For those new to the group, whenver we get a comment that is really valuable, we turn it into an article so that it can be found more easily via the search process and since then we can file it under a category, in this case under Lesson Plans. Here is an email on the topic from Laurie, which I am posting as a post for the reasons given:
Ben –
Step 1: provide a copy of Bryce’s Admin. Observation form – http://www.brycehedstrom.com/wp-content/uploads/2011/09/Checklist-for-Observing-a-FL-Classroom.pdf
First….demand, in the nicest way possible, a complete exemplar of this from a teacher in your building. The admins should have one, or be able to get one. Use the word “exemplar”. It will give you a clearer idea of what the admins think this mess should look like in a completed format. If they hem and haw, tell them that it is your goal to do the best work possible for the district, and that a district exemplar will do for you what providing students an exemplar does for them.
Nearly all of the things that are being asked for will be evident in a story-asking lesson, in one form or another. Add a short written quiz for the “brief written exchange” if you need one. Here is a “fill in” template adapted from the piece that Ben has on the site now (I didn’t grab it when it first came up.) I have cleaned it up to make it more “teacher/friendly” I think that it could be used / adapted anytime a paper trail is needed. All that needs to be done is circle a few things and fill in a few blanks.
Unit/Lesson Topic: ____________________ Unit #_________ Unit/Lesson Date:_________________________
**All activities in this classroom are based on the collective research of Dr. Stephen Krashen (www.sdkrashen.com) and his theories regarding language acquisition.
MLI.IP1
The students :
A. exchange simple spoken and written information in the target language, with the teacher, utilizing cultural references where appropriate. (circled where appropriate in this lesson)
- Express likes, dislikes, emotions, agreement and disagreement.
- Make simple requests.
- Ask for clarification.
- Give simple descriptions.
- Comprehend basic directions.
- Ask questions and provide responses based on lesson topic
MLI.IP2
The students demonstrate skills necessary to sustain brief oral and written exchanges, with the teacher in the target language.
The students: Initiate, participate in, and close a brief oral or written exchange about __________________________. (the topic, story, the article, the video, the discussion etc.) Interpretive Mode of Communication (INT) MLI.INT1 The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on ___________________ (unit or lesson topic)
The students:
A. Identify main ideas and some details when reading and listening to (list specific pieces to be used here ie song video, teacher-provided paragraph etc.)
Stage 1: Desired Results Established Goals: Spend an hour creating a word document of goals that you can copy and paste from for each plan that you have to do. IE Students will find the main idea in a reading. Students will listen for details in a short video. etc. ) a. b. c. Understandings and Essential Questions: (Keep this one category until / unless the district provides you with examples to use. Again, create a word document to copy and paste from throughout the year. This will repeat over and over and over all year long) a. b. Students will work towards acquisition of the following vocab/structures: (note that I changed this from “students will know”) a. b. c. d. Specific strategies to be used: (again, create a list and use it to copy/paste from all year long ie Personalized Questions and Answers, differentiated questioning …or circling…embedded reading…visualization…illustration of main ideas./details etc.) a. b. c. d. Key terms available on word wall: (use Ben’s advice!) a. b. c. Evidence of non-fiction reading/writing: (find one or two sites for good articles, current events info, routinely pull articles from there …or…if your district has a text…USE IT HERE. This is an easy place to “cover” district cultural curriculum if you have it) a. b. c.
Stage 2: Assessment Assessment Evidence Performance Tasks Pre-assessment Task(s): a. Formative assessment from previous unit. b. Whatever your district uses for its Common Core pre-assessment Formative: this will nearly always be the same for every lesson/unit..but again leave all and circle what you envision using.
- Differentiated questioning during class (circling)
- Partner sharing/retells
- Responding to T/F statements
- Illustration
- Verbal/written summary of main points Summative: (describe your “test” or “quiz” here)
Stage 3: Unit Design Metacognitive skills, Habits of Mind and Higher-Order Thinking Again, follow Ben’s advice, use posters from site to create a Word Doc to copy/paste from for this….or district lists as provided. Use what they are looking for…just don’t make it time-consuming. Investing ½ hour making a list to copy/paste from now will save you HOURS and HOURS later on as you simply copy and paste from it whenever you have to create one of these for the powers-that-be.
Learning Activities 1. Unit and Lesson Objectives will be visible on the Objectives Poster (Example below) and Rules Poster (see Ben’s or mine http://www.mwcsd.org/webpages/lclarcq/documents.cfm?subpage=50156 )
This class is designed so that each activity will :
- a. Foster a positive environment for everyone.
- b. Provide Repeated and Compelling Input in the target language in a one or more of a variety of formats.
- c. Require interaction between the teacher and every student via the target language.
- d. Allow students to communicate clearly with the teacher.
- e. Connect with the cultures of this community and the world.
2. Key ideas and issues will be connected with each lesson/unit (see Stage 1 above) Students will be asked comprehension and opinion questions based on the ideas/issues identified above. Each reading/discussion/song/article will be chosen not only for appropriate level of language acquisition but also for level of connection to identified ideas/issues. Examples in this lesson/unit : (list items to be used that connect) a. b. c.
- 3. Opportunities to rethink and revise students’ understandings and work provided:
- a. Differentiated questioning (circling)
- b. Establishing and re-establishing meaning of key terms as part of the interaction between teacher and students. (checking for understanding)
- c. Embedded reading with scaffolded questioning (using different ways to address the reading with each new version of the reading)
- d. Pre-, formative, and summative assessments w/ correction or explanation opportunities.
4. Students will routinely self-assess their work and its implications through:
- a. Teacher/student interactions in class
- b. Editing and dictation activities designed for acquisition
- c. Meta-cognitive discussions on a regular basis
5. Differentiation (addressing the different needs, interests, and abilities of learners ) will be addressed through the routine use of:
- a. Differentiated questioning
- b. Story-asking activities
- c. Personalization of all material
- d. Jobs in the classroom
- e. Embedded Reading
- f. Index cards used for tracking while reading
- g. Highlighting while reading
- h. Use of mnemonic devices and gestures
- i. Integration of regular brain breaks
- j. Wait time built in to questioning procedures
- k. Homework choices
- l. Leveled evaluation (ie answer 10 for a C, 15 for a B, 20 for an A)
- m. Flexible grouping (using different size/types of groups for different activities)
6. Clearly established and frequently utilized classroom procedures for organization and engagement:
- a. Expectation posters
- b. Procedures for passes/handing in work etc.
- c. Procedures and practices for use of flexible grouping
- d. Signals for attention
- e. Teaching for success
- f. COMPLETELY INTERACTIVE lessons (be ready to answer how you accomplish b-f, ask us for ideas if you don’t know)
7. Modifications to be utilized as necessary:
- a. Extra time/separate setting for formal assessment
- b. Use of keyboard or scribe in place of hand-written assignments
- c. Preferential seating close to teacher/board
- d. Readings typed with additional white space and/or larger type
- e. Readings in an aural form
Reflections about how this lesson/unit could be improved for next year: