Essay Instructions: Teaching is more effective when planning is thorough. By creating a detailed plan with an annotation, you will be required to consider every decision and justify it, thus giving you deep insight into the lesson planning process. Please follow these directions:
• Design a complete, detailed, general education SDAIE or Sheltered English lesson plan based on the approach described in the course Writing Effective Lesson Plan textbook in a content area of your choice (not a foreign language) based on both the California English Language Art Standards and English Language Development standards, as well as your specific content area standards (when applicable). State appropriate goals, objectives, outcomes, rationale, describe content presentation methods, instructional strategies (especially SDAIE and related strategies), learning activities, classroom management, technology, assessment techniques and teaching materials.
• The lesson should be designed to meet the needs of an English Learner as specified in one of the student profiles listed below. The plan should demonstrate your knowledge of second language development strategies (especially SDAIE), ensure that grade-appropriate and advanced curriculum is comprehensible to all (1/3 Plus Model), and demonstrate effective management practices.
• Write 750-1000 words; additional materials (worksheets, handouts, PowerPoints, assessments, etc.) do not apply to word count, but should be submitted to the instructor where applicable.
• After you are done with the lesson plan, write a separate annotation section thoroughly explaining your planning decisions and how and why your lesson plan meets the needs of all students, especially your profiled EL student. Use course readings to support your planning decisions.
• Write 3-4 pages with explicit supporting references from a minimum of four different sources, which include textbooks, scholarly books, scholarly journals, electronic readings, and reputable websites.
EL Student Profiles
Choose one of the following profiles to consider as you create your annotated lesson plan assignment. Be sure to indicate which EL student is in your classroom. If you choose option #4, be sure to include the profile with your assignment submission.
Option #1:
Anabel is a 15-year-old 10th grader from Guatemala. Her father works in a biomedical research lab and her mother is a nurse. Many members of her extended family live in the same community, though her grandparents still live in Guatemala. Anabel visits them twice a year. She has been in the United States for less than two years. She is literate in Spanish and often reads Spanish language books and magazines. Her report cards from her school in Guatemala indicate above average grades. Anabel is somewhat quiet and reserved, but gets along well with others and likes working in small groups. The CELDT results indicate an overall score in the Early Intermediate range, and she has been identified as an English learner. (Listening and Speaking =Early Intermediate level. Reading =Early Intermediate level. Writing =Early Intermediate level.)
Option #2:
Liang is a 13-year-old 8th grader who came with his family from Taiwan 3 years ago. His father runs a small grocery store and his mother cares for his 2 younger siblings. Though there are several Mandarin speakers in his neighborhood, his extended family is still in Taiwan. Liang speaks Mandarin fluently and can read age-appropriate books and magazines. His report cards from his school in Taiwan indicated average grades. Liang is outgoing and active in sports. Though he still struggles with English pronunciation, his CELDT results indicate an overall score in the Early Advanced range, and he has been identified as an English Learner(Listening and Speaking = Intermediate level. Reading =Early Advanced. Writing = Early Advanced.)
Option #3:
Ayanna is a 14-year-old 9th grader whose family fled the civil war in Somalia and came to the United States 8 months ago. Her parents both work fairly low-paying jobs to support Ayanna and her older brother. She speaks Somali and some Arabic, but does not read either language very well. Her previous formal educational opportunities were often interrupted for prolonged periods by violent conflict in her home country. She now attends school regularly and seems to especially enjoy music and art. The CELDT results indicate an overall score in the Beginning range, and she has been identified as an English learner. (Listening and Speaking =Beginning. Reading =Beginning. Writing =Beginning.)
Option #4:
Create a profile of a fictitious English Learner, in an appropriate grade, with details regarding educational and family history, CELDT scores, and proficiency descriptors based on that assessment. This narrative may be based on an English Learner you have known or one you expect to serve in the future in your community.
