Lesson Plan Plus Template

Your name: Caitlin McCann

Course You Are Teaching: English/Language Arts (Kindergarten)
Length of Class/Lesson Period: General Education classroom/ 65 minutes of English/Language Arts Instruction
Detailed Description of 3 ESL Focal Students (could be based on field experience students)
You must choose three different levels of ELLs. These will be hypothetical students that you create based on the subject and grade level
you are interested in teaching as well as what you have learned about them in this class and others.
Information to include for each focal student: English language proficiency level(s), native language development, academic development,
sociocultural considerations, personality info, etc.

Student 1: Bella Swan (Age 5) Student 2: Jacob Black (Age 5) Student 3: Edward Cullen (Age 5)

English language proficiency level: 1 English language proficiency level: 3 English language proficiency level: 5

Native language development: Bella moved
to the United States from France three months
ago. She has only developed some reading and
writing skills in French, because she only
attended pre-school for a month in France. Her
native language literacy is above average in
speaking, and at grade level for reading and
writing.
Academic development: Bella is struggling to
grasp some concepts in school. She is doing
well with learning English words and grammar
but struggles with math. Because she did not
have a lot of school experience in France, she
is having trouble making connections between
her French experience and content in English.
Sociocultural consideration: Bella’s parents
speak French almost all the time at home, but
they are working on learning more English.
Native language development: Jacob was
raised in New Amsterdam before moving to the
United States a year and a half ago. He was
able to attend preschool in the United States
and did a lot of practice with his father at home,
so he is strong in reading, writing, and speaking
Dutch. He is above grade level in all those
areas.
Academic development: Jacob’s father is very
invested in his academics and make sure that he
always has the help he needs. He currently goes
to a math center where he works on 2nd grade
math content. He struggles a little with reading
and writing, but he is only slightly under grade
level in those areas.
Sociocultural consideration: Jacob is the
oldest child of 4 boys. His mother passed away
when he was 3, and ever since his father has
Native language development: Edward
moved to the United States from Spain when he
was only 1 year old. Because he was still
developing vocabulary and has lived in the US
for most of his life, he is not as strong in his
native language development. His parents
speak Spanish to him at home, although he
never gets practice reading or writing in
Spanish. He is above grade level in speaking,
but below grade level in reading and writing.
Academic development: Edward’s academic
development is at grade level. He has been
enrolled in US schools for his entire life.
Sociocultural consideration: Edward’s
parents are very supportive, but they are also
hard on them. As their oldest child, a lot of
pressure is put on his shoulders. He really
wants to be successful at school, but it can

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They are very invested in all the aspects of been raising them as a single dad. His aunts and become difficult sometimes when he has to
Bella’s education and want to help her cousins are around a lot, so he really loves help their grandmother watch his little sister
succeed. She does not have any siblings but being social and speaking Dutch with them. His almost every night. His parents are very hard
does have a lot of friends who only speak father cares a lot about his sons’ education and working and work the night shift every night as
English. Sometimes she struggles to makes sure that they have all the help they nurses at a local hospital. There is a lot of love
communicate with them which makes her feel need. His family is very supportive, he has a in this family, but also a lot of pressure to be
more isolated. Bella’s parents are looking for very close relationship with his siblings. He successful. Edward sometimes wishes he could
other kids her age who also speak French so does have a few friends at school, but most of just “be a kid” and have time to play sports or
that she has people she really feels she can his free time is spent with his family who he spend time with friends. He does not have
connect to. feels most connected to. many friends because he is very focused on
school and doing anything he can to help his
Personality: Bella comes off very shy when Personality: Jacob is very social and gets along family. His parents speak Spanish sometimes at
you first meet her, but as you get to know her, with almost all his classmates. He loves being home, but Edward seems to be losing some ties
she opens up a lot. She is very loyal and caring at school and seems to thrive in almost any to his native culture and language because of
to all her friends and family members. She setting. He is also very flexible and excels and how busy his family is.
typically -enjoys going to school, but lately she problem solving. He is very caring about
has missed many days. Her parents think it is everyone, but especially his little brothers. He Personality: Edward is very social with other
because she is getting frustrated with the often talks about them with his teacher. A few students during partner work or other
struggles that she goes through in school. She things that Jacob is passionate about is building discussions, but often plays alone at recess.
is very passionate about clothes and fashion, as creations with Legos and reading. Many consider him “very mature” for his age
well as unicorns. She does not enjoy reading, and he gets along well with adults. He is
and makes it very known. passionate about reading and his sister (he talks
about her often). Edward puts a lot of pressure
on himself to succeed, and if he doesn’t, he is
very hard on himself.

Standards, Objectives, & Assessments

Indiana Academic Standard(s):
K.RL.1: Actively engage in group
reading activities with purpose and
understanding.
Content Objective(s):
K.RL.1: Upon completion of this
learning experience, students will
be able to answer questions about a
book in a small group discussion.
Language Objective:
K.RL.1: Students will practice
speaking English during this
activity. They will be speaking
English while they are engaging in
How will you assess this objective
in your lesson plan? How will
you know that a student has
shown growth in or mastery of
the objective(s)?

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 The answers to questions should
show that students comprehend the
main points in that story.
. and what they say.
the small group discussion. K.RL.1: To assess this content
objective, each teacher will listen
in to each small group and note
how often each student is talking,
For this activity, I will get students
to work with a variety of people
from the class that they don’t
normally work with. Students will
be split into groups of 4-6 and
asked to discuss a certain question
with their group. The teacher will
explain that each group member
should put their best effort into
their contributions to the
discussion to show they
comprehended the book. There will
be 4 different transitions that are
about 5 minutes each. This way
each of the two teachers can spend
the entire 5 minutes focusing on
one group at a time. Both teachers
have a paper and tally how many
times each student speaks and
make small notes about what they
had to say. If a contribution is too
small (saying “I agree” or “yeah”)
the teachers would not count that
as a contribution to the discussion.

WIDA Model Performance Indicator(s)

ELD STANDARD: Language of Reading and Comprehension (ELP K.2.10: Respond to stories from a variety of sources by speaking or writing
with simple sentences).
TOPIC: Short Story Comprehension
GRADE: Kindergarten
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CONTENT OBJECTIVE: Students will be able to respond to questions relating to a given story by speaking.
COGNITIVE FUNCTION: Understand

D Level 1 Level 2 Level 3 Level 4 Level 5 L

O Entering Emerging Developing Expanding Bridging E
M V
g
A E
L

I e

i
n
Interpret the content Interpret the content Interpret the content Interpret the content Interpret the L
of a short story of a short story by of a short story by of a short story by content of a short
v

N e

i through answering answering questions answering answering questions story by l

questions about the about the story questions about the about the story in answering 6
W

S story in their native mostly in their story in English English with questions about 6

P language, while using native language, but with the use of occasional use of the story in -

E some English key using key English sentence frames sentence frames and English with the
R
A words given in a words given in a and word banks. of word banks. occasional use of e

K word bank word bank as well sentence frames. a

I E
(beginning, middle, as some other c

N
and end for example). English words. h

G A
i

C
g

H
I
N
G

TOPIC-RELATED LANGUAGE:
Vocabulary: main character (protagonist), theme, plot, summarize, retell, beginning, middle, end, once upon a time, short story,
fantasy, fiction, non-fiction (these words will be included in the word bank)

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Based on what you know about ELLs and the characteristics of your focal students, what parts of the lesson might be challenging for ELL
students? Why?

Concepts Something about the concepts that might be challenging for Bella is understanding what the questions
mean and how they relate to the story. She struggles with reading and understanding English, so she might
not even understand the content of the story. She might also struggle to understand what the other students
are talking about in the small groups. Even with support, she may still be very confused what the other
students are talking about, and therefore struggle to respond at all. She also might have trouble speaking up
because she might not be completely comfortable with the classmates that she is put in a group with.

Jacob understands English pretty well, so he should not have too many struggles understanding the content
of the book or what his classmates are saying. Something that he might struggle with is responding to
questions completely in English. He sometimes has difficulty finding the English words that best describe
what he is thinking, so he might need a little guidance with that aspect. But he should be able to understand
his peers and contribute to the conversation.

Edward should for the most part thrive in this setting. He is very good at talking to his peers, and really
seems to enjoy reading books. The only challenge that I think Edward might face is paying complete
attention to the book so that he can have something to say about it. He is often distracted in school, and
this could make it harder for him to discuss with his peers. Although, if he can pay attention to the book,
he should be able to thrive in this reading and discussion.

Prior Knowledge Difference One issue relating to prior knowledge that I can note for this lesson plan is that students might not have as
much experience with reading books in English as other students. For example, Bella has read so many
books in French, but not as many in English. Therefore, she might struggle with comprehension more than
Edward, for example, who has been reading books in English since he was a baby.

Another issue relating to prior knowledge is how much experience students have speaking in English.
Edward is fluent in English, but Jacob and Bella struggle to find the right words sometimes. This struggle
might make them less likely to speak up in group discussion than other students, out of fear of judgement
and failure. The teacher needs to make sure that all students are accepting of the fact that everybody is at a
different level and treat everyone with respect.

A third issue relating to prior knowledge is who has read the given story before, or at least knows what the
story is about. Because Bella very recently moved to the United States from France, she may not have

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 experienced a lot of the short stories that other students in America have read. If a student has read a story
before, they may be more likely to contribute to a conversation because they feel comfortable with the
content. Students who have never read the story (or heard of it) may feel as though they are “behind” their
peers and feel uncomfortable contributing to conversations.

Key Vocabulary Certain words such as protagonist, plot, theme, summarize, and retell might be too complex for some
students to understand. Students like Bella and Jacob who are still trying to grasp native language to
English translations may be confused by these words. There is a chance they never learned those words in
their native language either, so it will be important to explain them before beginning this lesson. For
example, the teacher might read a book to the class and them model how to summarize the text. This
would give students a better understanding of what the words mean. For non-action words, teachers might
read a book and ask students to identify the theme, plot, protagonist, etc. Teachers using this lesson might
even incorporate a game where students can practice identifying characters, themes, etc. Modeling this a
few times should also help students grasp what the words mean.

Other Because Bella doesn’t enjoy reading, she might avoid participating in this activity. She also doesn’t like
talking to students that she is not comfortable with, so she might avoid participating out of discomfort.
Students are less likely to engage if they aren’t interested in what they are doing. Edward may be distracted
from other situations in his home life, and not be as engaged in the content. Jacob might struggle with
staying on the topic of the reading during discussions because he really enjoys talking to his classmates
about other things (sports, video games, etc..).

The Lesson Plan

Learning What the teacher is doing What the students are doing, including Instructional rationale:
engagements, specific and intentional differentiation Why you made these
experiences, and for your three focal ELLs. instructional decisions
activities (explicit/cited connections to
research-based theory and
professional practices for EL
students). Readings and
discussions from class should be
included.

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How will you introduce  The class will be asked to
the lesson concepts think about a book they read
and/or skills? in the past. Students will then
be able to share their book
with the class if they would
like.
 The teacher will write the
following vocabulary words
on the board:
- Main character
- Supporting character
- Beginning
- Middle
- End
- Fiction
 The teacher will pass out a
word chart to each of the
students. The word chart will
have each word written down,
and a blank spot to write the
definition. The teacher will
ask students to raise their hand
if they know what each word
means. If the definition is
correct, the teacher will write
it next to each word. The
students will be given a
chance to write down the
definitions on their word
charts as well.
 The teacher will then use a
modeling strategy with a book
that the class read last week.
In this case, it is Cinderella.
The teacher will model each
of the words and answers as
such:
 While students are sharing the
books they have read before, the
rest of the class should be quietly
listening.
 When discussing the meanings of
the vocabulary words on the
board, students are expected to be
listening to the teacher. They
should also be writing their own
definitions of each word on their
word chart.
- Bella: Bella will be given a
copy of the words in French.
She will be able to write
definitions of the words down
in French if she would like,
using the ELL specialist for
translation help.
- Jacob: Jacob will be given a
copy of the words in Dutch,
and can write the definitions
down in English or Dutch.
- Edward: Edward will be given
a copy of the words in
English, and can write
definitions in either Spanish or
English.
 While the teacher is modeling the
words, students should be
listening. They should raise their
hand if they have any questions or
comments.
- Bella: The ELL specialist
should be with Bella during
this part to help with
translations if needed. Bella
has already read a copy of
The main reason I used some of the
approaches in the introduction to
this lesson plan is because experts
recommended them for working
with ELL students. First off, the
vocabulary chapter from the
textbook recommended using word
charts to teach students vocabulary
words that are relevant to a unit.
Word charts are, “a simple graphic
organizer used to pre-teach
important vocabulary that students
will encounter,” and can include,
“blank spaces,” to write the words,
or might have the, “words already
printed,” (Ferlazzo & Hull-
Sypnieski, 2018, p. 43). In this
case, I decided to use a word chart
that gave students the words, and
they had to fill in the definitions
that other students gave. I have
found that it is easier to remember
things that you learn on your own,
rather than when a teacher simply
explains it to you. This will also
give students the chance to get
insight from each other about what
certain words mean, which will
keep the class more engaged in
learning. I also added in the idea
that the ELL students can use their
home language to write the
definitions, because it is important
for them to grasp the words. The
chapter mentioned allowing
students to write in both, “their
home language and in English,”
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 1. Main character: Cinderella
2. Supporting characters: the
prince, the fairy
godmother, the stepsisters
3. Beginning: Cinderella is
stuck living with her evil
stepmother and stepsisters.
4. Middle: Cinderella goes to
the ball.
5. End: Cinderella and the
prince live happily ever
after.
6. Fiction: This book is
fiction because it is not
based on a real-life story.
 The teacher will explain how
discussing what happens in a
story can help us better
comprehend the main ideas.
 Students will now be asked if
there are any questions. If
there aren’t any, the class will
be introduced to A Bad Case
of Stripes.
Cinderella in French, so she
understands the book well.
- Jacob: Jacob will also be near
the ELL specialist if he needs
any support.
(Ferlazzo & Hull-Sypnieski, 2018,
p. 43) so that might also be an
option for any of the ELL students.
The second research-based theory
that I found that I thought would be
helpful for this introduction was the
modeling approach. The article
mentioned that teachers read aloud
to, “model reading fluency and
comprehension skills,” not just to,
“read for the students,” (Calderón,
2007, p. 52). Using this method,
even students who are not ELLs but
still struggle with reading will get
the chance to practice
comprehension. Although modeling
is often used for comprehension, it
can also be used for sight words.
The teacher might take the time to,
“say the word twice,” and then,
“follow it with a simple definition,”
(Calderón, 2007, p. 53). In this
case, the teacher uses the book to
model what each vocabulary word
means, and uses specific examples
within the book to express that
meaning. The last method I chose
to integrate into the introduction of
the lesson was explicit instruction.
For ELLs, explicit instruction is
necessary for, “academic success,”
(Moughamian, Rivera, & Francis,
2009, p. 11). Explicit instruction
might include, “adjusting speech,
modeling tasks, or using visuals,”
along with, “using students’
knowledge and prior experience,”
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How will you teach the  The classroom will include
lesson concepts and/or two teachers today. One will
skills? be the main classroom
teacher, and the other a
support teacher.
 Students will be given an
anticipation guide with the
following statements and
 When given the anticipation
guide, students should answer the
questions, and ask for help if they
need it.
- Bella and Jacob: Both students
will be with the support
teacher during this part. The
teacher will help Bella to
translate the questions and
(Moughamian, Rivera, & Francis,
2009, p. 13). One visual I chose to
include was the Cinderella book.
When the teacher is talking about
each of the words, they can flip to a
page and point (for main character
they might point to a picture of
Cinderella). This will help students
to better understand what the
teacher is trying to explain because
they have a visual connection that
can’t get confused in translation
like words can. I also added in the
connections to prior experience
with the discussion about books
that students read before. This
gives them a chance to think about
their own past reading experiences
when we are talking about the
vocabulary. This makes the lesson
more personal, and hopefully easier
for students to connect to. And as I
talked about above, I also added in
the teacher modeling to help
students better understand what
each word means, and how it might
be incorporated into a real book.
I made sure to include partner
reading in my lesson plan because
multiple sources talked about how
effective it can be for ELL students.
Before this lesson, the teacher
should have done significant,
“modeling and support,” (Ferlazzo
& Hull-Sypnieski, 2018, p. 418) to
help students understand how it is
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 asked to circle if they agree or
disagree with the statement.
1. Camilla loves Lima Beans.
2. The other students liked
Camilla’s stripes.
3. The medicine helped
Camilla.
4. Lima beans were the cure
to Camilla’s case of
stripes.
 Many students likely have not
read this book before, so they
might not know the answers.
This anticipation guide is
meant to be a way to get
students thinking about the
book. Teachers will collect the
guides from each of the
students when they are done.
 Once all students are finished
with their guides, they will be
invited to the rug to read aloud
A Bad Case of Stripes by
David Shannon.
 When finished reading the
book, the main teacher will
then pair students up with
each other to do a partner
reading. Students will be
instructed to switch the person
reading every page.
- Most students should be
paired up with at least one
native English speaker in
each group, and the other
might be an ELL.
Depending on the number
write down an answer in
English. The support teacher
should not help her get the
answer, just help translate.
Jacob will also be with this
group, but working
independently. If he has a
question about translation or
what a question is asking, he
can ask the support teacher.
- Edward: Edward should be
filling out the guide with the
other students, and if he has a
question about translation or
what the question is asking, he
can ask the classroom teacher.
 When the teacher is reading A Bad
Case of Stripes students should be
on the rug and listening to the
story. They should also be paying
specific attention to the plot,
theme, main character, and any
other vocabulary words they
discussed.
- Bella: Bella will be given a
copy of the book in French to
follow along with. Because
there will be group discussions
regarding this book, it would
probably be best that she is in
the classroom experiencing
everything that the other
students are.
- Edward and Jacob: Both
students should be able to
listen to the book with the
class. If either of them has a
done. Not only do students enjoy
this activity because they are,
“working together” and it, “engages
students in learning,” (Ferlazzo &
Hull-Sypnieski, 2018, p. 418) it can
also give support to ELL students
who need it. If the ELL student is
paired with a native English
speaker partner, they can help the
student practice English words
independently (without teacher
assistance). Partner reading can
also give students support when
they may not fully comprehend the
story, or understand a given word. I
chose to use partner reading after a
whole group reading to give
students another chance to read the
book. This way, if they were
struggling to understand a word or
something related to the plot the
first time, they have another chance
to go over the book. And they will
also have their partner there for
support if they need it. I chose to
use Co-Teaching because it is
something that is effective for all
students (SPED, general ed, and
ELL). Co-Teaching can include
ELL teachers, “go(ing) into the
class to support students when a
content teacher is teaching,” or,
“pull(ing) ELLs out,” (Ferlazzo &
Hull-Sypnieski, 2018, p. 375). It is
important for teachers to, “take
time and collaborate,” (Ferlazzo &
Hull-Sypnieski, 2018, p. 377) when
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 of ELLs in the classroom,
there might be groups with
2 native English speakers.
 While students are completing
this task, the support teacher
should walk around and see if
any students need help, while
the main teacher writes the
following on the board.
1. What happened at the
beginning of the story?
2. Who is the main character
of the story? Who were
some of the supporting
characters in the story?
3. How did the story end?
4. Have you ever felt like
Camilla felt about Lima
beans?
 Once the support teacher
notices that all students seem
to be done with the partner
reading, the main teacher will
read the questions/statements
on the board. Each partner
group will be assigned to a
given number. The numbers
will have spots around the
room where students who are
given that number will need to
go.
 Each group will rotate around
to each of the different
stations. The groups will not
be going in order, so that way
different students will have a
chance to talk to each other.
question, they can raise their
hand and the support teacher
can step in and answer it.
 When doing the partner reading,
students should rotate which
partner is reading every page. If
they need help on a given word,
the other student can help them try
to sound it out.
- Bella: Bella should still have
her French copy of A Bad
Case of Stripes. Instead of
being paired with a native
English speaker, she will be
paired with Jacob. This way
the ELL specialist can support
both students with translations.
- Edward: Edward will be
paired with a native English
speaker. If he needs help with
anything, the support teacher
can step in.
 Each student partner group should
work with group members to
answer the question at each station
and take notes on the discussion.
When the teacher tells them to
rotate, they will switch to the next
station.
- Bella: At each station, the
question will be translated into
French, Dutch, and Spanish.
Bella can speak a little
English, but not enough to
fully participate in English.
She will be allowed to speak
in French for most of the
co-teaching, so the planning should
have been done before this lesson.
ELL students’ needs may not
always be met when the content
teacher is teaching to the entire
class, but a co-teacher can help to
support those students specifically.
In my lesson plan, the co-teacher
often worked with Bella and Jacob
to support them in language needs.
I made sure that the co-teacher
wasn’t necessarily giving them
answers, but rather supporting them
with translations or any other
language related questions. This
way we can evaluate where the
students stand academically
through the different assessments.
Learning stations were another
method that I thought would be
effective in my lesson plan.
Learning stations can be used, “to
get students moving and working
together,” as well as to, “spice
things up,” (Ferlazzo & Hull-
Sypnieski, 2018, p. 386). They also
help students to, “work in a small
group,” while other students are,
“engaged at other stations,”
(Ferlazzo & Hull-Sypnieski, 2018,
p. 386). For this lesson specifically,
I wanted to include learning
stations to give the teachers the
chance to evaluate all the students.
It would be difficult for each of the
teachers to evaluate every student
and assist students in understanding
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 Given that there are 10 groups
in the classroom, the rotation
is as follows.
- Partner 1: 1, 2, 3, 4
- Partner 2: 2, 3, 1, 4
- Partner 3: 3, 2, 4, 1
- Partner 4: 4, 3, 1, 2
- Partner 5: 1, 4, 2, 3
- Partner 6: 2, 1, 4, 3
- Partner 7: 3, 4, 2, 1
- Partner 8: 4, 1, 3, 2
- Partner 9: 4, 3, 2, 1
- Partner 10: 2, 1, 4, 3
 These groups might not allow
all students to work with
everybody, but they ensure
that each group gets to each
question.
 The teacher will read out
which group is going to which
station each round, and
students can ask for
clarification if they have
questions.
 When student arrive at their
station, there will be one of
the questions there. The
group’s job is to discuss this
question and take notes on
what their group members
said.
 While students are discussing,
both teachers should pick a
group and note how the
discussions are going on a
sheet of paper. These notes
discussion but will be asked to
use some key words in
English. A translator can help
to translate her answers and
other students’ answers so the
group can understand each
other.
- Jacob: Jacob loves to talk in
English, so he should be fine
during this activity. The
question is translated into
Dutch if he needs it. The
translator will be working in
the group with Jacob and
Bella, so they should be able
to help him with
English/Spanish translations if
needed. He will be given a
word bank with key
vocabulary words, as well as a
few sentence frames to support
him during the discussion.
- Edward: Edward should also
be able to be independent
during this activity. The
question is translated into
Spanish just in case it will help
him understand better, but he
should be fine reading only the
English question. He will be
given the sentence frame sheet
to use if he needs it.
- Sentence Frames:
1. The main character of the
story was ____.
(if needed) at the same time. The
learning stations allow for the
teachers to focus on one group at a
time, which will help them to
evaluate all the students and
support if needed. Overall, I think
the learning stations could be
helpful for the ELL students to
collaborate and receive support
from other students and both
teachers. And it will also be helpful
for the other students to receive the
support that they need from their
peers and teachers as well. The
final method that I took from
research for this lesson plan is peer
teaching and learning. Research
finds that teaching others,
“enhances your own learning
ability,” along with supporting the
student who needs assistance
(Ferlazzo & Hull-Sypnieski, 2018,
p. 359). In other words, having
students who need support work
with their peers can help both
students to improve their comfort
with material. The student who is
teaching their peer can get a better
grasp on material when they are
trying to teach it because they have
to think about the best ways to
explain it. And the student who
needs assistance might benefit by
learning from someone who is not
an expert, and can better
understand where they are coming
from. In this specific lesson, Bella
12
 can be broad, but there should
be notes about each student.
 Once students are done
discussing the teacher will ask
if students would like to share
what they talked about in their
groups to the class. No student
will be forced to share, as
some students might not feel
comfortable sharing in front of
the entire class.
 The teachers will each pass
out the anticipation guides
used at the beginning of the
lesson, and students will talk
to their table members about
how their answers have
changed. The teacher might
write the following questions
on the board:
1. Did your answer change
from the beginning of the
lesson?
2. If your answer did change,
why?
IF TIME PERMITS
 The final part of this lesson is
a worksheet of Clozes. The
worksheet will have the
following questions:
1. Camilla was the _____
character in this book.
2. The theme of this book is
to ______ care what other
people think.
3. Camila stopped eating
_____ ____ and that is
2. At the beginning of the
story, Camilla decided to
____ eating lima beans.
3. At the end of the story,
Camilla’s case of ______
was solved.
4. The other students ____
Camilla about liking Lima
Beans.
5. One supporting character
was ____.
- Word Bank: main character,
theme, plot, summarize, retell,
beginning, middle, end, once
upon a time, short story,
fantasy, fiction, non-fiction
 When students are sharing, they
are expected to talk about
something that their groups
discussed. While the other
students are not talking, they
should be listening.
- Edward, Bella, and Jacob:
None of the students will be
forced to talk. Bella will have
the support teacher with her to
help her understand what the
other students are saying.
 Students should fill in the Cloze
worksheet with the answer they
feel would best fit into the blank.
- Bella and Jacob: Both students
should be with the support
teacher. The teacher should
help Bella translate each
question and answer. Once
again, the teacher should not
and Jacob are paired up because
they can understand where the
other is coming from, and so a
translator can be with both of them
at all times. Jacob is technically
more of the “teacher” in this
instance because he understands
English better than Bella, but he is
still able to relate to her in a lot of
ways. It is important during peer
teaching that the groups need to be
able to relate to each other in some
sense, and Bella and Jacob can
relate to each other. Edward will
also benefit from the peer teaching
because there are still some English
words he can get tripped up on. A
native English speaker peer will be
able to support him on figuring out
what to say if he needs it. And the
student who is helping him will
also gain a deeper understanding of
the story. Overall, it seems that
peer teaching is not only beneficial
for ELLs to practice their own
speaking, but also for the “teacher”
to deepen their understanding of the
lesson.
13
 why she came down with
a bad case of the stripes.
- Students might have
various answers to fill in
in these clozes. as long as
their answer matches up to
what happened in the
book, it will be counted as
correct. The focus of this
lesson is to practice
comprehension and
speaking, not necessarily
to practice vocabulary
words.
How will you help  Summative Assessment: The
your students to draw anticipation guides are one of
conclusions and/or the summative assessments in
self-assess on the this lesson. The first
lesson concepts and/or anticipation guide should not
skills? be evaluated by the teacher, as
for some students it might
consist of complete guesses.
Although the second one is a
good way for teachers to
evaluate if students
understood the book. If a
student did well on their
anticipation guide but not in
their small group discussions
(the second summative
assessment) this will show
that they are not struggling
with reading comprehension,
but with something else.
 Summative assessment: The
second summative assessment
help her get the answer, but
