Content Area Lesson Plan and Reflection
Order Instructions
For this benchmark, develop a content area lesson plan to be used for an age group of English language learners (ELLs) of your choice. Be sure to specify the grade level for which your lesson is intended. The lesson should focus on a specific content area while also integrating biliteracy-related activities and materials. Content areas may include, but are not limited to, social studies, science, and math.
If it is possible, teach or co-teach the lesson to students in the clinical field experience setting. If it is not possible, present and teach the lesson plan to the classroom teacher and receive feedback on the lesson.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, to complete this assignment.
Select the content area and English language proficiency standards and objectives based on the needs of the specific age group of students that you have chosen.
The content area lesson plan should include the following:
Knowledge and use of applicable language acquisition theories
Appropriate scaffolding and modeling of grade-level content knowledge and academic language
Appropriate content standards and English language proficiency standards
Appropriate content objectives and language objectives
Grade-level specific content and curriculum
Use of activities, multicultural books, and materials that integrate listening, speaking, reading, and writing
Use of various instruments and techniques to assess content-area learning for ELLs at varying levels of language and literacy development
Include a 500-750-word reflection outlining (1) the learning experience during the clinical field experience, (2) SEI strategies used during lesson plan implementation, (3) collaboration with the classroom teacher, and (4) reflection on the lesson’s efficacy with ELLs.
If you are unable to teach or co-teach the lesson to ELLs in a K-12 grade setting, reflect on (1) the learning experience during your clinical field experience, (2) feedback received from the mentor teacher on the lesson plan, (3) collaboration with the classroom teacher, and (4) reflection on the lesson’s potential efficacy with ELLs.
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