Posted: September 19th, 2023

Lesson Planning for English Language Learners

Lesson Planning for English Language Learners

Paper instructions:
Creating lesson plans that align the English Language Proficiency (ELP) standards and content standards is a requirement of educators who have English language learners in their classrooms. Among the most important aspects of English language development are the integration of language instruction and practice across the content areas, which includes differentiation of instruction to address specific learning needs of all students. These aspects can be accounted for directly within lesson plans.

Part 1: Lesson Plan

For this assignment, create a lesson plan for integrated English language development (ELD) instruction that integrates ELLs’ cultural values and beliefs. Using the “COE Lesson Plan Template,” address the following:

Using your clinical field experience classroom as the context for planning the lesson, select the grade level and at least one of the 10 Arizona English Language Proficiency (ELP) standards. In addition, select an English Language Arts (ELA) standard that aligns with the ELP standard.
Complete all sections of the lesson plan template, focusing specifically on aligning objectives, instruction, and assessments to the ELA and ELP standards selected.
Include both ELA and ELP standards within the “National/State Learning Standards” section of the template.
Differentiation should address ELLs’ language differences, giftedness, and special education needs.
Part 2: Reflection

Write a 250-500 word reflection explaining how your lesson plan integrates ELLs’ cultural values and beliefs in the context of teaching and learning. Include a description of how your lesson planning and focus would be different, if you were to develop a targeted ELD lesson, instead of the integrated lesson you designed.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Part 1: Lesson Plan
Selecting an appropriate grade level and aligning both ELP and ELA standards is essential for meeting students’ language and content objectives. The lesson plan template helps ensure all components are addressed, including differentiated instruction. For example, one could develop tiered activities where students demonstrate understanding of a reading in ways appropriate to their English proficiency level, such as drawing/labeling for beginning levels and outlining/summarizing for intermediate levels. Authentic materials that reflect students’ cultures, such as images, videos or texts, can engage learners and connect classroom content to their lives.
Part 2: Reflection
An integrated ELD lesson embeds language development within the curriculum to support both content-area and language goals. In contrast, a targeted ELD lesson exclusively focuses on English language structures without content objectives (Zacarian, 2011). When developing a targeted lesson, one would identify specific ELP standards to unpackage and provide explicit instruction on grammar, vocabulary, functions, or discourse through scaffolding techniques. Formative assessments would closely monitor language growth separately from content mastery.
In both lesson types, incorporating learners’ cultural perspectives promotes engagement and learning. Learning about students’ lived experiences also helps educators better understand their frames of reference. Overall, thoughtful planning can address language, content, and socio-cultural needs in a balanced, inclusive manner.
Zacarian, D. (2011). Serving English learners: Laws, policies, and regulations. Wiesbaden: VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-93084-0
Wright, W. E. (2019). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia, PA: Caslon Publishing.
de Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough?. Teacher Education Quarterly, 32(2), 101-124.
Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into practice, 52(2), 98-109.

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