rather just help her translate.
Jacob is in this group just in
case he needs help translating,
but he should be fine to work
independently.
- Edward: Edward should fill
out the worksheet with the
other students. If he needs
support, he can ask the support
or main teacher.
 Students should fill out the
anticipation guides to the best of
their ability.
- Bella and Jacob will be with
the support teacher during this
part of the lesson. The support
teacher will help Bella
translate, and give Jacob help
if needed. Although the
support teacher should not
help students find the answer.
 Students should carry on group
discussions as they normally
would, making sure they
participate as much as they can.
- Bella will be working with a
specific translator during this
time (separate from the
specific co-teacher). This
specialist will be able to
translate Bella’s responses to
The first method that I wanted to
integrate into the assessment
section of my lesson plan was
making concepts clear. In the
Alternative Forms of Expressing
Understanding article, it mentions
how important repetition is for,
“input to be comprehensible,”
(Echevarría, Vogt, & Short, 2016,
p. 86). Students need multiple
exposures to, “words, concepts and
skills,” (Echevarría, Vogt, & Short,
2016, p. 86) to understand the
word. But it is also important to not
have, “excessive exposure,”
because the words can become,
“monotonous and defeat the
purpose,” (Echevarría, Vogt, &
Short, 2016, p. 86). That is the
reason that I chose to introduce the
key vocabulary words before the
lesson. This way, students will be
14
 is the observation of small
group discussions. The
teachers will walk around the
classroom and observe each
student’s contributions to
group discussions. The best
way to do this is probably
have each teacher spend the
entire 5 minutes with one of
the four groups, and make
sure each partner pair is
observed at least once. The
teachers should note student
contributions to discussions
(the number and what they
said).
 Summative assessment: The
final summative assessment is
clozes which are focused on
how students comprehend the
book. If a student’s answer is
accurate to what happened in
the book, they will get that
question correct. If a student
gets most questions correct,
teachers can assume that they
comprehended all or most of
the book. If they get less than
half correct, the student may
need to work on
comprehension a little more.
Although this assessment isn’t
directly related to the standard
of discussing readings,
comprehension is necessary to
be able to discuss a text.
the other students, and other
students responses to Bella.
- Jacob will be partnered up
with Bella. Although a lot of
ELLs who are at a higher
WIDA level are paired up with
a native English speaker, this
gives Jacob the chance to
work with the translator if
needed.
 Students should fill out the clozes
to the best of their ability. If their
answer is accurate to the book, it
will be counted as correct.
- Bella and Jacob: Bella and the
translator or ELL specialist
will work through the
translation of questions and
help her translate her answers.
Jacob will be with this group
just in case he has any
questions, but will mostly
work independently.
exposed to the words during the
introduction, the group discussions,
and the clozes worksheet. I thought
that this was enough exposures to
the words before it became too
much. This reading also mentioned
allowing students to, “preview
material for optimal learning,”
(Echevarría, Vogt, & Short, 2016,
p. 85). The entire introduction part
of the lesson gave students a
chance to preview the vocabulary
words that would be used in
discussions. It gave them the
chance to, “prepare themselves for
the information that is coming,” so
that it can be, “more
comprehensible for them,”
(Echevarría, Vogt, & Short, 2016,
p. 85). I thought this was
particularly important for Bella
because it can help the teachers to
figure out if she understands the
content she just learned. Not only is
she learning the new words, but
there is also a lot of translations
that have to happen for her. This
can make the lesson a lot more
challenging for her. Giving her the
chance to preview and practice the
words will not only make her more
comfortable during the lesson, but
also help the teacher to figure out
how much support she needs. And
same can go for Edward, Jacob,
and all the other students in the
class. The second method that I
15
integrated was using anticipation
guides. Anticipation guides, “ask
students to think, write, and talk
about their opinions,” (Echevarría,
Vogt, & Short, 2016, p. 59) before
an upcoming unit or lesson.
Students will then, “revisit their
anticipation guides at the end of a
unit,” to, “reflect on the changes in
their thinking,” (Echevarría, Vogt,
& Short, 2016, p. 59). Unless they
have read the book before, students
will likely not know the answers to
questions. That is to be expected.
The goal of the anticipation guide
at the beginning is more to get
students thinking about the book
they are about to read. And when
the teacher is reading the book,
students will be thinking about
these questions. This is another
way Bella, Edward, and Jacob can
preview what they are about to
learn. This will hopefully help them
feel more prepared, and be able to
ask questions related to language,
content, or anything else before the
lesson officially starts. The
anticipation guide at the end is a
way for the teacher to see how well
a student understands the book they
just read. It can also allow students
to see their own progress in
learning. This will hopefully help
Bella, Jacob, and Edward to gain
more confidence in their learning
ability. The final method that I
16
integrated into the assessment part
of this lesson plan was clozes.
Clozes are, “relatively short texts,”
that have, “words removed and
replaced with blanks,” (Ferlazzo &
Hull-Sypnieski, 2018, p. 75).
Research shows that clozes can
help ELLs have a, “significant
increase in vocabulary,” and an,
“increased use of that new
vocabulary,” (Ferlazzo & Hull-
Sypnieski, 2018, p. 75). The clozes
in this lesson focus specifically on
the new vocabulary as well as the
content of the book. Not only are
the ELL students learning the
English translations of these words,
but it might be the first time they
are ever learning the words in
general. That is why it is important
to make sure Bella, Edward, Jacob,
and the other students understand
what these words mean. Although
this assessment is not directly
related to the goal of this lesson (to
have group discussions about a
book), it is a way for the teacher to
understand when a student is
struggling. For example, if Jacob
was having trouble during the
group discussions but did well on
the clozes, that would mean that he
is struggling with something other
than reading comprehension.
Overall, the clozes are meant to be
another form of assessment to help

