final assignment

Oct 4th, 2013
Price: $25 USD

Question description

Lesson Plan and Case Study

You will be using your work from the Week Four Assignment to complete your Final Project.

You are going to revise your lesson plan from Week Four, making sure that it addresses each of the following elements:

  1. Content Standard (preference for Common Core State Standards)
  2. Measurable and relevant content objective, language-development objective, and learning-strategy objective 
  3. An appropriate text that addresses your standard and objectives and that is accessible to ELLs (pp.184-189)
  4. Reading, writing, listening, and speaking components
  5. Before, during, and after reading activities (pp.251-254)
  6. A cooperative learning activity (pp.160-167)
  7. An activity that activates prior knowledge  (pp.167-169,  pp.189-192)
  8. An activity that addresses vocabulary (pp. 192-196)
  9. Evidence of differentiation (pp.169-170 and Differentiated Instruction)
  10. Evidence of language modification (pp.175)
  11. Evidence of promoting CALP and/or scaffolding (pp.170-182,  pp.196-207)
  12. A formative assessment (pp. 182-183)
  13. A summative assessment (pp. 183-184)
Then, you are going to describe three additional instructional modifications or scaffolds that you would specifically provide for your case study student.  Choose one of the case study students below.  (With your professor’s permission, you may also use your student profile which you created in this course.)
  • Lupe:
    Lupe has lived in a suburban, middle-class city in the United States for 10 years.  She is able to speak Spanish at home, but she is unable to read or write in her first language.  She is currently a sophomore in high school.  She was in bilingual classes in elementary school and is now mainstreamed for all subjects, although her English is not completely fluent.  She has basic interpersonal communication skills (BICS) and struggles with cognitive academic language proficiency (CALP).  She is friendly and cooperative when she is in class, but she doesn’t do homework.  She seems to prefer talking with friends to completing assignments.  Teachers think she has academic potential but worry that she will eventually drop out of school because of persistent underachievement.  According to the California English Language Development Test (CELDT), she is between early intermediate and intermediate in reading, writing, and listening/speaking.
  • Hui:
    Hui came from Vietnam, where he worked with his uncle in the marketplace, selling watches before immigrating to the United States last year.  He is living in a low-SES ethnic enclave in an urban city with a lot of immigrants from Vietnam, Laos, and Thailand.  He had about four years of full-time schooling in Vietnam and is proficient in his first language.  He did really well in school until he moved to the United States as a refugee.  He is currently in the fifth grade.  He does really well in math but is failing his language arts classes.  His attendance has also been intermittent as he gets sick a lot.  He is the smallest boy in class and does not talk very much.  He does not have basic interpersonal communication skills (BICS) or cognitive academic language proficiency (CALP).  According to CELDT, he is at a beginning level in reading, writing, and listening/speaking.
  • Sara:
    Sara has lived in the United States for six months.  She comes from an upper class family.  She was born in Germany and speaks German fluently and proficiently.  Her father is in the United States for business reasons.  They plan on moving back to Germany in three years, when the contract expires.  Sara aims to please, but does not initiate conversations with other students.  She was educated in her home country and, in fact, studied some English as a foreign language in school.  Her teachers are pleased with her work, given the limited time she has been in this country.  She is currently in the seventh grade.  According to CELDT, she is early advanced in listening/speaking and early intermediate in reading and writing.
  • Jia:
    Jia is a second grader from China.  Her parents are still in China.  They sent her to the United States to live with her American aunt and uncle.  She lives in a middle class neighborhood.  Her parents want her to “speak with an American accent.”  She goes to Chinese School to learn Mandarin on Saturdays.  She is very bright and social but is really struggling with English. She has been here for two weeks.  She is a newcomer.
Your project will include the following:
  1. Your revised lesson plan from Week Four
  2. A narrative describing your three medications or scaffolds.  Provide rationales for your adjustments.  How did you adjust for your student?  Why?  How will your changes improve your student’s learning of language and content? 
Assignment week 4 what is needed for review and to build the project around

Running Head: ASSIGMENT WEEK 4


Lesson Plan Critique

Dalaine Urquiola

EDU 321

Ashford University

Instructor Jennifer Watkins

September 30, 2013.

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Running Head: ASSIGMENT WEEK 4


Lesson Plan Critique:

This report will contain information on a lesson plan critique for ELL (English

language learners) that will involve the following procedures: selection of proposed lesson plan

that contained objective, content standard, measurable and relevant content objective(s),

language-development objective(s), and learning-strategy objective, reading, writing, listening,

and speaking components, cooperative learning activity, an activity that activates prior

knowledge, an activity that addresses vocabulary, evidence of differentiation, evidence of

language modification, evidence of promoting CALP and/or scaffolding and summative

assessment. In addition to the above areas the lesson plan critique will also provide

information about the effectiveness and efficiencies of the elements, strategies and practices in

terms of language support to ELL (English language learners). The report will be a critique

review analysis of the lesson plan on language learning through the analysis of ELL (English

language learners) concepts and standards.

The report structure will be as follows and will contain all the analysis activity based on

above factors: 1) Revised objective, 2) original lesson plan with source(s) cited and c)

Narrative analysis. The document will conclude with a summary of the entire project.

Original Objectives for week 3 discussion 2:

The common core state standard I have chosen is for English Language Arts; more

specifically for Kindergarten pupils living in the state of Florida. The list of standards that I

could have chosen from is long, but I will concentrate on “Determining or clarifying the

meaning of unknown/ multiple meaning words and phrases based on kindergarten reading

content” (State of Florida Common Core Standards, 2011)

Grade: Kindergarten

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Running Head: ASSIGMENT WEEK 4


Subject: English

Common Core State Standard: Determining or clarifying the meaning of unknown/ multiple

meaning words and phrases based on kindergarten reading content.

Content Objective: Helps with new meanings for familiar words and apply them accurately

(e.g., knowing duck is a bird and learning the verb to duck). The utilization of these specific

course materials from a young age up till the time leading to college and professional careers

can allow the individual to adapt, renovate him according to the given working; studying

conditions and requirements. The content should be selected as to provide the students with

theoretical as well as practical information regarding the adequate amount of lexis they may

need at the moment but also implementing what they may use in the future.

Language Development Objective: With the practice of activities such as “Story Blank”

(Instructions: Fill in the blanks with the right type of words. Read it to evaluate the story you

have created), students will be able to learn/ gain more vocabulary, put into use when necessary

and comprehend age appropriate texts. The curriculum followed should be designed to allow

the students to develop the required communication and language skills in order for them to

communicate effectively with their peers and also in the future at jobs and educational


Learning-strategy objective: Before requesting the students to build their own stories, provide

examples, properly explain the rules of the game, give those specific / guided topics from

where to choose, provide a list of words that could give them idea on how to develop their

stories, allow them to be creative always providing constructive criticism, in order for them to

improve, you could request the students to look for two new words in the dictionary that they

could add to their personal example. It is imperative to keep in mind that during the period of

teaching, the students should be presented with various styles; practices of teaching and

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1. (e.g., knowing duck is a

bird and...

homonyms are very difficult

for kinders [Jennifer


Running Head: ASSIGMENT WEEK 4


instructional environments so that they get used to different classroom and teaching

environments during later school years.

Usage: The instructional strategies are designed by teachers and course instructors in order to

provide pupils the optimum learning environments that they require to accomplish the goals

detailed by the learning objectives. The learning objectives therefore provide the teachers with

an overview on how they should devise strategies to provide the students with the maximum

possible assistance that they can, in order for them to learn the main concepts as aimed by the

leading learning objectives. Curriculum designing and the application of various teaching

strategies are all put into action following the learning objectives.

Lesson Plan:

Name: Animal Alphabet.

Subject: Reading/ English

Grade: Kindergarten.

Duration: 1-2 classes periods.


Students will:

- Recite the alphabet and identify the sounds each letter makes.

- Understand that printed letters represent spoken language.

- Identify the names of animals that begin with particular letter sounds and draw pictures

to represent these living creatures.


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Running Head: ASSIGMENT WEEK 4


- Animal Alphabet video

- Crayons

- Pencils and erasers

- White construction paper, 1 sheet per student

- Dry erase board and marker or butcher paper and marker, 1 per student group

- Print resources with pictures of different animals


Review the alphabet with the class, letter by letter. What sounds does each letter make? Have

the class watch Animal Alphabet to identify the letters, their sounds, and animals whose names

begin with each letter.

1. Tell the class that they will make an alphabet book, similar to the program. Divide the class

into groups of 4 to 6, depending on how many adults (student teachers, parent volunteers,

instructional assistants, and classroom helpers) can help in the classroom. Have each adult ask

a group to recite the alphabet and review the sounds of each letter.

2. Then have adults assign each student a particular letter to work on for the book. Coordinate

to make sure that all the letters are covered by at least one student in the class with as few

duplicates as possible.

3. Next, have adults go over the letters assigned to their group and the sounds each one makes.

They can demonstrate how to write the letters either on the board or butcher paper so the

students can refer to them.

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Running Head: ASSIGMENT WEEK 4


4. The adults should discuss animal names that begin with their assigned letters. They can show

print resources with pictures and talk about the features of these animals and where they live.

They should refer to animals featured in Animal Alphabet.

5. Once adults are satisfied that each student can identify their assigned letter, the sounds it

makes, and animal names beginning with the letter, they will give each student a piece of

construction paper and crayons. Students will draw pictures of appropriate animals. If possible,

have students write the letters on the drawing. More advanced students can write the names of

the animals.

6. Adults should discuss the drawings with the students as they are working. Have them assess

each student's letter comprehension.

7. Bind the completed drawings in an alphabet book to share with the class, asking students to

identify the letters and the animals. Talk about the animals, pointing out unique features and

discussing which ones are insects, mammals, and reptiles.


Use the following three-point rubric to evaluate students' work during this lesson.

Three points: Students were highly engaged in class and group discussions; clearly identified

all the letters of the alphabet and their sounds; and created colorful and unique drawings that

demonstrated a solid understanding of a particular letter and its sounds.

Two points: Students participated in class and group discussions; adequately identified most of

the letters of the alphabet and their sounds; and created somewhat colorful and unique drawings

that demonstrated a basic understanding of a particular letter and its sounds.

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Running Head: ASSIGMENT WEEK 4


One point: Students participated minimally in class and group discussions; were unable to

identify most of the letters of the alphabet and their sounds; and created incomplete drawings

that did not demonstrate a basic understanding of a particular letter and its sounds.


· Alphabet

- Definition: An ordered set of letters or symbols used to represent the basic speech

sounds of a language

- Context: Let's learn about animals from A to Z: This is the animal alphabet.

· Animal

- Definition: A living organism that can move on its own and has specialized sense

organs and nervous system

- Context: The world is a big place, full of animals to discover every day.

· Insect

- Definition: A small invertebrate animal with six legs and a body divided into three


- Context: Ants are tiny insects.

· Mammal

- Definition: A warm-blooded animal that has hair or fur, produces milk, and bears young

- Context: Dolphins are mammals, although they may look like fish.

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Running Head: ASSIGMENT WEEK 4


· Reptile

- Definition: A cold-blooded vertebrate animal of a class that includes snakes, crocodiles,

turtles, and tortoises

- Context: The crocodile belongs is a reptile.

Academic Standards.

This lesson plan addresses the following national standards:

- Language Arts? Viewing: Uses viewing skills and strategies to understand and interpret

visual media: Understands the main idea or message in visual media (e.g., pictures,

cartoons, weather reports on television, newspaper photographs, visual narratives)

- Language Arts? Reading: Uses the general skills and strategies of the reading process:

Understands that print conveys meaning (i.e., knows that printed letters and words

represent spoken language)

Once you have found your lesson plan, critique it for the following elements. For each

element, consider the following: Does your lesson plan have the element? (Describe how and

where the element is presented in the lesson plan.) If the element does not exist, how would

you revise the lesson plan so that the element is included? In addition, explain how each

element provides language support for ELLs and how each element supports and aligns with

the objectives. Your last paragraph should be an evaluation of the lesson plan: Do you think

the lesson plan is effective for ELLs? Why or why not?

- Content Standard (preference for Common Core State Standards): My lesson plan does

contains contain Standards in the last part titled “Academic Standards”. Both are

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1. crocodile belongs

this sentence is confusing

[Jennifer Watkins]

2. the directions should not

be in this assignment

[Jennifer Watkins]

Running Head: ASSIGMENT WEEK 4


detailed and explained with examples in order to assist the readers understand the main

goals behind the lesson. This element provides language support for ELLs because they

are meant to help students better understand the language and also develops other skills.

They also align with the objectives because by following the standards we are fulfilling

all the requirements mentioned in the objectives of the lesson plan.

- Measurable and relevant content objective(s), language-development objective(s), and

learning-strategy objective(s): I believe my lesson plan does have measurable and

relevant content objectives, language-development objectives and learning-strategy

objectives as we could see it in the explanation of the entire procedures and in the

paragraph called “Vocabulary”. It provides support for ELLs because it is a lesson plan

designed to increase, improve and implement vocabulary acquisition. It aligns with the

primary objectives presented because it will help students learn how to read.

- An appropriate text that addresses your standard and objectives and that is accessible to

ELLs (pp. 184-189): Overall the lesson plan has an appropriate text that addresses my

standards and objectives. It is accessible to ELLs because of its simplicity. Whether the

student speaks English or not they all have to begin by learning the alphabet to start


- Reading, writing, listening, and speaking components: Obviously in this case the plan is

mainly about developing reading skills, but it has room for writing, when implementing

the vocabulary, listening and speaking components when pupils practice saying the

letters and theirs sounds out loud. This objectives can be found in the “Procedures” and

“Vocabulary” sous-subjects of the lesson plan. Once again it aligns with objectives and

standards because it totally approaches all areas needed to be taught in an English class.

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1. It provides support for

ELLs because...

this seems confusing - the

lesson states teaching

multiple meaning words like

homonyms - yet the lesson

teaches the animal alphabet

and a range of vocabulary

from mammal to context -

This does not seem to

correlate with Kindergarten

standards. When I look at

the standards to design a

lesson, I look for one specific

clear standard. Sample -


Recognize and produce

rhyming words. Then you

can build a lesson around

this [Jennifer Watkins]

Running Head: ASSIGMENT WEEK 4


- Before, during, and after reading activities (pp. 251-254): Before activities are found in

the “Procedures” when they practice saying the alphabet et it sounds out loud, during

activities is the entire production of the project also found in “Procedures” and after

reading activities when they develop and define a “Vocabulary” list. It aligns to

standards and objectives because it covers all areas required to present a productive and

complete lesson.

- A cooperative learning activity (pp. 160-167): It is found in the “Procedures” students

build a book in different groups lead by an adult. This element aligns with ELLs

because by bringing family members in the class it will make them feel more at ease,

confident and it may even induce them to openly participate. It also supports and align

with the objectives and standards because this activity will help accomplish the main

goals mentioned at the very beginning of the lesson plan and at the end.

- An activity that activates prior knowledge (pp. 167-169; pp.189-192): The activity that

activates prior knowledge is the repetition of the alphabet and the sound of each letter at

the very beginning of the exercise and also when the same is done again before starting

the creation of the project “Procedures”. It aligns with ELLs because regardless of their

dominion of the language it is very alike they already know the alphabet and its sounds

on their mother tongue, this will help the process of learning and recognizing the letters

in English much easier.

- An activity that addresses vocabulary (pp. 192-196): The activity that addresses

vocabulary is found in the sous subject “Vocabulary”. The definition and context of

numerous terms are provided and explained to the pupils. It aligns with ELLs because

in order for them to understand the meaning of a word they will need a detailed

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1. Before, during, and after


again, this lesson seems like

a mismatch with the

standards [Jennifer


2. The definition and

context of numerous...

are these terms appropriate

and have any context?

[Jennifer Watkins]

Running Head: ASSIGMENT WEEK 4


definition and also an explanation of the context in which the terms were used. It

supports and aligns the objectives because is another activity that helps achieve the core

areas of an English class.

- Evidence of differentiation (pp. 169-170 and Differentiated Instruction): I honestly do

not see any evidence of differentiation in this specific lesson plan. It is a basic lesson

that has room for different types of learners but does not seems to appropriately exploit

it. In order to include this element to the plan I will need to provide choices to my

students, the opportunity to be creative and add their own personal ideas, pre

assessment in order to make sure in which level each student is and if they are ahead I

need to implement more advanced activities, last but not least present exercises that are

mentally stimulating and challenging.

- Evidence of language modification (p. 175): The evidence of language modification can

be found in “Vocabulary”; with the addition of new terms and their definitions student

would be modifying/ increasing their lexis and that is one of the biggest evidences for

language modification. This activity is extremely adequate for ELLs because that is

exactly what they need in order to learn English a vast collection of words.

- Evidence of promoting CALP and/or scaffolding (pp. 170-182; pp. 196-207):

Throughout the entire lesson plan there is evidence of promoting CALP, mainly in the

“Vocabulary” sous-section where students are encouraged to define and understand the

context of a word.

- A formative assessment (pp. 182-183): This lesson plan will be a great example for a

formative assessment but at the same time is never mentioned in the “Evaluation” soussubject.

“Formative assessment provides feedback and information during the

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1. Instruction): I honestly

do not...

agree - what specifically

would you do in this lesson

to teach homonyms such as

duck and duck? [Jennifer


2. how? where are they

using examples to build

vocabulary? It seems this

lesson is very adult

orientated with little room for

student contextual

connections [Jennifer


Running Head: ASSIGMENT WEEK 4


instructional process, while learning is taking place, and while learning is occurring.

Formative assessment measures student progress but it can also assess your own

progress as an instructor” (Hanna, G. S., & Dettmer, P. A., 2004). I will take 15 minutes

at the end of the class in order to ask the pupils oral questions related to the lesson.

- A summative assessment (pp. 183-184): In the “Evaluation” sous-subject a grading

rubric is presented but not further instructions or details are offered. “Summative

assessment takes place after the learning has been completed and provides information

and feedback that sums up the teaching and learning process. Typically, no more formal

learning is taking place at this stage, other than incidental learning which might take

place through the completion of projects and assignments” (Hanna, G. S., & Dettmer, P.

A., 2004).

Evaluation of the lesson plan: Do you think the lesson plan is effective for ELLs? Why or

why not? The lesson plan I chose for this project is highly effective for ELLs; it includes a

critical review of all the items that need to be addressed and introduced to Kindergarten

students whether they speak English or not, also it adheres to the core State Standards for

English Language Learners as it commits the same function with regular students.


Diaz-Rico, L. (2012). A course for teaching English learners (2nd edition). Boston,

MA: Pearson Education

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1. I will take 15 minutes at

the end...

such as...? you should

specifically state the

questions here - this lesson

seems to lack a foundation -

strong kinder lessons are

centered around picture

books, poems or a targeted

literacy skill such as

blending. This lesson leaves

little room for SDAIE

strategies or visuals that

your ELLs need. [Jennifer


2. The lesson plan I chose

for this...

please read my notes

above- this lesson lacks key

components that engaging

lessons should have. I

posted a sample earlier this

week... [Jennifer Watkins]

Running Head: ASSIGMENT WEEK 4


Discovery Education. (2012). Animal Alphabet. Retrieved on September 30, 2013 from

Hanna, G. S., & Dettmer, P. A. (2004). Assessment for effective teaching: Using

Context-adaptive planning. Boston, MA: Pearson A&B.

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