Lesson Plan Cycle

Six Elements in Planning the Delivery of an Effective Lesson

1. Generates students’ language through active student participation

2. Comprehensible input through visuals, gestures, & games

3. Meaningful, interesting, activation of prior knowledge

4. Opportunities to negotiate meaning5. Group learning6. Challenging and engaging students in

higher level thinking

5 Elements of Cooperative Learning

Positive interdependenc

e

Face-to-face interaction

Individual accountabilit

yInterpersonal

and small-group skills

Group processing

Students work together in small groups towards a common goal, which is learning the required content. Effective cooperative learning is composed of five major elements:

Fundamental Tenets of Dual Language Program Specific to Lesson Planning & Delivery

Dual Language Classroom & Teacher No ability grouping (linguistically or content-area) All lessons must be authentic, interactive (student-student) and

challenging All lessons must integrate the four literacy skills listening, speaking, reading & writing Teacher uses ESL or SSL instructional strategies in all content area

instruction Teacher does not translate; adheres to language of instruction Teacher does not repeat content in other language (content taught in

one language only) Teacher conducts student lessons in bilingual pairs or bilingual groups Teacher encourages students to use language of instruction Teacher assesses individually and in groups for accountability

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Lesson Plan Cycle

CIA Teacher as Facilitator

Conceptual Refinement Rigor

Bilingual Pairs

Lesson Plan Cycle1. ObjectiveTLW…

5. Group Activity #1Practice(Bil grp or BP)

2. Grade level & materials

6. Group Activity #2Rigor/HOTS (Bil grp or BP)

3. PurposeConnect to Prior Knowledge/Experience

7. ClosureSeal the learning(BPWhole grp or vice versa)

4. Direct teachModel and demo(Whole Grp using BP)

8. Conceptual RefinementReteach (Regroup BP)

9. Journal Writing (Individual)

Bloom’s Taxonomy

Level Type of Activity or Question

Verbs Used for Objectives

Lowest level

Knowledge define, memorize, repeat, record, list, recall, name, relate, collect, label, specify, cite, enumerate, tell, recount

Comprehension restate, summarize, discuss, describe, recognize, explain, express, identify, locate, report, retell, review, translate

Application exhibit, solve, interview, simulate, apply, employ, use, demonstrate, dramatize, practice, illustrate, operate, calculate, show, experiment

Higher levels

Analysis

interpret, classify, analyze, arrange, differentiate, group, compare, organize, contrast, examine, scrutinize, survey, categorize, dissect, probe, inventory, investigate, question, discover, text, inquire, distinguish, detect, diagram, inspect

Synthesis

compose, setup, plan, prepare, propose, imagine, produce, hypothesize, invent, incorporate, develop, generalize, design, originate, formulate, predict, arrange, contrive, assemble, concoct, construct, systematize, create

Evaluation judge, assess, decide, measure, appraise, estimate, evaluate, infer, rate, deduce, compare, score, value, predict, revise, choose, conclude, recommend, select, determine, criticize

CIA Lesson Design

Purpose: Connect to prior knowledge/experiences; focus on the new content (3 minutes) (Whole group with Pairs)

Direct Teach: Model and demonstrate key concepts, clarify vocabulary (15-20 minutes) (Whole group with Pairs)

Activity #1: Pairs practice new concept/skill at the comprehension level; teacher monitors and redirects (15 minutes) (Pairs/groups)

CIA Lesson Design

Activity #2: Pairs apply the new concept/skill at the application and/or above level; teacher monitors and informally assesses student progress (15 minutes) (pairs/groups) *Teacher does not answer questions during pair/group work*

Closure: Students summarize/reflect on the objective learned (3-5 minutes) (pairs/groups/whole group)

Conceptual Refinement: teachers works with small group; students work on independent practice progress (15 minutes) (regroup pairs)

Journal Writing: Students reflect on their learning in the journal.

What safety nets are in place that help ensure student learning and success?

Creating an Objective

Think about what the goal of the lesson is before creating the objective.What steps will the students need to

accomplish to master the lesson?How will you know the students

mastered the lesson?

Select two verbs (one lower level and one higher level) that will be used throughout the lesson.

Keep it simple.

Objective Writing

Two verbs (lower and

higher level)

Content/skill

Condition (material, support)

The learner will describe and classify the various types of habitats found in their local community in a pamphlet.

Now, you try. With a partner, write an objective on a sentence strip.

Grade Level & Materials

It’s important to note the grade level of each lesson.

List all the important materials for the lesson. Are the materials authentic? Do the materials support interactive learning?

If you don’t have all the materials in your classroom, make a plan where you can get them (library, other teachers, etc.)

Purpose

How are you going to relate the purpose of the lesson?

Why are these skills and/or content important to acquire?

How will you relate to prior knowledge/experiences?

How are you connecting home knowledge to school knowledge?

Direct Teach

About 12-15 minutes long

Demonstrate the new skill and/or explain the new information

Define and teach the new vocabulary words specific for the lesson

Group Activity 1

This activity will help students develop the content/skill at the lower level of Bloom’s Taxonomy.

They work with their Bilingual Partner or small groups so that they can negotiate meaning.

The activity includes manipulatives, visuals, graphic organizers, objects, etc.

Group Activity 2

This activity will help students develop the content/skill at the higher level of Bloom’s Taxonomy.

They work with their Bilingual Partner or small groups so that they can participate in authentic discussions.

Closure

Different ways to close a lesson. Some include: Presenting to the class Talking to their small group/partner Exchanging their outcomes with other groups

Conceptual Refinement

This activity is for the small group of students that needs extra help with the objective of the lesson.

Teacher pulls small group aside for 15-20 minutes.

Regroup Bilingual Pairs.

Re-teaches the objective using different approaches, materials, support.

Purpose of CR

To assist learners in the comprehension of content being learned in the L2

Conduct CR in the SAME language of instruction for students immediately after Math/Science/SS lesson

Should be listed in daily classroom schedule

Importance of CR

Helps keep students on grade level

Helps check the instructional level of difficultyNo students need CR = lesson is too easy

½ the class needs CR = lesson not comprehensible

Independent Practice

The rest of the class works on an Independent practice activity.

This can include extensions to the lesson; enrichment activities can be similar to Act 1 & 2

The Independent Practice activity should not require the assistance of the teachers.

Don’t send students to Bilingual Learning Centers

Students need to be working on the same concept/skill as the lesson

1. ObjectiveTLW identify 2-D shapes and design a playground with at least 4 different shapes.

5. Group Activity #1Identify the different type of 2-D shapes by writing the label for each shape. (BP) Comp.

2. Grade level 1st & materialsChart paper, shapes, table

6. Group Activity #2Design a playground using at least 4 different 2-D shapes and write a sentence describing the design. (Sm.Grp) Synthesis

3. PurposeHow do we use 2-D shapes everyday?

7. ClosureSm Grp will share their design with the class. (SmGrpClass)

4. Direct teachIdentify 2-D shapes and model using those shapes to create a living room and bedroom. (whole grp with BP)

8. Conceptual RefinementStudents will design the classroom with the 2-D shapes. (Regroup BP)

9. JournalSelect two shapes from the math content board and write about them (W-P-S). (BPIndividual)

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