ED498 Lesson Plan Plus Assessment

You will develop detailed lesson plans throughout the semester in which you apply second language acquisition and sociocultural theories. Please use the lesson
plan template to frame your lesson planning. The purpose of these detailed lesson plans is to provide you the time and structure to think very specifically about
how you will make your content accessible to English language learners and other diverse learners. A secondary purpose of the lesson plan plus is to give you an
opportunity to demonstrate your understanding of the theoretical foundations explored in this class and how theory should inform classroom instruction.
Please note that you need to include the appropriate Indiana Content Literacy Standards and WIDA Can-Do Indicators in your lesson plan that effectively support
the content area objective you have set out for the lesson and is appropriate for the level of English learners in your class.

You will need to provide a rationale for the instructional practices and student activities you include in your lesson plans. You will have the opportunity to
receive formative feedback on your lesson plans from your peers and instructor and you will be allowed to resubmit your first lesson plan. I will grade your
lesson plans using the rubric that will be provided. Please make sure your name is within the lesson plan document (not just within the file name).

We will meet for a 20 minute midterm conference concerning your Lesson Plan Plus. You should be nearly finished with your lesson plan. Bring two copies of
the lesson plan to the conference. We will discuss your lesson plan and will receive feedback regarding your progress.

Lesson Plan Plus Template

Your name: Natalie Kaczmarski

ED498

Supporting Diverse Learners

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

Level 2 Spanish speaking male student This student typically speaks in phrases or short sentences in English. He will often talk to other Spanish
speaking students in Spanish. The student may often need clearer instructions from the Spanish speaking aide in the classroom. He often uses the
same phrases in English with very few variations. He understands the general math vocabulary words. This student is a visual learner. He learns
best from visuals and examples. He does not like to speak out loud unless with other Spanish speaking students.
Level 3 Swahili speaking female student from the Democratic Republic of the Congo - This student almost always speaks in English except for
between passing periods where she speaks Swahili with her friends. The student often participates in class in English, whether called on or not for
attention. She uses some short and complex sentences. She often repeats grammatical structures and uses a variety of sentence patterns. She
 understands specific key vocabulary in her mathematics class. This student is an auditory learner. She likes to give steps aloud and explain topics in
front of the class.
Level 2 Arabic speaking male student from Jordan This student always speaks in English during class but talks very softly and is often shy around his
classmates. He typically speaks using short phrases and understands general math terms. The student is always on task, completing assigned work in
a timely manner on his own. He does not speak much to his classmates except for one other student from Jordan. He is a visual learner and prefers
to work on his own.

Special Considerations for IEP and/or ESL Individualized Learning Plan (ILP):

I think it is important to consider students with an IEP or ILP. I think that these students may be conceptually challenged with the combination of letters and
numbers. Students may struggle with understanding that a variable represents an unknown number. To help them, I will include visuals, lots of talking
techniques, pointing, and using the vocab in a mathematical context multiple times. Students with an IEP/ILP will be given extra time to complete the
assigned activity. Also, students will work in groups of varying levels so that the students can guide each other and help each other. Also, I will be sure that
these students are understanding the material based on a variety of checks during the lesson.

What might be challenging for ELL students?

Concepts

ELL students may have trouble with understanding the need of solving linear equations. They may also have issues identify which values are constants and
which are coefficients. Students may not understand the need for linear equations in real life and how they can be applied. Students may struggle which
there are letters in math problems.

Prior Knowledge Differences

Some students may home some prior knowledge differences. For instance, students may struggle with the concept of solving for x and the coefficients such
as 3x as a multiplication of 3 times some value x. Students may not be used to solving linear equations. They may have trouble thinking of the opposite
operation such as addition and subtraction. Students may not be used to math problems with letters.

Key Vocabulary

Linear equation Linear equation is the equation for the straight line in which each term is the constant or product of a constant.
Variable - Variable is a symbol (usually a letter) that represents a value.
Coefficient - In an algebraic expression, a coefficient is a numerical or constant quantity placed in front of a variable.
Constant - A fixed value. In Algebra, a constant is a number on its own.
Content Standards, Objectives, & Assessments
Indiana Academic Standard: (for English, math, science, social studies, world language) http://www.doe.in.gov/standards .

AI.L.1: Understand that the steps taken when solving linear equations create new equations that have the same solution as the original. Solve fluently linear
equations and inequalities in one variable with integers, fractions, and decimals as coefficients. Explain and justify each step in solving an equation, starting from
the assumption that the original equation has a solution. Justify the choice of a solution method.

Academic objective: The students will solve and be able to show the complete steps in solving a linear equation of 1 variables with integers, fractions, and
decimals as coefficients by completing an activity in groups and a worksheet independently. They will be able to complete the equations by 1) including all
steps in the process to find a solution 2) the solution for the equation and 3) be able to understand and explain the process taken to find the solution.

I will know that this lesson was successful if by the end of the lesson, the student is able to: 1) include all the steps in solving linear equations/inequalities 2) find
the solutions for the given problems and 3) have the ability to understand and explain the process of finding the solution.

How will you assess this standard/objective?

I will assess my standard/objective in a variety of ways. First and foremost, students will complete a worksheet independently. Before this, however, students
will try to solve problems in my lesson in their notes. Students will also work in groups to solve some equations before being turned loose to work on the
worksheet independently. I will be sure to go around the room while students are working and interact and answer questions when necessary. I will move
around the room to see how quickly people are understanding the material and know to either slow down or speed up the lesson.

Language Standards, Objectives, & Assessments

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

9-10.LST.3.1: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 9-10 texts and topics.

Language objective: The students will be able to solve a linear equation or linear inequality and determine the meaning of the linear equation and the
solution. They can take the foreign concept of letters combined with numbers and understand how to solve these symbols.

I will know that this lesson was successful if by the end of the lesson, the student is able to: identify and understand each symbol of a linear equation.
How will you assess this standard/objective?

I will assess this objective and standard by interacting with the students during the lesson and group activities and by their individual worksheet. Students
should be able to label each symbol of a linear equation and solve the equation correctly.

For this LPP develop 5 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

Listening Match oral content- Match oral content- Identify the main ideas Follow the steps given Solve the equation and
related words to the related words and of how to solve for a orally of solving a linear recognize the important
parts of a linear follow modeled oral linear equation and equation and identify steps in the oral
equation commands of solving understand the the details of oral discussion of how to
the equation vocabulary used orally discussions of how to solve for the equation
solve the equations
from other classmates

Speaking Read the linear Read the linear Speak about the steps Describe the process Describe the process
equation using some of equation aloud and taken to solve the that you have that you have
the essential math name the parts of the equation using the completed of solving a completed of solving a
words for the lesson: equation (coefficients, essential words: linear linear equation using linear equation and can
linear equation, variables, and equation, coefficient, the terms linear apply this to a real-
coefficient, variable, constants) variable, and constant equation, coefficient, world situation. Should
and constant variable, constant, and use a variety of
other math appropriate mathematical words
terms for explanations including linear
equation, constant,
variable, and
coefficient.
 Reading Identify the variables Identify the variables Understand the parts of Interpret the linear Interpret the linear
and types of and types of the linear equation and equation in terms of equation in terms of
coefficients of a linear coefficients and begin solve the equation variables and variables and
equation the solving process of a coefficients and solve coefficients and solve
linear equation the equation the equation and use in
an application

Writing Label and identify the Begin to solve a linear Solve the equation Solve the equation in a Solve the equation in a
steps of solving the equation in the correct step-by-step process, step-by-step process,
linear equation in order sequence of order some missed steps may without any missed
be acceptable steps

The Lesson Plan

Stage and activity(ies) What the teacher is doing What the students are doing Why you made these instructional
decisions (explicit/cited connections to
research-based theory and professional
practices for EL students)

