Lesson Plan for Integrated English language Development (ELD) Instruction

Section 1: Lesson Preparation
Teacher Candidate Name:

: CHRISTINE JESUS

Grade Level:

first grade

Date:

20/7/2023

Unit/Subject:

Vocabulary and sentence structure

Instructional Plan Title:

Sentence structure and vocabulary

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
By the end of the lesson, students should be able to identify basic vocabulary and make simple sentences from the material provided.

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
I will greet the students and review the previous lesson. Then I will introduce a new concept and divide the students into groups of gifted and native speakers. I will then give simple vocabulary such as family and ask them to repeat after me and ask them if anyone understands the concept.

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Arizona English Language Proficiency Standards- ELPS provides guidelines for ELLS that outline English language skills and knowledge that ELLS ought to learn. By the end of the lesson, students should demonstrate listening and speaking skills in social and academic concepts. Additionally, they should learn to read in English and converse in a language they understand within different grades. Also, they should understand grammar and sentence structure within cross-cultural knowledge and interactions.

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
* Who is the audience
* What action verb will be measured during instruction/assessment
* What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
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