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Lesson Plan and Case Study

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

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

Content Standard (preference for Common Core State
Measurable and relevant content objective, language-development
objective, and learning-strategy objective
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 (pp.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)
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 professors permission, you may
also use your student profile which you created in this course.)

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 doesnt 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 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 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

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:

Your revised lesson plan from Week Four
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 students learning of language and
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 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
– 3 –
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
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
– 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
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.
– 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.
– 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.
– Definition: A small invertebrate animal with six legs and a
body divided into three
– Context: Ants are tiny insects.
– Definition: A warm-blooded animal that has hair or fur,
produces milk, and bears young
– Context: Dolphins are mammals, although they may look like
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Running Head: ASSIGMENT WEEK 4
– 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
– 8 –
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
– 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
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.
– 9 –
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
– 10 –
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
– 11 –
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
– 12 –
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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