How will you introduce the
lesson concepts and/or skills?
1. I will begin the lesson by first
placing the student in groups of two
or three. I will assign the groups so
that there is variety of mathematics
levels in the group. I will also put
students who speak the same first
language together.
2. I will show a linear equation on
the board. I will present various
visuals such as graphs and images to
represent these linear equations. I
will also show how slope correlates
with linear equations both visually
1. Students will be getting in groups
of 2 or 3.
2. Students will be working in groups
to answer questions A, B, C and be
looking at visuals.
3. Students will be listening to my
answers and sharing any answers they
found as a group.
4. Students will be repeating the term
linear equation. They will also be
viewing a variety of linear equations
1. Group work is often used in ELL
classrooms. This allows for students of
varying abilities to work together (Peregoy
& Boyle, 2008, 82).
2. This allows for students that speak the
same language to interact in their native
language if necessary. Allowing students to
speak in their native language plays a major
role in ELL student learning. Native
language should be permitted in ELL
classrooms (Moughamian, Rivera, &
Francis, 2009, 21. This is a talk move
activity so that students only have to worry
and orally. I will have students
answer these questions in there
groups orally. A) This math problem
looks ___. B) I think we are
supposed to solve for _____. C) This
problem could be used to solve
____.
3. I will share what I think their
possible answers may have been
such as A) I think this math problem
looks different than most. B) I think
we are supposed to solve the
problem for some x. C) I think this
problem could be used to solve a
real-life situation, but Im not sure
how exactly. Students can agree
with my answers or share some
other answers that their group
found.
4. I will explain to students that this
is a linear equation. I will ask them
to repeat the word after me. I will
then show a variety of linear
equations to the students. I will ask
them what all the linear equations
have in common.
5. I will explain the definition of a
linear equation and ask that the
students write it down and read it
aloud.
and answering what all the equations
have in common.
5. Students will be listening to the
definition of a linear equation, writing
the definition down, and reading it
aloud.
4. Students can speak the term aloud
about filling in the blanks and can elaborate
as much as possible (Williams, Stathis, &
Gotsch, 2009, 3). Students can speak aloud
in small groups. This is also building on
prior knowledge and almost is like a KWL
chart type of activity (Peregoy & Boyle,
2008, 74).
3. Students will feel more comfortable to
share after working with their small group
first. Also, I will give answers that are
similar to their first that way they will feel
comfortable (Bondie, R., Gaughran, L., &
Zusho, A., 2014, 44).
multiple times to better understand the
term. They can also visually see a variety of
linear equations and compare. Comparing
activities are great in mathematics for ELLs
(NYU, 2009, 10). This provides a visual.
Variety is always important so that
students understand that linear equations
do not always look exactly the same.
5. Students will hear the important term,
write it down, and read their own
handwriting. This uses the different parts
of speaking, listening, speaking, reading
writing (Freeman-Field, R., 2012, 4).
How will you teach the lesson
concepts and/or skills?
6. First and foremost, I will first need
to explain a linear equation and the
key vocabulary necessary to
understand for the lesson. I will pass
around note cards for students to
write down the definitions for the
four vocabulary words and draw a
visual representation to represent
each word (linear equation, variable,
constant, and coefficient). Before
they write down any definitions, I
will explain the key terms. We will
repeat the definitions and words
aloud. They will be given time to fill
out the notecards, review them
alone, and also discuss them in
groups.
7. Then, I will ask students to identify
the terms of a few linear equations
and read the equations aloud orally.
We will do one together as a class
and a few in groups.
8. We will look at a new linear
equation. I will ask students to read
the equation aloud with me. I will
tell the students that we will now
solve a linear equation together. I
will discuss aloud how to solve the
equation, asking students to repeat
certain portions of how to solve. I
will ask that students do not write
down the first example as I want
their brains focused on this equation
6. Students will be participating in the
vocabulary explanation by first
listening. They will repeat after me.
Then, they will write the definitions
and examples for each vocab word on
each notecard. They will also draw an
image to represent each word. After
making them, they will review over
them independently. Then, they will
discuss the terms with other people in
their group.
7. Students will be identifying the
terms of a linear equation and reading
the linear equations out loud. They
will do one with the entire class and a
few with their group mates.
8. As a group, the students will be
listening and following along as I show
them how to solve a linear equation.
They will be repeating what I say and
will not be taking the notes just yet.
9. Students will write down the steps
to solve the equation in their notes.
10. Students will be taking notes,
listening to me describe the steps, and
they will also be speaking the steps
out loud.
11. Students will listen to the
applications and uses for linear
equations.
6. Students will first hear, speak, write, and
read the key terms for the lesson. This
promotes learning with all their senses and
for different types of learners. They also
have notecards to use as a reference
(Freeman-Field, R., 2012, 4).
7. Students need to be sure they
understand the terms of a linear equation.
Learning math vocabulary is essential (NYU,
2009, 3). We allow students to do one as a
big group and gain confidence. Then, they
will feel better to work alone (Bondie, R.,
Gaughran, L., & Zusho, A., 2014, 44).
8. Students are using their speaking skills.
Students will visually watch and listen to
the steps of the equation, repeating the
words (Hill & Flynn, 2006, 4).
9. Then, they will write it down. This is
good for many different styled learners
(Bondie, R., Gaughran, L., & Zusho, A.,
2014, 44).
10. Students will gain confidence and need
much repetition to better understand a
new concept (SIOP, n.d., 38).
11. Students are using their listening skills
which better promotes learning and picking
up English faster (Freeman-Field, R., 2012,
4).
12. Active movement plays an important
role in all learning (Levine and McClosky, 7).
This is a talk move. Students will feel
and not copying what I write on the
board.
9. I will ask students to write down
the steps I have taken to solve the
equation.
10. I will put up a few linear
equations and we will work them
together. Students will be talking
through the steps to solve, writing
the steps, and listening to me as I
discuss the steps.
12. Students will be moving around comfortable with sharing their answers and
the room solving the linear equations. finishing the given statements before
Groups will work together but must all (Williams, Stathis, & Gotsch, 2009, 3).
show their own work. Also, one
student in the group will explain to the
group the steps taken to solve the
equation for each question and
answer these statements This is my
strategy. This is how I solved the
equation The steps that I have
taken to solve for the variable _ are

