Using A Lesson Plan Template Of Your Choice To Design A 30-M

Using A Lesson Plan Template Of Your Choice Design A 30 Minute Mini L

Using a lesson plan template of your choice, design a 30-minute mini-lesson for a small group of ELL/bilingual students that need pre-teaching or re-teaching of a standards-based content/subject area skill/concept. You may create the full context of the mini-lesson, including the grade level, content/subject area, ELP levels, and other demographics of the small group. You may also determine the type of program within which the instruction is occurring (e.g., ESL/ELD pull-out instruction or class; bilingual/dual classroom; co-teaching context). If choosing to use your field experience classroom as the context for this assignment, be sure to use pseudonyms for student names. Include the following in your mini-lesson plan: · A summary of words describing the teaching context and background of the small group of ELL/bilingual students. · A grade level academic content standard that needs pre-teaching prior to a lesson to be taught or re-teaching after a previously taught lesson. · An English language proficiency/development standard to support English language needs. · Content and language learning objectives/goals aligned with the standards. · A description of the lesson and materials, including how they will be differentiated based on the ELP levels and skills of students (e.g., multiple means of representation and engagement). · A plan for differentiated assessment and collecting data to determine the effectiveness of the pre-teaching or re-teaching (e.g., multiple means of expression). · Instructional next steps based on three possible mini-lesson outcomes: (1) All students demonstrate proficiency, (2) All students do not demonstrate proficiency, (3) Some students demonstrate proficiency, but not all.

Paper For Above instruction

The following mini-lesson plan is designed for a small group of fifth-grade bilingual students in an ESL pull-out program. The students, with varying English proficiency levels ranging from beginner to intermediate (ELP Levels 1-3), are in a diverse urban school environment. These students require targeted pre-teaching of mathematical vocabulary and conceptual understanding of fractions to facilitate their comprehension during the upcoming math unit. The background context involves students who have limited exposure to academic language in English and possess different cultural backgrounds, which influence their learning styles and prior knowledge.

The academic content standard targeted for re-teaching is from the Common Core Mathematics Standards for Grade 5: "Understand the concept of a fraction as a number that represents parts of a whole." The associated English language proficiency standard emphasizes developing the ability to use academic language in context: "Use precise mathematical vocabulary and language to describe and explain mathematical concepts." These standards guide the objectives of the mini-lesson, which aim to reinforce both content knowledge and language development specific to fractions.

The content and language objectives for this mini-lesson are as follows:

• Content Objective: Students will identify and demonstrate understanding of fractions as parts of a whole using visual models.
• Language Objective: Students will use grade-appropriate mathematical vocabulary such as "numerator," "denominator," "whole," and "parts" to describe fractional parts.

The lesson includes visual aids, manipulatives (fraction circles), and visual vocabulary cards to support differentiation based on ELP levels. For beginner ELLs, focus will be on modeling and realia; for intermediate ELLs, opportunities will include describing models verbally and in writing. The materials include fraction circles, vocabulary cards, and worksheet activities aligned with student ELP levels. Multiple means of engagement will be employed, such as hands-on activities, visual supports, and peer discussions to ensure access for all students.

Assessment will involve formative checks through observations during activities, student verbal responses, and a quick exit slip where students match vocabulary words to models or draw their own fractions. Data collection will track student participation, accuracy of responses, and use of vocabulary to inform instruction. The assessment results will determine if students have grasped the mathematical concepts and language, guiding the next steps.

Based on the possible outcomes: (1) If all students demonstrate proficiency, follow-up will include extension activities on equivalent fractions; (2) if none demonstrate proficiency, revisit foundational concepts with more scaffolding and language support; (3) if some students demonstrate proficiency, a flexible group will be formed for targeted practice, while others move on to grade-level activities.

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