Using A Lesson Plan Template Of Your Choice To Design 496194

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. Support your mini-lesson with 3-5 scholarly resources. While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines.

Paper For Above instruction

Introduction

This mini-lesson plan is designed for a small group of English Language Learners (ELLs) in a fifth-grade bilingual classroom within a dual-language immersion program. The group comprises four students with varying English proficiency levels (ELP Levels 1-3), requiring focused re-teaching of the concept of multiply and divide decimals. The context involves bilingual instruction aiming to enhance both content understanding and English language skills. The lesson emphasizes differentiated instruction to meet individual needs, formative assessment to monitor progress, and planned next steps tailored to student performance outcomes.

Teaching Context and Student Background

The four students, pseudonymously named Ana, Miguel, Sofia, and Carlos, are enrolled in a bilingual program where instruction is delivered in both English and Spanish. Ana and Sofia are at ELP Level 2, demonstrating emerging English skills, while Miguel and Carlos are at ELP Level 3, showing developing proficiency but needing additional support with academic vocabulary and language structures. Their prior instruction on decimal concepts has been limited, necessitating targeted re-teaching to ensure mastery before progressing to complex problem-solving involving decimal multiplication and division.

Standards Alignment

Content Standard

Common Core State Standard (CCSS) 5.NBT.B.7: "Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value and properties of operations."

English Language Proficiency Standard

WIDA Standard 2: "Use language necessary for classroom tasks, including mathematical language, to express understanding and ask questions related to the decimal operations."

Objectives

Content Objective: Students will be able to multiply and divide decimals to hundredths accurately using visual models and strategies.

Language Objective: Students will orally explain their problem-solving process using basic mathematical vocabulary (e.g., multiply, divide, decimal, quotient, product) and answer questions in complete sentences.

Lesson Description and Materials

This 30-minute mini-lesson will begin with a visual review of decimal concepts, followed by teacher-led guided practice, and concludes with independent or partner work differentiated by ELP level and skill. Materials include decimal strips, base-ten blocks, digital or printed problem sets, and vocabulary charts.

To address ELP differences, visual supports and hands-on manipulatives will be incorporated for Level 1 and 2 students, aiding comprehension through multiple means of representation. For more proficient students (Level 3), extension tasks involving word problems will be provided, encouraging higher-order thinking. Engagement will be fostered through interactive questioning, opportunities for peer explanation, and use of bilingual vocabulary supports.

Assessment and Data Collection

Formative assessment will involve observation, checklists, and student work samples. Students will give oral explanations and complete exit tickets with problems aligned to the lesson focus. Data will record whether students demonstrate understanding through accuracy and ability to verbalize their reasoning.

Differentiated assessment methods include:

- For ELP Level 1: Use of manipulatives and pictures.

- For ELP Level 2: Simplified language prompts and paired discussions.

- For ELP Level 3: Open-ended questions requiring complete explanations.

This data will inform whether students have attained mastery or need further targeted instruction, guiding future instructional planning.

Instructional Next Steps

Based on student performance:

1. If all students demonstrate proficiency: Plan advanced activities involving real-world decimal applications.

2. If none demonstrate proficiency: Revisit foundational decimal concepts with more scaffolding and Freinet manipulations.

3. If some demonstrate proficiency: Provide targeted interventions for students who need more support and enrichment for those who meet standards, possibly integrating peer tutoring or additional practice opportunities.

Scholarly Resources

1. Goldenberg, E. P. (2013). Teaching English Language Learners. Routledge.

2. Gersten, R., & Baker, S. K. (2010). Effective instruction for learners with special needs. Guilford Press.

3. Rupley, W. H., Blair, T. R., & Nichols, W. D. (2012). Goals for vocabulary instruction. The Reading Teacher, 66(2), 159–169.

4. Lee, J. S., & Fradd, S. H. (2013). What Every Teacher Should Know About English Language Learners. Teachers College Press.

5. WIDA. (2020). English language development standards. WIDA.

Conclusion

This mini-lesson demonstrates purposeful, standards-aligned instruction designed to support ELL students' understanding of decimal multiplication and division. By integrating visual, linguistic, and differentiated strategies, the lesson aims to foster both content mastery and language development. Ongoing assessment and responsive instruction ensure that all students, regardless of proficiency levels, receive the support necessary to succeed in mastering standards-based skills.

References

  • Goldenberg, E. P. (2013). Teaching English Language Learners. Routledge.
  • Gersten, R., & Baker, S. K. (2010). Effective instruction for learners with special needs. Guilford Press.
  • Rupley, W. H., Blair, T. R., & Nichols, W. D. (2012). Goals for vocabulary instruction. The Reading Teacher, 66(2), 159–169.
  • Lee, J. S., & Fradd, S. H. (2013). What Every Teacher Should Know About English Language Learners. Teachers College Press.
  • WIDA. (2020). English language development standards. WIDA.

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