ELL Teaching Lesson Plan

First knowing the subject, then deciding the length of the lesson and which key stage is it aimed for.

Effective teachers who used the SIOP Model in their lesson plan become an expert in linking language and content in their instruction and expand their quality to accommodate different levels of proficiency in their classrooms. To provide support to ELLs and mainstream students teachers must use all of the components of scaffold content and language instruction in their lesson plans. The difference between teaching ELLs and mainstream students is the level of proficiency and approach of students, to help narrow the achievement gap between ELLs and mainstream students ESL teachers must write clearly define language objectives and share it with the students at the beginning of every lesson, model academic language in the target language

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

Based on the observation, yes the student were aware on the language and content that was being used to access the activity. The children were asking questions and observing the examples giving to do the activity lesson; and there were assistant when they had difficulties. During the lesson there were a few children who needed more help trying to figure out what to do; because they were not getting it. The language the teacher used and the content was clear and consist of every detail, to understand what she was teaching and what she wanted them to learn.

Strategies for teaching ELL students in the general education classrooms are also very important. The ELL teachers gave some great

Motivation is essential to encourage students to go beyond simple declarative knowledge. If one of the goals of education is to develop higher order thinking, educators must engage students minds through multiple and challenging opportunities that encourage deeper understanding of curricular content (Blumenfield 1991). One way to foster this deeper understanding is to integrate motivational strategies into instructional design. The six C�s of motivation (Turner 1995) are strategies to enhance students� motivation to learn. They are:

Within the planning of lessons the teacher needs to identify the necessary resources to be used, they will also need to adapt and develop the learning activities to suit the requirements of different groups and for

Outline of Lesson Plan: This lesson can be divided by the teacher into two days of instruction and reflection on the part of students and their teachers, with the option of a written homework assignment after Day 1 and the possibility of adding an additional day devoted to peer review and revision of the culminating writing assignment.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

My first observation took place in a third grade classroom of twenty-two students. All students were of Mexican descent and labeled as intermediate/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her mid twenties with three years of teaching experience.

Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.

An area on the lesson planner labelled, ‘Implementing the Lesson,’ (see Page 5 of Appendices One) illustrates the timings and activities of the session. Out of these the following three timings and activities that the learners completed, have been chosen. Firstly, I will examine the

In my classroom, a lesson plan will always be prepared for, for each day, with a theme to be focused on and learned. Some themes can be taught for a few days and

The content lesson plan was done for Languages, Mathematics and Social Studies whereby meaningful and appealing opportunities for the students to practice, master and learn were arrived at through competent teaching strategies which enabled the students to develop and learn within their academic, linguistic and social contexts to build instructional opportunities that optimized their learning. Further, performance indicators were used to inspire prior knowledge as well as link fresh ideas to the students’ familiar experiences and ideas.