active participation of learners)? Are

9
Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

teacher/student roles indicated (i.e., teacher

will, students will)? Have you explained
the activities in enough detail that someone else
could deliver your lesson?

What language supports (visuals, body

language, charts, photos, models would help
make your lesson more inclusive for beginning
and intermediate level students?

Pacing & Classroom Management

Have you indicated tentative timings? Is the
pacing appropriate for the grade level and
activity? Have you provided classroom
management considerations (e.g., for
movement/transitions)?

ELL students need extra time to learn and

process in two languages. You should plan
extra time to introduce key content and
language elements before the main lesson to
make it more comprehensible. Beginning
and intermediate students need more time and
alternative ways to show their learning. What
is your plan in this area?

Guided Practice
(I do, we do, you do) Have you engaged in
modeling and shared practice, followed by
guided and independent practice (as
appropriate)? Are other scaffolding supports
provided?

Guided practice is essential for beginning and

intermediate ELLs. What kind of modeling
(teacher or peer) and guided activities will
make this lesson more accessible for students?

Differentiation for Diversity

Is there clear evidence of differentiation for
cultural and linguistic diversity? Are other
cultural connections and perspectives
supported?

ELL students may have diverse cultural

backgrounds. Are there cross-cultural
connections that can help build connections?

Differentiation for Exceptionality

10
Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

Is there clear evidence of differentiation? Are

exceptional needs supported? Can students
extend their learning?

You will be learning these skills next term. It is

not required for this assignment unless you are
creating a plan for an ELL student with
exceptional needs. If so, contact Michael
directly about this area.

Assessment
Have you indicated the sources of
evidence/assessment tools? Is the assessment
diagnostic, formative, or summative? Have you
provided explicit criteria that are linked to the
learning intention?

Beginner and intermediate ELL students may

need alterative ways to show their learning
(Beg: drawings, pointing, touching, acting)
(Int: short answer/presentation, writing in
multiple tenses, participating in a discussion)
How will your assessment ensure that ELL
students show you they understand the Big Idea
and Core Competencies through existing
language abilities?

Materials and Resources

Have you indicated what resources and
preparation are required? Have you cited the
sources of all print/on-line materials?

What materials and resources do you need in

order to maximize this lesson/units
comprehensible input for beginning and
intermediate ELL students.

Reflection
Have you provided space for reflecting on the
lesson? What worked well? What do I need to
rethink? Whats next

In addition to your reflections for the class as a

whole, what specific reflections should you
include around meeting the needs of your ELL
students and enhancing future instruction?

Final Comments

11
Student Name: