Im Unit Plan - Honey Bees

Honey Bees
Unit Plan
Grade 1: Level 1
Lesson #1:
GRADE LEVEL & LESSON TITLE
Grade Level: 1 Lesson: The Life Cycle of Honeybees
STANDARDS
CONTENT STANDARD
Describe and model life cycles of living things.
ELD STANDARD
WIDA ELD Standard
Language Science
INTENDED LEARNING OUTCOME
· Students will learn the life cycle of the honeybee.

· Students will focus on the listening, speaking, and reading.
STEP ONE: IDENTIFY THE LANGUAGE FUNCTIONS OF THE CONTENT STANDARD
· Describe the beginnings of the honeybee cycle

· Describe activities of a honeybee
· Describe the end life of a honeybee
STEP TWO: BRAINSTORM ACADEMIC TASKS AND SKILLS OF THE STANDARDS &
LESSON
· What are the stages of a honeybee?
· 1. Egg
· 2. Larva
· 3. Pupa
· 4. Adult
· It takes 21 days for a worker bee to go through the stages.
· They live 6-7 weeks when born in the Summer and 4-6 months when born in
the Fall.
STEP THREE: IDENTIFY THE FEATURES OF ACADEMIC LANGUAGE

INCLUDED IN THE LESSON
Word Level: Sentence Level: Discourse Level:

Vocabulary Usage Language Functions Linguistic
· Life cycle: Egg, Conventions Complexity
Larva, Pupa, and Adult · Simple · Simple language
grammatical structure repetition of the life
cycle of a honeybee
· Using own
words
STEP FOUR: LANGUAGE SUPPORTS & SCAFFOLDS

(Sensory, Graphic, Interactive)
· Watch a short video on the life cycle of a honeybee
· Explain to a partner what you learned
· Read with a partner a simple text about activities of honeybees
STEP FIVE: CREATE PERFORMANCE INDICATORS

Transform the content standard with WIDA ELD Standards & Tools
COGNITIVE FUNCTION: identifying and recognizing words and their

visual representation.
DOMAI Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

N: Entering Emergi Developi Expandi Bridgin -
Listeni ng ng ng g Reachi
ng ng
Graphic List in
organize order:
r for the life
notes fill cycle of
in blanks a honey
from bee.
reading
w/partn
er.
Key Vocabulary of the Lesson:

Honey bee life cycle egg larva pupa adult
STEP SIX: CREATE THE CONTENT AND LANGUAGE OBJECTIVES
Content Objective:
Students will listen, speak, and read about the life cycle of a honeybee.
Language Objective:
*students will listen and watch a video
*students will discuss with a partner the life cycle of a honeybee
*students will read and complete a graphic organizer as they read with a partner.
STEP SEVEN: DESIGN DIFFERENTIATED ASSESSMENTS
Formative:
Describe the four stages of a honeybee life cycle
Summative: Use the information learned in the field guide.
STEP EIGHT: COMPLETE THE LESSON DELIVERY SEQUENCE USING EXPLICIT

INSTRUCTION FRAMEWORK
Describe & Model

“I do it” (Teacher)
Students will listen to teacher discuss the lifecycle of a honeybee before students
watch the video
Guided Practice
“We do it” (Teachers and Students)
Students will act out a different stage of the life cycle as a dramatic
presentation with a small group.
Guided Practice
“You do it together” (Students and Students)
Students will fill out a graphic organizer that they will complete with a partner
while reading.
Practice & Mastery

“You do it alone” (Students)
Exit Ticket: List the four stages of a honeybee
STEP NINE: SELF-ASSESSMENT CHECKLIST FOR LINGUISTIC, CULTURAL, AND

EMOTIONAL RESPONSIVENESS
Yes No
1. Addresses a representative of grade-level college and x

career readiness standards and language
proficiency/development standards
Evidence: science; life cycle; listening; speaking and reading. x
2. Makes provisions for multiple levels of language x

proficiency for ELs
Evidence: watch; listen; discuss, read together; complete x

graphic organizer
3. Considers the academic contexts, skills, and tasks of the x
lesson and standards.
Evidence:students will learn the four stages of the life cycle x
4. Features of academic language across all three x

dimensions, and socio-cultural contexts are evident.
Evidence: speaking; listening; reading; x
5. The language demands and supports align to the Core x

State standards identified.
Evidence: describe the life cycle of a honey bee x
6. Performance indicators across all levels of language x

proficiency have been created, or transformed. They include
language function(s), a content stem, and support(s).
Evidence: Students will describe the four stages of the life cycle x
of a honeybee
7. Content and language objectives stem from or are x

informed from the performance indicators.
Evidence: word bank; graphic organizer; exit ticket x
8. Differentiated assessments (as, for, or of learning) are x

evident (formative & summative)
Evidence: graphic organizer; exit ticket for formative; field x

guide for summative
9. Follows a logical sequence of scaffolded activities and x

tasks
Evidence: watch; listen; discuss; read together; complete x
graphic organizer; finish Exit Ticket
10. Contains visual, graphic, and interactive supports x
Evidence: media (video) ; graphic organizer; group and x

partner activities.
11. Lesson builds on relevant background experience, x

knowledge, and skills in English and native language/culture.
Evidence: introduction; repeat information 4-5 times in x

different modes.
12. May include native language supports such as key x

vocabulary, phrases or content in native language or
translanguaging (negotiating meaning in native language and
English) as resource.
Evidence: usage of Key vocabulary; life cycle; honey; honey bee; x
13. Focus on content and activities that are meaningful to x

students both emotionally and culturally
Evidence: honey bees and their honey are important to plants x

and people.
14. Be responsive to cultural and personal diversity x
Evidence: working in a variety of gatherings; partner; groups; X

individuals; etc.
Lesson #2:
Grade Level : 1 Lesson: Vocabulary Matching
STANDARDS
CONTENT STANDARD
ELD STANDARD
WiDA ELD Standard: Language of Science
English language learners communicate information, ideas and concepts necessary

for academic success in the content area of Science.
Students will learn/explore the vocabulary that is used when discussing honeybees.
Students will be focusing of their speaking and writing skills when it comes to
vocabulary instruction.
STEP ONE: IDENTIFY THE LANGUAGE FUNCTIONS OF THE CONTENT

STANDARD
· Read vocabulary words.

· Understand the vocabulary words.
· Explain vocabulary words using own language.
STEP TWO: BRAINSTORM ACADEMIC TASKS AND SKILLS OF THE

STANDARDS & LESSON
· Class instruction on vocabulary words.
· Define five words-as class.
· Students fill out a vocab ‘cheat sheet’, that they can use throughout the unit.
· Students work with partner to define the words and their meanings.
· Students will complete a matching activity with pictures and words.
STEP THREE: IDENTIFY THE FEATURES OF ACADEMIC LANGUAGE

INCLUDED IN THE LESSON (REVIEW PG 3-4)*
Word Level: Vocabulary Sentence Level: Language Discourse Level:

Usage Functions & Conventions Linguistic Complexity
(Grammatical Structures) (Discourse Styles)
· General content · Simple grammatical · Single words used to
related words. constructions. represent an idea.
o Hive, honeybee, honey, o Provide a simple o Why?, can you explain?
honeycomb, larva. definition.
· Words, phrases or
· Everyday social and · Common social and chunks of language.
instructional words and instructional forms and o Honeybee, honeycomb,
expressions. patterns. what do these terms
o Define, explain using o Work with a partner, mean?
own words, match. use your own words.
· Speaking:
· Word Level: All of the vocabulary words will be pre-written on the graphic
organizer; pronunciation of the terms will also be taught.
· Discourse Level: Visuals and graphics will be available for all of the words.
· Sentence Level: Sentence starters will be available for the students when
defining the words.
· Writing:
· Word Level: The vocabulary words will be pre-written and available for the
students to refer to.
· Discourse Level: Students will be able to work with a partner to complete their
own graphic organizer sheet.
· Sentence Level: Sentence starters will be available as resource.

Transform the content standard with WiDA ELD Standards & Tools
COGNITIVE FUNCTION:
Students at all levels of English will EXPLAIN the meaning of five different vocabulary
words regarding honeybees.
DOMAI Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 -

N: Entering Emerging Developing Expanding Bridging Reaching
Speaking
Explain Explain
key key
vocabulary vocabulary
words words
from a from a
picture picture
using their using
own gestures.
words.

Honeybee, Honey, Honeycomb, Hive, Larva
Content Objective:
Students will complete a vocabulary graphic organizer in order to learn the key
vocabulary that we will be using throughout the unit and they will be using in their
field guide that they will be creating.
Language Objective:
Using appropriate language, students will be able to define and explain in their own
words vocabulary terms regarding honeybees that they will be using in their field
guide.
Formative:
Students will discuss the vocabulary terms with one another. Teacher will observe
their discussions and assess what the students need in order to succeed in the unit.
- For ELL students, the teacher will discuss the terms
with them one on one in order to make sure they have a
basic understanding of the terms.
Summative:
Students will complete a vocabulary matching activity that will test their knowledge
of the vocabulary terms that are being taught.
- For ELL students, their vocabulary matching
activity will have pictures of the object and the students
will match the pictures to the words.
STEP EIGHT: COMPLETE THE LESSON DELIVERY SEQUENCE USING

EXPLICIT INSTRUCTION FRAMEWORK
Describe & Model

As a class, they sit on the rug and teacher has five pictures, and the names for each
of the five pictures each one representing a vocabulary word they will be discussing.
The teacher shows the pictures and asks the students to try matching the words to
the pictures.
Guided Practice
Following the class matching activity, and knowing the correct definitions, the
teacher will then show the class their graphic organizer that they will be using to
define terms throughout the unit of study. As a class, they will fill out the definitions
of the words.
Guided Practice
Once the graphic organizer is filled out, the students will turn to a partner and
describe using their OWN WORDS what the vocabulary terms mean and how they
know.
Practice & Mastery

Following the activity, the students will be given a vocabulary match worksheet and
will be asked to match the word to the correct definition.
(Note: This is not meant to be a linear process, however, the instructional delivery
should include all components).
STEP NINE: SELF-ASSESSMENT CHECKLIST FOR LINGUISTIC,

CULTURAL, AND EMOTIONAL RESPONSIVENESS
Yes No
1. Addresses a representative of grade-level college and career X
readiness standards and language proficiency/development
standards
Evidence: Yes, the standards that are used are pulled directly from
the state standards.
2. Makes provisions for multiple levels of language proficiency X

for Els
Evidence: Yes, for this unit there are only one level of proficiency
and that is level one.
3. Considers the academic contexts, skills, and tasks of the X

Evidence: Yes, all contexts are considered throughout the lesson.
4. Features of academic language across all three dimensions, X

and socio-cultural contexts are evident.
Evidence: Yes, see step three.
5. The language demands and supports align to the Core State X

standards identified.
Evidence: Yes, again the standards used and pulled directly from the
Utah State Standards.
6. Performance indicators across all levels of language X

Evidence: Yes, see step 5.
7. Content and language objectives stem from or are informed X

from the performance indicators.
Evidence: Yes, throughout the plan there are various objectives that
are pulled from the performance indicators.
8. Differentiated assessments (as, for, or of learning) are X

9. Follows a logical sequence of scaffolded activities and tasks X
Evidence: Yes, activities are very scaffolded.
10. Contains visual, graphic, and interactive supports X
Evidence: Yes, see step 8 and 4.
11. Lesson builds on relevant background experience, knowledge, X

and skills in English and native language/culture.
Evidence: Yes, the class is starting on an even playing field with this
particular lesson.
12. May include native language supports such as key vocabulary, X

phrases or content in native language or translanguaging
(negotiating meaning in native language and English) as resource.
Evidence: Yes, if applicable. This is new language to ALL students.
13. Focus on content and activities that are meaningful to students X

both emotionally and culturally
Evidence: Yes, students will be trying new things together and will
have the opportunity to connect to the unit in the way they choose.
14. Be responsive to cultural and personal diversity X

Evidence: Yes, new topic but will be able to connect to students.
Lesson #3:
Grade Level : 1 Lesson: Making the Field Guide
STANDARDS
CONTENT STANDARD
ELD STANDARD

Students will create a field guide in order for them to record their facts about
honeybees. Students will focus on writing and listening throughout this lesson.
· Follow directions.
· Understand/use of key vocabulary words.
· Write the title on the front cover including the name of the ‘author’.
LESSON
· Class instruction on how to make the physical book.

· Design front cover with partner.
· Understand and use key vocabulary words.
· Insert glossary page.
STEP THREE: IDENTIFY THE FEATURES OF ACADEMIC LANGUAGE INCLUDED IN

THE LESSON (REVIEW PG 3-4)*
Word Level: Vocabulary Sentence Level: Discourse Level:
Usage Language Functions & Linguistic Complexity
Conventions (Discourse Styles)
· General content (Grammatical · Words, phrases or
related words. Structures) chunks of language.
o Fold, cut, puncture, · Phrase level o Fold here, watch me.
thread, needle, glossary. grammatical
constructions. · Single words used
· Everyday social o Fold here, paste here, to represent ideas.
and instructional words puncture here. o Create, title, paste,
and expressions. glossary.
o Follow directions, · Phrasal patterns
watch me first—then associated with common
you. social and instructional
situations.
o Watch me, now your
turn.

· Listening:
· Word Level: All of the vocabulary words will be frontloaded to the
students so they understand what the meaning of the words are.
· Discourse Level: Visuals and graphics will be available all steps of
creating the field guide, plus a live demonstration.
· Sentence Level: Sentence starters will be available for the students, while
they are writing their field guides.
· Writing:
· Word Level: The title will be pre-written, and vocab will be front-loaded
with meanings, and visuals.
· Discourse Level: Students will be able to work with a partner to complete
their title page and glossary.
COGNITIVE FUNCTION:
Students at all levels of English will CREATE a field guide for the facts about
honeybees.
DOMAIN Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 -

: Writing Entering Emerging Developin Expanding Bridging Reachin
g g
Create a field
guide about
honeybees by
watching the
live
demonstratio
n. They will
create a title
page by
copying pre-
written text.

Fold, stack, puncture, thread, needle, tie, glue.

Content Objective:
Students will create a field guide to write their facts about honeybees inside of.
Students will need to follow directions while making the field guide and be
able to design their title page.
Language Objective:
Following directions, students will be able to create a field guide for their
honeybee facts and design a title page using appropriate language.
Formative:
Students will be creating the field guide with a live demonstration. Whether or
not they are successful in making the field guide will be the assessment with
following the teachers directions.
- For ELL students, the summative assessment will
be the same, with different supports along the way if
they are needed.
Summative:
Students completed field guide will be the summative assessment.
- For ELL students, the formative assessment will
be the same, but different supports and
differentiations will be available if the student needs
them.
Describe & Model

As a class, the students sit on the rug and the teacher holds up some examples
of field guides that have been created in the past. The teacher gives a quick run
down on how they will be making these field guides and the vocabulary that is
involved and what that means and looks likes. Once the teacher is done
describing the vocabulary, students will head over to their desks and
materials will be passed out. Teacher askes for any questions before they
begin.
Guided Practice
On the overhead projector, the teacher will display her hands and begin the
process of making the field guide. *This is a live demonstration*.
1. Students will start by folding their ‘floppy’ papers in half.
2. The students then take their ‘hard’ paper and fold it in half.
3. The students then take their ‘floppy’ papers and put them inside the
harder cover and find the middle page.
4. This point, the students will open the page up to the middle and then take
their need and thread.
5. Students poke the needle through the first pre-made hole, and leave a
tale. They then go through the top hole, pull tight and head over to the bottom
hole, pull tight then they will tie their two threads together and they have their
field guides made!
Students will be encouraged to help one another through this activity and the
teacher will be available for help, especially when the sewing happens. Once
all of their books are made, they will glue in the glossary sheet on the back of
the front cover.
Guided Practice
Once the field guide is complete, they students will then start making rough
drafts of what they want their title page to look like. Students will work in
partners to complete this and make sure that it is correct.
Practice & Mastery

Following the drafting, the students will be given time to create their
permanent front cover along with writing some vocabulary words they want
to include in their glossary.
(Note: This is not meant to be a linear process, however, the instructional

delivery should include all components).

Yes No
1. Addresses a representative of grade-level college and X

Evidence: Yes, the standards that are used are pulled directly
from the state standards.
2. Makes provisions for multiple levels of language X

proficiency for Els
Evidence: Yes, for this unit there are only one level of
proficiency and that is level one.

Evidence: Yes, all contexts are considered throughout the

lesson.
4. Features of academic language across all three X

5. The language demands and supports align to the Core X

Evidence: Yes, again the standards used and pulled directly

from the Utah State Standards.

7. Content and language objectives stem from or are X

Evidence: Yes, throughout the plan there are various objectives

that are pulled from the performance indicators.


9. Follows a logical sequence of scaffolded activities and X
tasks
11. Lesson builds on relevant background experience, X

Evidence: Yes, the class is starting on an even playing field with

this particular lesson.
12. May include native language supports such as key X

Evidence: Yes, if applicable. This is new language to ALL

students.
13. Focus on content and activities that are meaningful to X

Evidence: Yes, students will be trying new things together and

will have the opportunity to connect to the unit in the way they
choose.

Lesson #4:
Grade Level :1 Lesson: insert title of lesson: Scavenger Hunt (Vocabulary

and stages of life cycle review)
STANDARDS
CONTENT STANDARD
Science: Describe the life cycles of living things.
ELD STANDARD
WIDA ELD Standard
Students will be able to use vocabulary learned and attained knowledge to help
with scavenger hunt in small groups.
Students will be able to collect learned vocabulary words and be able to collect
one image for each stage of the life cycle.
· Identify picture and know what it represents

· Write on HUNT paper what the image represents (word bank at top)
· Discuss with partner where to put the information at the individual
station.
LESSON
· Students will move with a partner and collect 9 different items from 9
stations.
· Students will need to be able to identify the image as a vocabulary work

or a stage of the life cycle
· Students will, in addition, write the word down on their HUNT sheet
correctly spelled from the word bank in the correct place it belongs.
· This is a review of the learning and vocabulary.


Conventions · Recognize;
· example from · Fill in the blank identify; know where it
lesson with the correct word is a vocabulary word or a
· review of life stage
vocabulary used from
unit

· Work with a partner
· Work from a word bank
· Identify word correctly with help of partner. (visual representation to
word)

Transform the content standard with WIDA ELD Standards & Tools
COGNITIVE FUNCTION: Identifying a visual representation with a word; identify

whether it is a vocabulary word or a life cycle stage of the honey bee.
DOMAIN: Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 -

Writing Entering Emerging Developing Expanding Bridging Reaching
Identify Identify
5 of the all
9 vocabular
correctl y, life
y with cycle
partner stages;
copy to write on
sheet sheet.
Key Vocabulary of the Lesson: honey bee hive honeycomb honey
egg larva pupa adult life cycle
Content Objective:
Students will be able to collect nine visuals representations of the life cycle of
a honey bee and also the five vocabulary words, as well as write down
correctly on HUNT sheet.
Language Objective:
Speaking; reading; writing.

Formative:
Successful students will be able to collect nine visuals and write the correct
words on their sheets.
Summative:
Using the vocabulary and the life cycle stages, students will be able to
complete the field guide.

Describe & Model

Teacher will demonstrate how each station will work. Gather 1 Visual;
Identify the visual; After discussion with partner write on your individual
HUNT sheet in the correct spot.
Guided Practice
Two different groups will work through two stations as teacher and other
students observe. Will go over directions and procedure again. Correct
where needed in the two different groups.
Guided Practice
Students will work with a partner or two to visit each station and go through
the steps as outlined for all nine of the stations.
Practice & Mastery

Students will do a review and demonstrate their knowledge of finding their
correct visual as the teacher quizzes them. Completing the field guide will be
the summative assessment.

Yes No

Evidence: identify visual representation of vocabulary and life X

cycle stages
proficiency for Els
Evidence: students will be given a word bank, and will also X

work with a partner.

Evidence: students will understand the four stages of the life X

cycle of a honeybee and be able to know vocabulary

Evidence: students will identify; students will write down; X

students will connect visual with word; life cycle

Evidence: word bank; knowing vocabulary; discuss and X

describe a life cycle of a living organism.

Evidence: identifying words with visual; writing down correctly X

on sheet from word bank.

Evidence: students can identify the four stages of the life cycle X
of a honey bee. Learn vocabulary
Evidence: working with a partner and word bank. Doing X

formative and summative

tasks
Evidence: find visual; identify; discuss with partner which X

vocabulary word or life cycle stage it represents; write down.
Evidence: visuals; using a HUNT sheet; working with partner. X

Evidence: students will learn the important part a honey bee X

plays in plant and human life.

Evidence: if there is a majority language in the class; teacher X

will translate the nine words into the language too.

Evidence: honey has paid a part in human activity as well as X

benefiting plant life as well. They are important to learn about
no matter what part of the world one is from.
Evidence: honey is used in a variety of cultural and in various X

parts of the world for many different purposes. As we talk
about the honeybee we will discuss some of the contributions
that the honey bee has made to different civilizations as well as
our own.
Lesson #5
Grade Level : 1 Lesson: Field Guide Presentations
STANDARDS
CONTENT STANDARD
ELD STANDARD

Students will each share with the class the field guides that they made. The students
will also have the opportunity to work one on one with each other to complete a,
“What I learned worksheet”.

· Present their books.
· Understand/use of key vocabulary words.
· Ask/answer questions about their field guides.
· Read their field guide.
LESSON
· Present their field guide.

· Ask peers questions.
· Use/understand key vocabulary.
· Read their field guide.

Conventions (Discourse Styles)
· General content (Grammatical · Words, phrases or
related words. Structures) chunks of language.
o Present, answer, ask, · Phrase level o Thank you, its your
glossary, facts. grammatical turn.
constructions.
· Everyday social and o Hello, my first fact is... · Single words used to
instructional words and represent ideas.
expressions. · Phrasal patterns o Created, field guide,
o Your turn, please associated with common facts.
explain, why…?. social and instructional
situations.
o Thank you, good job,
now your turn.

· Speaking:
· Word Level: All of the vocabulary words will be taught to the students and
their pronunciations.
· Discourse Level: Visuals and graphics will be available for the steps in the
presentation.
· Sentence Level: Sentence starters will be available for the students, while
they are presenting.
· Students will also have the opportunity to rehearse their presentations.
· Writing:
· Word Level: Vocab meanings and definitions will be front loaded.
· Discourse Level: Students will be able to work with a partner to complete
their facts.
COGNITIVE FUNCTION:
Students at all levels of English will PRESENT their field guide that they created
to the class.

Speaking Entering Emerging Developing Expanding Bridging Reaching
Students
will
PRESENT
their field
guide
about
honeybee
s by
repeating
memorize
d chunks
of text.

Present, facts, glossary, questions, answer, ask.
Content Objective: Students will be able to read and share with another
student their field guide.
Language Objective: Students will be able to read their field guide to another
student. Students will be able to discuss what is contained in the field guide
and give one another suggestions of things done well, and things that could use
a little improvement.
Formative:
ESL students will share if possible with another student that is close to fluency
of language ability or a little higher.
Summative: Students will have one last opportunity to fix or enlarge, change,
etc. anything that might need help at the last moment before turning in for a
grade.

Describe & Model

The teacher will demonstrate the correct protocol on working with partners
and reading original works. Teacher will share her completed field guide
with the whole class with feedback.
Guided Practice
The teacher will share her field guide with a couple of students to
demonstrate and listen as two or more students share with her. Demonstrate
protocol of feedback---positive and improvements.
Guided Practice
Students will be given time to work as partners to each share each others field
guide work and give feedback .
Practice & Mastery

Students will complete their field guide and turn it in.
(Note: This is not meant to be a linear process, however, the instructional

delivery should include all components).

Yes No

Evidence: Yes, the standards that are used are pulled directly
from the state standards. x

proficiency for Els
Evidence: Yes, for this unit there are only one level of x
proficiency and that is level one.

Evidence: Yes, all contexts are considered throughout the x

lesson.


Evidence: Yes, again the standards used and pulled directly

from the Utah State Standards.


Evidence: Yes, throughout the plan there are various objectives

that are pulled from the performance indicators.


tasks

Evidence: Yes, the class is starting on an even playing field with

this particular lesson.

Evidence: Yes, if applicable. This is new language to ALL

students.

Evidence: Yes, students will be trying new things together and

will have the opportunity to connect to the unit in the way they
choose.

When planning for Instruction, begin with identifying the standards associated with your
lesson as follows
· Note the grade level
· Insert the title of the lesson or unit of study
· Identify the Utah core content state standard associated with the lesson or unit of
study
· Identify the English Language Development Standard
Step 1: Identify the Language Functions of the content standard

· Highlight all of the verbs from the content standards. These verbs are the language
functions of the standards.
Step 2: Brainstorm the Academic Contexts, Tasks, and Skills of the lesson & standards
· Think about all the different academic contexts, skills and tasks required of students in order to
participate successfully in the lesson and to meet the expectations of the content standard
· Task analyze the lesson, think through each part and what students will need to be able to do.
· Record your responses on the chart under Step Two: Brainstorm academic skills and tasks
Step 3: Identify the WiDA Features of Academic language demands included in the lesson
· Review the Features of Academic Language and Performance Definitions handouts (pages 2-4 in
WiDA Resource Packet). Consider the sociocultural contexts for language use in the lesson (e.g.,
Register, Genre/Text Type, Topic, Task/Situation, Participants identities and social roles).
· Review the academic skills and tasks you brainstormed under Step 2.
· Then review the WiDA performance definitions under each dimension (discourse, sentence,
word/phrase level) for proficiency level 4 & 5. Consider the grade level expectations for this lesson,
select the performance definitions that match the lesson expectations.
· Record the selected WiDA performance definitions on the chart under Step Three in the
appropriate column (Word/Sentence/Discourse). Keep in mind the inputs (listening and reading p. 3)
and outputs (speaking and writing p. 4) across each dimension. Provide some specific examples of
academic language demands from the lesson for each dimension (e.g, vocabulary words, sentence
types, discourse patterns).
Step 4: Map the Language Supports & Scaffolds

· Review your learner’s profile and English proficiency levels across domains. Chart on the CAN DO
recording sheet for the grade level cluster that matches the student’s grade level.
· Review the CAN DO chart for the case study student(s) and the Academic Language WiDA
performance definitions for Listening & Reading AND Speaking & Writing.
· Consider the language demands you have mapped out across word, sentence, and discourse levels.
Compare with what your student CAN DO across domains. Which ones can the student already do?
Which ones will you need to scaffold and provide supports for? REMEMBER to look at the next
proficiency level up - where you want them to develop.
· Create a list of instructional supports for your multilingual learners based on what they CAN DO
and where you want them to go (next proficiency level up) across domains (Speaking, Listening,
Reading & Writing) and dimensions (Word, Sentence, and Discourse Level). Review the Fairbairn &
Jones Vo Instructional Supports tables and the three types of Instruction Supports in the WiDA
handouts across Sensory, Graphic, and Interactive supports (pp. 27-29 Elementary Packet; pp. 25-27
Secondary Packet).
Step 5: Create performance indicators by transforming the content standards with WiDA ELD
standards for the unit/lesson
· Identify the cognitive function, which includes 6 categories: remember, understand, apply,
analyze, evaluate, and create.
· Identify the language domain: Speaking, Listening, Reading, or Writing.
· Review your case study English Language Proficiency scores (i.e., ACCESS/CAN DO) and the
English language proficiency levels of rest of your class. Is there a trend or a level or two where most
student cluster (e.g, level 2 and level 4). REMEMBER that native speakers of English often perform at a
level 4 or 5 of English proficiency. Using a backwards design model, begin by designing a performance
indicator for a level 5. What is the intended learning outcome? All students will be able to______________.
· Then, design performance indicators backwards from there by increasing supports for students at
entering (1), beginning (2), and developing (3) levels of English proficiency, and less supports for
students at expanding (4), and bridging (5) levels of English proficiency unless they need them.
REMEMBER to fade away the support if students have accomplished the objective(s) with 90-100%
accuracy OR change the support if they are not benefiting or progressing with it.
· Now use the mapped academic language demands and language supports & scaffolds
information to create your students’ performance indicators within a strand. REMEMBER a strand
shows the language acquisition process within a domain.
· Create performance indicators within a strand by including a language function, the content
stem, and the support based on the content standard being addressed. REMEMBER supports are not
required at level 5 and above.
Step 6: Create Content and Language Objectives for a content lesson/unit

· Ideally content and language objectives can be combined as a content/language
objective and informed from the created performance indicators for English language
development because they are content embedded. Thus, performance indicators become
the overall objectives of a lesson or unit of study across English proficiency level.
OR
· In districts that require separate content and language objectives,
o Content objectives stem directly from the Utah Core State Standard
performance indicators AND
o Language objectives stem directly from the performance indicators for English
language development created in this template, which are still content embedded
J.
Step 7: Design differentiated assessments based on students’ English language proficiency levels.
· Formative assessments occur on an ongoing basis
o as learning - Formative, during instruction-when students reflect on and
monitor their own progress to inform their future learning; self-regulated
learning.
o for learning - Formative, during and after-when teachers gather, interpret
evidence of student learning to inform, adjust, and enhance instruction; exit
tickets, quick writes.
· Summative assessments occur at the end of a unit and/or at designated time intervals (e.g., end of
semester or marking period, annually (state testing), end of school year, etc.)
o of learning - Summative, following instruction- when teachers use evidence of student learning to
make judgements on achievement; State assessments, ACCESS 2.0.
Step 8: Complete the lesson delivery sequence using explicit instruction framework
· Insert a bullet list under each sequence (i.e., I do, We do, You do, etc.) detailing the academic tasks,
skills, language demands, key vocabulary, and supports utilized within the lesson.
Step 9: Complete the self-assessment checklist to ensure linguistic, cultural, and affective
responsiveness.
· To ensure linguistic responsiveness, be sure all steps of the lesson plan template have been
completed and include the required elements stated in each step. See items 1-10 on checklist.
· Next, consider the affective and cultural connections of your lesson (see items 11-14 on checklist)
o How has the lesson built on relevant background experience, knowledge, and skills in English and
native language/culture?
o In what way have you included the native language supports?
o To what extent are the content and activities meaningful to students both emotionally and
culturally?
o In what way have you been responsive to cultural and personal diversity?
_____Grade Level Lesson: insert title of lesson
STANDARDS
CONTENT STANDARD
ELD STANDARD
WiDA ELD Standard __________________________________

·
·
·
LESSON
·
·
·
·
·
·
·
STEP THREE: IDENTIFY THE FEATURES OF ACADEMIC LANGUAGE INCLUDED IN THE

LESSON (REVIEW PG 3-4)*
Word Level: Vocabulary Sentence Level: Language Discourse Level: Linguistic
Usage Functions & Conventions Complexity (Discourse
(Grammatical Structures) Styles)
· (From WiDA · ·
performance definitions) o o
o example from lesson
· ·
· o o
o

·
·
·
*Note: the language demands for each first level bullet under the dimensions Word, Sentence and
Discourse level come directly from the WiDA Performance Definition rubrics for Listening/Reading
and Speaking/Writing (found on Page 3 & 4 of WiDA Resource packet). The second level bullets are
unique indicators for a specific lesson that exemplify the academic language demands.
COGNITIVE FUNCTION:

Writing Entering Emerging Developing Expanding Bridging Reaching

Content Objective:
Language Objective:
Formative:
Summative:
Describe & Model

Reviews, communicates objectives, frontloads key vocabulary, models concepts, builds
background knowledge, links past learning with new concepts, access, and integrates
students’ cultural and language assets, etc.
Guided Practice
Model, Practice, Partner, Independent, Think Alone, Think with a Partner, Think as a Class,
comprehensible input, scaffolding, and supports, checks for understanding, etc.
Guided Practice
(What can students do to master Core Standards? Practice concept or skill with a new
problem or activity. RETEACH with groups, and EXTEND for those with mastery, provide
additional scaffolds and supports, checks for understanding, etc.).
Practice & Mastery
(Note: This is not meant to be a linear process, however, the instructional delivery should
include all components).