17
 teachers better support all of their
students.

List of references for materials used and cited in lesson plan (at least 10)

Calderón Margarita, and Shawn Slakk. “Teaching Reading Comprehension and Content.” Teaching Reading to English Language Learners,
Grades 6-12: A Framework for Improving Achievement in the Content Areas, Corwin, A Sage Company, Thousand Oaks, CA, 2018, pp. 47–
67.

Echevarría Jana, et al. “Comprehensible Input.” Making Content Comprehensible for Elementary English Learners: The SIOP Model, Pearson,
NY, NY, 2018, pp. 80–95.

Ferlazzo, Larry, and Katie Hull-Sypnieski. “Activating Prior Knowledge.” The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support
Your Students, Jossey-Bass, San Francisco, CA, 2018, pp. 57–63.

Ferlazzo, Larry, and Katie Hull-Sypnieski. “Beginning and Ending of Class.” The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support
Your Students, Jossey-Bass, San Francisco, CA, 2018, pp. 415–422.

Ferlazzo, Larry, and Katie Hull-Sypnieski. “Clozes.” The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students, Jossey-
Bass, San Francisco, CA, 2018, pp. 75–86.

Ferlazzo, Larry, and Katie Hull-Sypnieski. “Co-Teaching.” The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students,
Jossey-Bass, San Francisco, CA, 2018, pp. 375–378.

Ferlazzo, Larry, and Katie Hull-Sypnieski. “Learning Stations.” The Ell Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students,
Jossey-Bass, San Francisco, CA, 2018, pp. 385–388.

Ferlazzo, Larry, and Katie Hull-Sypnieski. “Peer Teaching and Learning.” The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support
Your Students, Jossey-Bass, San Francisco, CA, 2018, pp. 359–373.

18
Ferlazzo, Larry, and Katie Hull-Sypnieski. “Vocabulary.” The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students,
Jossey-Bass, San Francisco, CA, 2018, pp. 41–55.

Moughamian, A. C., Rivera, M. O., & Francis, D. J. (n.d.). INSTRUCTIONAL MODELS AND STRATEGIES FOR TEACHING ENGLISH
LANGUAGE LEARNERS. Center on Instruction. Retrieved from https://files.eric.ed.gov/fulltext/ED517794.pdf.

19

Emerging
_____/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.
Lesson Plan Plus Rubric
Basic
(approaches standard)
Most of the competent criteria, but…
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 lesson plan
shows differentiation for productive or
receptive language.
Competent
(meets standard)
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 appropriate
ways. The lesson plan shows
differentiation for both productive and
receptive language.
Proficient
(exceeds standard)
All competent criteria, and…
Description of target ELL students’ language
proficiency levels, learning
preferences/personality, sociocultural
considerations, 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 ways.
The lesson plan shows differentiation for both
productive and receptive language.
20
_____/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
understanding of research, theory, and
practical strategies addressed in Cores
1-3.
Lesson plan reflects some research,
theory, and practical strategies
addressed in Cores 1-3. There is a lot
of inconsistency in applying these
understandings to lesson plan.
Lesson plan reflects research, theory,
and practical strategies addressed in
Cores 1-3. Some inconsistency in
applying these understandings to
lesson plan.
Exceeds expectations. Lesson plan reflects a
thorough understanding of research, theory, and
practical strategies addressed in Cores 1-3.
These understandings are consistently applied 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.
Inconsistent opportunities for
schematic connections. Inconsistent
connections to real-life problems.
Higher order thinking not emphasized.
Provides students with some
opportunities to make schematic
connections. Provides opportunities for
student exploration of higher-order
thinking real-life problems.
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.

No opportunities for meaningful
student engagement and discussion.
No native language use is encouraged.
Few opportunities for meaningful
student engagement and discussion.
Little use of the native language is
encouraged.
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.
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.

Missing one or more language skills.
No academic language development
strategies are emphasized.
Provides inconsistent opportunities for
reading, writing, speaking, and
listening. Strategies and activities
support content and/or language
objectives.
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.
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

21
 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.
Few, irrelevant or inappropriate visual
or hands-on materials integrated into
lesson plan.
Inconsistent use of visual or
experiential support.
Some use of visual and experiential
support. Provides supplementary
materials /activities to support student
understanding (pictures, videos, audio,
manipulatives, graphic organizers,
etc.). Visual or hands-on materials
support language or content objectives.
Strong use of visual and experiential support.
Provides materials/ activities to support student
understanding (pictures, videos, audio,
manipulatives, graphic organizers, etc.).
Instructional materials support language and
content objectives and reflect student anticipated
difficulties listed in the student 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 aren’t
assessed OR WIDA Can-Do Indicators
are missing or ineffectively used to
differentiate assessments for each level
of language proficiency.
Most standards and objectives are
assessed. Candidates inconsistently use
WIDA Can-Do Indicators to
differentiate assessments for each level
of language proficiency.
All standards and objectives are
assessed. Candidates effectively use
WIDA Can-Do Indicators to
differentiate assessments for each level
of language proficiency.
All standards and objectives are assessed.
Candidates effectively use WIDA Can-Do
Indicators to differentiate assessments for each
level of language proficiency.
Candidates use a variety of observational and/or
performance assessments to assess students.

_____/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 citations reference citations and a bibliography and theory on second language researchers, and theorists throughout the
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.

22