TEXAS WESLEYAN UNIVERSITY LESSON PLAN FORMAT

Domain- Lesson Plan Components

Dimensions
Planning 1.1-Standards Lesson Objective(s): (what students will learn: a measurable action: NOT lesson Formative assessment(s): (for knowing IF students learned each objective & how
and Alignment activity or task) and Importance of objective(s) to (content: (value to deeply learned)
Planning 1.2-Data and students; reason for learning) Student will present their Jersey and paragraph explaining
Assessment
Planning 1.3-
Students will able to recall facts about the life and career of why they would wear the number 42.
Knowledge of Students Jackie Robinson. Students will turn in brochure.
Planning 1.4-Activities Importance of objective(s) to content: (value to students; reason for
Instruction 2.2-Content learning)
Knowledge and Students will be able to understand biographies give an
Expertise
Instruction 2.5-Monitor
account of a person’s life and achievements
and Adjust TEKS and ELPS (written out)
Learning Environment TEKS: ELPS:
3.3- Classroom Culture
(11)  Reading/Comprehension of Informational (2) Cross-curricular second language
Text/Expository Text. Students analyze, make inferences acquisition/listening.
and draw conclusions about expository text and provide
evidence from text to support their understanding. Students The ELL listens to a variety of speakers including teachers,
are expected to: peers, and electronic media to gain an increasing level of
comprehension of newly acquired language in all content
(A)  summarize the main idea and supporting details in areas. ELLs may be at the beginning, intermediate, advanced,
text in ways that maintain meaning; or advanced high stage of English language acquisition in
listening. In order for the ELL to meet grade-level learning
(B)  distinguish fact from opinion in a text and explain expectations across the foundation and enrichment
how to verify what is a fact; curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and
(D)  use multiple text features (e.g., guide words, topic scaffolded) commensurate with the student’s level of English
and concluding sentences) to gain an overview of the language proficiency. The student is expected to:
contents of text and to locate information.
(I)  demonstrate listening comprehension of
(18)  Writing/Expository and Procedural Texts. Students increasingly complex spoken English by following
write expository and procedural or work- related texts to directions, retelling or summarizing spoken messages,
communicate ideas and information to specific audiences for responding to questions and requests, collaborating
specific purposes. Students are expected to: with peers, and taking notes commensurate with
content and grade-level needs.
(A) create brief compositions that:
(i)  establish a central idea in a topic sentence;
(ii)  include supporting sentences with simple facts,
details, and explanations; and
(3) Cross-curricular second language
acquisition/speaking.
The ELL speaks in a variety of modes for a variety of
purposes with an awareness of different language registers
(formal/informal) using vocabulary with increasing fluency
and accuracy in language arts and all content areas. ELLs
may be at the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in speaking. In
order for the ELL to meet grade-level learning expectations
across the foundation and enrichment curriculum, all
instruction delivered in English must
be linguistically accommodated (communicated, sequenced,
and scaffolded) commensurate with the student’s level of
English language proficiency. The student is expected to:
(E)  share information in cooperative learning
interactions;
(G)  express opinions, ideas, and feelings ranging
from communicating single words and short phrases
to participating in extended discussions on a variety of
social and grade-appropriate academic topics;
(J)  respond orally to information presented in a wide
variety of print, electronic, audio, and visual media to
build and reinforce concept and language attainment.
(4) Cross-curricular second language acquisition/reading.
The ELL reads a variety of texts for a variety of purposes
with an increasing level of comprehension in all content
areas. ELLs may be at the beginning, intermediate, advanced,
or advanced high stage of English language acquisition in
reading. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student’s level of English
language proficiency. For Kindergarten and Grade 1, certain
of these student expectations apply to text read aloud for
students not yet at the stage of decoding written text. The
student is expected to:

(I)  demonstrate English comprehension and expand

reading skills by employing basic reading skills such
as demonstrating understanding of supporting ideas
and details in text and graphic sources, summarizing
text, and distinguishing main ideas from details
commensurate with content area needs;

(5) Cross-curricular second language acquisition/writing.

The ELL writes in a variety of forms with increasing
accuracy to effectively address a specific purpose and
audience in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high
stage of English language acquisition in writing. In order
for the ELL to meet grade-level learning expectations
across foundation and enrichment curriculum,
all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and
scaffolded) commensurate with the student’s level of
English language proficiency. For Kindergarten and
Grade 1, certain of these student expectations do not
apply until the student has reached the stage of generating
original written text using a standard writing system. The
student is expected to:

(B)  write using newly acquired basic vocabulary and

content-based grade-level vocabulary;

(F)  write using a variety of grade-appropriate sentence

 lengths, patterns, and connecting words to combine
phrases, clauses, and sentences in increasingly accurate
ways as more English is acquired

Domain-
Instructional Procedures (Time) Materials Differentiation/Accommodations
Dimensions
Planning 1.3- Anticipatory set: (the “set-up” to capture students’ interest AND activate their prior 10- -Device to
Knowledge of Students knowledge)
15mins play YouTube
Instruction 2.2-Content Start off with a quick 40s video that talks about Jackie video
Knowledge and
Expertise
Robinson and how he led the way for other African -Board to
American Baseball Players. create model
Explain what type of book genre we are reading and if they of KWL chart
have ever been exposed to a Biography book.
Explain Biography
https://www.youtube.com/watch?v=xyvo_F3LCJA
Create a KWL Chart with the student
Instruction 2.1- Sequenced instructional strategies/procedures/activities: (include actions 45 mins -Book  Simple conversations
Achieving Expectations of teacher & students; explanations, scaffolding, modeling, questions, grouping
Instruction 2.2-Content structures, management, etc.)
-Biography  Pre-teach Vocabulary
Knowledge and 1. Read Jackie Robinson: He Led the Way by April Brochure  Provide phrases or
Worksheet simple sentence frames
Expertise Jones
Instruction 2.3- -Jersey
Communication 2. Discuss with students what was learned as you  Wait time
Worksheet
Instruction 2.4- complete the L in the KWL chart  Extra time for complex
-Crayons,
Differentiation 3. After discussion Introduce trifold worksheet Material or
Learning Environment Colored
4. Students is creating a biography brochure with facts Assignments
3.1-Classroon Pencils, or
Environment, routines they learned from the book.
Markers  Model pronunciation
and Procedures 5. As they are looking for this information they can go  Model Writing
Learninf back in the book if needed  Model Reading
Environment 3.3- 6. Introduce Jersey Worksheet and Instructions on what
Classroom Culture  Clarification of words
to do or phrases
7. On the Jersey students will write out why they would  Oral translation
wear the number 42. They will decorate their jersey
 based on why the number is significant to them  Bilingual dictionary or
glossary
 Clarify directions
 Prompt choices

Planning 1.2-Data and Assessments: (checking/monitoring students understanding of objective;

Assessment misconceptions;questions to ask; aligned with each objective and instruction)
Instruction 2.5-Monitor
and Adjust Discuss with student’s prior knowledge
Asses student as they create Biography Brochure
Monitor students during writing

Instruction 2.5-Monitor Closure: (students sum-up; questions; students reflect on learning facilitating 25-30 -Writing
and Adjust consolidation, etc.of content)
mins Journal
-Scissors
 Write a small paragraph elaborating what their jersey
-Glue
represents
 Cut out the jersey and place it above their paragraph
Homework: N/A
Professional Practices My Teaching Goal for this lesson:
and Responsibilities Is for the student to learn about history in his favorite sport as he is being exposed to the biography of Jackie Robinson.
4.2-Goal setting
I want the student to be engaged throughout the lesson by using his interest to introduce the biography genre.