11. I will then discuss the

applications for linear equations.

12. I will have 12 linear equations

placed around the room numbered.
Each group will begin with a different
equation. The groups will travel
around the room solving each
equation. I will ask students to work
together. Each student must have
their own work to turn in. I will be
going around answering questions
and seeing how well the students are
understanding the material.
Students should take turns
explaining how to solve the equation
aloud by answering these
statements This is my strategy.
This is how I solved the equation
The steps that I have taken to solve
for the variable _ are
 How will you help your
students to draw conclusions
and/or self-assess on the
lesson concepts and/or skills?
13. I will call the class back together 13. Students will be completing 13. This is important as students can
and again ask for questions. I will homework on their own, asking better understand how much they
then pass out the homework and ask questions, and drawing conclusions as understood from their lesson. They can ask
students to complete the first to how well they understand the questions. They have gained much
problem on their own. After the material. confidence after working in groups (SIOP,
have found the solution, they will n.d., 38).
check their work with mine on the
board. They will be able to see how
well they are doing and what they
need to work on. They will have
class time to work on their
homework and I will go around to
answer any questions. Then,
students will be able to self-assess
their progress based on how well
they do the homework.

References

Bondie, R., Gaughran, L., & Zusho, A. (2014). Fostering English Learners' Confidence. Educational Leadership, 72(3), 42-46.

Freeman-Field, R. (2012). WIDA Focus on differentiation part 1. file:///C:/Users/kbrooks/Downloads/WIDA_Focus

Hill & Flynn. (2006). Classroom Instruction that works with English Language Learners. Stages of Second Language Acquisition, 14-21.

Levine & McCloskey (2009). Teaching Learners of English in Mainstream Classrooms (K-8). Pearson. 1-26.

Moughamian, A., Rivera, M., & Francis, D. (2009). Instructional models and strategies for teaching English language learners. Portsmouth, NH: RMC Research

Corporation, Center on Instruction. http://files.eric.ed.gov/fulltext/ED517794.pdf.

Peregoy & Boyle, 2008 Classroom Practices for English Language Learners. My Education Lab.

SIOP (n.d.). Comprehensible Input. SIOP. 80-95.

NYU, (2009). Math Module for ELLs. ELLs and Mathematics. http://steinhardt.nyu.edu/scmsAdmin/

uploads/004/738/NYU_PTE_Math_Module_For_ELLS_Oct_8_2009.pdf

Williams, C., Stathis, R., & Gotsch, P. (2009). Managing student talk in the English language development classroom. Ruidoso, NM: Teacher Writing Center.

LPP Rubric

Emerging Basic Competent Proficient

(approaches standard) (meets standard) (exceeds standard)

Most of the competent criteria, but All competent criteria, and

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