Lowell T.

Phillips

Prof Scott Reilly

ESLS 503

ELL Lesson Plan

Title Comprehensible Input

Subject Area(s) ELL education
Grade Level 9th Grade
Summary of the Lesson This lesson introduces students to concepts surrounding

comprehensible input
Standards: (as applicable)

NCSS Standards

Essential Questions - What it comprehensible input and how does it effect ELL

students?
Objectives Students will:

- Identify what comprehensible input means (tier 1)

- Explain how comprehensible input effects ELL students

at varying levels of proficiency (tier 2)

Vocabulary: - Comprehensible Input (3rd tier)/ The ease of

understanding that accompanies language and speech.

- Idiom (2nd tier)/ a metaphor or creative language whose

meaning will likely not be comprehensible to ELL

students
Estimated Time 40 Minutes
Materials Required - Google Slides presentation
Procedure Before (5 minutes), (Activating/assessing prior knowledge,

objectives)
- Scaffold the definition of the word comprehensible input
During (10 Minutes), (Instructional method, strategies, checking

for understanding
- Lecture (30 Minutes)
- Cover role of comprehensible input in ELL

education
- Play video (1:19)
- Introduce concept of appropriate speech, elaborate

and play video on next slide (4:59)

- Start to elaborate on modeling and its role in

comprehensible input.
- Cover strategies to properly utilize

comprehensible input
- Cover activities that can utilize comprehensible

input
- Play video summarizing comprehensible input

(5:24)
After (5 minutes), (Closure, formative assessment, check

understanding)
- Review content from the lecture by asking questions of

the class, have class reflect on lesson

Formative Assessment - Questioning (Before and After segment)
Student Resources - Google Slides Presentation

Accommodations Will comply with any and all students’ IEPs. Accommodations

will be created and applied where appropriate