Lesson Plan Critique
Revise the objectives you created in Week Three, Discussion 2 to include your professor’s and your peers’ feedback. Find a lesson plan online that addresses your objectives. (It does not have to address your objectives specifically as you will be adjusting the lesson plan over the next two weeks. You just need to find a lesson plan that is in the same ballpark.) This week, you will critique the lesson plan. In Week Five, you will revise the lesson plan and adjust it to meet your objectives and to meet the needs of ELLs.
Once you have found your lesson plan, critique it for the following elements:
- Content Standard (preference for Common Core State Standards)
- Measurable and relevant content objective(s), language-development objective(s), and learning-strategy objective(s)
- An appropriate text that addresses your standard and objectives and that is accessible to ELLs (pp. 184-189)
- Reading, writing, listening, and speaking components
- Before, during, and after reading activities (pp. 251-254)
- A cooperative learning activity (pp. 160-167)
- An activity that activates prior knowledge (pp. 167-169; pp.189-192)
- An activity that addresses vocabulary (pp. 192-196)
- Evidence of differentiation (pp. 169-170 and Differentiated Instruction)
- Evidence of language modification (p. 175)
- Evidence of promoting CALP and/or scaffolding (pp. 170-182; pp. 196-207)
- A formative assessment (pp. 182-183)
- A summative assessment (pp. 183-184)
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?
Your paper will include the following: Revised objectives, original lesson plan with source(s) cited, and a five- to six-page narrative analysis (not including title and references pages) which critiques the lesson plan addressing all the above elements, including your evaluation paragraph. Your paper must be formatted in APA style as outlined in the Ashford writing Center, and it must include at least one scholarly resource in addition to the course text.
week 3 d 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)
Common Core State Standard: Determining or clarifying the meaning of unknown/ multiple meaning words and phrases based on kindergarten reading content.
Content Objective: Identify 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 this specific course materials from a young age up till the time leading to college and professional careers can allow the individual to adapt, renovate himself 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 institutions.
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 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.
References: Diaz-Rico, L. (2012). A course for teaching English learners (2nd edition). Boston, MA: Pearson Education.
CCSS. (2011). English Language Arts Next Generation Sunshine State Standards (Common Core). Retrieved on September 19, 2013 from http://www.fldoe.org/schools/pdf/CommonCoreELAJuly2010.pdf
You have great scaffolding in mind, with one important mismatch. Kindergartners are learning to read. In your description, you mention supporting story writing. However, kindergartners are aiming to exit the school year with a reading level 8 on running records. Your Ell students needs to build their word bank. For example, our kinder classes are learning a high frequency word a day. Last week, they learned color words. This week, they are learning "am", "is"... to name a few. The class writes the new target word in a sentence.
Knowing that your lesson may not be developmentally appropriate, can you suggest a change that still aligns with the standard?
Montersori students in my area from Pre-K we start teaching them how to read and they are able to complete such activities, that is why I based my example on that exercise. Following your instructions what I could do is provide a list of words with pictures they are familiar with to fill in the blank on the story that I could read first; to have them try by themselves later.
Most kindergarteners have sight words. Sight words should be on the word bank. Students can write in personal dictionaries with proper spelling and one synonym helping to define their sight words. Kindergarteners also enjoy reading simple reading passages that they practice as a class so they can return home to read with accuracy with their families. Kindergarteners also need to master the phonics of the written language. Helping them to notice the difference in the long and short vowel sounds. One suggestion is to help the kindergarteners understand what a homophone is. Homohone's are confusing for all students including adults too. Kinders can read Biscuit books with accuracy and then they can build their comprehension from something simple. What types of reading centers would you suggest to help kinders to reach their multiple intelligences and to help in learning differentiation as the ELL is also mixed in with the group?
P.S. Let me know ASAP if you can do it or not. Thanks!