Thematic Unit - Lesson 3

Content Area: English & Animals

Grade Level: 4^th-5th

Language Level(s):

Nebraska English Language Proficiency Standards Addressed:

Nebraska State Content Standards Addressed:

Topic of the Lesson & Rationale (Why is this important?):

Assets my MLs bring to the class: How I will make connections to their home languages and cultures, backgrounds and/or prior learning.

Materials Needed: Remember to incorporate texts and materials that build on students’ culture and language to support and promote both language development and academic achievement.

Objectives(s)(What will your students be able to do by the end of the lesson?)

Content Objective:

Language Objective:

Cultural Objective:

Vocabulary (What terms need to be introduced to help the students develop understanding of the topic discussed?) *All lessons will require vocabulary development*

ESL Strategies Used: (What strategies do you plan to incorporate into your lesson to make content accessible for MLs/ELs? Use the strategies in Herrell and Jordan to guide this portion of the lesson. More than one H & J strategy is encouraged. You can go beyond H&J to list other examples: Ex. Modeling, visuals, realia, word banks, sentence stems, sentence frames, labels, primary language support, graphic organizers, non-verbal language, etc. How are your strategies linguistically and culturally responsive?)

Questions:  (List specific questions used throughout the lesson. Consider the following: How can you ask questions in different ways for all language levels? What visuals or realia will support your questioning? Are you using Bloom’s Taxonomy with your questions?  How will you ask and how will students respond - whole group, pairs, or small groups?)

Anticipatory Set(How will you focus students’ attention on the material? How will you build background knowledge? How do you link concepts to students’ linguistic and cultural background experiences and past learning to new concepts?)

Beginning of Lesson: I Do/We Do (How will you introduce and model the content? How will you check for understanding prior to guided practice? What instructional strategy are you implementing? How are your strategies linguistically and culturally responsive?)

Middle of Lesson: You Do It Together (How will students apply the new skill/strategy in small groups or in a partner setting while receiving immediate feedback? How are you simultaneously supporting and challenging students in the lesson? How are your strategies linguistically and culturally responsive?)

End of the Lesson: You Do It Alone (How will the students apply new skill/strategy independently? How have you placed students at the center of learning? Are your strategies linguistically and culturally responsive?) 

Assessment Statement: (How will you know that your students have met the content and language learning objective? List the specific assessment strategies you are using and identify them as formative or summative. It must be more than observation by walking around.)

Closure: (How will you end this lesson connecting it to students’ linguistic and cultural background experiences? How will you prepare students for the next lesson?)