Yes No
1. Addresses a representative of grade-level college and career

readiness standards and language proficiency/development
standards
Evidence:
2. Makes provisions for multiple levels of language proficiency

for ELs
Evidence:
3. Considers the academic contexts, skills, and tasks of the lesson

and standards.
Evidence:
4. Features of academic language across all three dimensions, and

socio-cultural contexts are evident.
Evidence:
5. The language demands and supports align to the Core State
standards identified.
Evidence:
6. Performance indicators across all levels of language

Evidence:
7. Content and language objectives stem from or are informed

from the performance indicators.
Evidence:
8. Differentiated assessments (as, for, or of learning) are evident

(formative & summative)
Evidence:
9. Follows a logical sequence of scaffolded activities and tasks
Evidence:
10. Contains visual, graphic, and interactive supports
Evidence:
11. Lesson builds on relevant background experience, knowledge,

and skills in English and native language/culture.
Evidence:
12. May include native language supports such as key vocabulary,
phrases or content in native language or translanguaging
(negotiating meaning in native language and English) as resource.
Evidence:
13. Focus on content and activities that are meaningful to students

both emotionally and culturally
Evidence:
14. Be responsive to cultural and personal diversity
Evidence:

Im Unit Plan - Honey Bees

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Honey Bees

Grade Level: 1 Lesson: The Life Cycle of Honeybees

INTENDED LEARNING OUTCOME

· Students will learn the life cycle of the honeybee.

STEP ONE: IDENTIFY THE LANGUAGE FUNCTIONS OF THE CONTENT STANDARD

· Describe the beginnings of the honeybee cycle

STEP THREE: IDENTIFY THE FEATURES OF ACADEMIC LANGUAGE

Word Level: Sentence Level: Discourse Level:

STEP FOUR: LANGUAGE SUPPORTS & SCAFFOLDS

STEP FIVE: CREATE PERFORMANCE INDICATORS

COGNITIVE FUNCTION: identifying and recognizing words and their

DOMAI Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Key Vocabulary of the Lesson:

STEP SIX: CREATE THE CONTENT AND LANGUAGE OBJECTIVES

Summative: Use the information learned in the field guide.

STEP EIGHT: COMPLETE THE LESSON DELIVERY SEQUENCE USING EXPLICIT

Describe & Model

Practice & Mastery

Exit Ticket: List the four stages of a honeybee

STEP NINE: SELF-ASSESSMENT CHECKLIST FOR LINGUISTIC, CULTURAL, AND

1. Addresses a representative of grade-level college and x

Evidence: science; life cycle; listening; speaking and reading. x

2. Makes provisions for multiple levels of language x

Evidence: watch; listen; discuss, read together; complete x

Evidence:students will learn the four stages of the life cycle x

4. Features of academic language across all three x

Evidence: speaking; listening; reading; x

5. The language demands and supports align to the Core x

Evidence: describe the life cycle of a honey bee x

6. Performance indicators across all levels of language x

7. Content and language objectives stem from or are x

Evidence: word bank; graphic organizer; exit ticket x

8. Differentiated assessments (as, for, or of learning) are x

Evidence: graphic organizer; exit ticket for formative; field x

9. Follows a logical sequence of scaffolded activities and x

10. Contains visual, graphic, and interactive supports x

Evidence: media (video) ; graphic organizer; group and x

11. Lesson builds on relevant background experience, x

Evidence: introduction; repeat information 4-5 times in x

12. May include native language supports such as key x

Evidence: usage of Key vocabulary; life cycle; honey; honey bee; x

13. Focus on content and activities that are meaningful to x

Evidence: honey bees and their honey are important to plants x

14. Be responsive to cultural and personal diversity x

Evidence: working in a variety of gatherings; partner; groups; X

Grade Level : 1 Lesson: Vocabulary Matching

English language learners communicate information, ideas and concepts necessary

INTENDED LEARNING OUTCOME

STEP ONE: IDENTIFY THE LANGUAGE FUNCTIONS OF THE CONTENT

· Read vocabulary words.

STEP TWO: BRAINSTORM ACADEMIC TASKS AND SKILLS OF THE

STEP THREE: IDENTIFY THE FEATURES OF ACADEMIC LANGUAGE

Word Level: Vocabulary Sentence Level: Language Discourse Level:

STEP FIVE: CREATE PERFORMANCE INDICATORS

DOMAI Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 -

Key Vocabulary of the Lesson:

STEP SIX: CREATE THE CONTENT AND LANGUAGE OBJECTIVES

STEP EIGHT: COMPLETE THE LESSON DELIVERY SEQUENCE USING

Describe & Model

Practice & Mastery

STEP NINE: SELF-ASSESSMENT CHECKLIST FOR LINGUISTIC,

2. Makes provisions for multiple levels of language proficiency X

3. Considers the academic contexts, skills, and tasks of the X