Lesson Plan Plus Template

Ellie Demuth
Supporting Diverse Learners
DetailedDescriptionof3ESLFocalStudents(baseonfieldexperiencestudents):
SayRehhasKarenheritage.Heis13yearsoldandmovedtotheU.S6monthsago.Saystayssilentformostofclassbutunderstandsverbalinformation
reasonablywell.Hedoesnotparticipate,talksverysoftlyandinshortsentences,andgetsfrustratedeasily.WhenSaygetsfrustratedheshutsdownandgrudgingly
walksthroughthemotionsoflearning.Saycompletesmostofhisworkanditisgenerallycorrect,althoughheconstantlylooksattheworkofthosearoundhim.I
placeSayatthebeginningstageoflevel2basedonhiswillingnesstospeakandthestructureofhisspeech.
KayRehisthebrotherofSayReh.Heisalso13yearsoldandhasbeeninthecountryfor6monthsaswell.KaytalksfrequentlyinEnglish,althoughheoften
makesmistakes.HespeaksandwritesinsocialEnglishfairlywellandalwaysgiveshisbest.Kayspeaksinsimplesentences,butcantalkaboutalotofdifferent
topics.IplaceKayatalevel3.Kaylearnsbestwhenhehassomeonewithwhichtodiscussthematerial.KayandSaygenerallydobetterwhentheyareplaced
together.KaypushesSaytotrynewthingswithlanguageandSayslowsKaydownsohehastothinkmoreabouthisEnglishandexplainthematerialinEnglish
moreprecisely.
EbrahimLababidimovedtotheU.S7yearsagofromIran.Hecanspeakincomplexsentencesandfrequentlytalksaboutfactsheknowsandtheopinionshe
holds.HissociallanguageisnearlyasgoodasanativeEnglishspeaker.Recently,Ebrahimhasbeenexperimentingwithhisacademiclanguage.Theresultshave
beenexcellent.Hehasgreatlyimprovedinhisabilitytotalkwithothersaboutcontentspecifictopics.IplaceEbrahimatalevel4.Ebrahimisaveryhappyand
outgoingchild.Helovestoexplorewithothersandiseagertolearn.IwillplaceEbrahimwithSayandKaysotheycangetsomeexperiencetalkingwithsomeone
whoisproficientinEnglish.EbrihimcanbeusedtobounceideasoffofandtoprovideasafeenvironmenttoexperimentwithEnglish.

SpecialConsiderationsforIEPand/orESLIndividualizedLearningPlan(ILP):
WhenIseparatetheclassintopreselectedgroups,thegroupswillcontainESL,IEP,orlowerachievingstudentsaswellashigherachievingstudents.Withthis
construction,thehigherachievingstudentscanhelpexplaininstructiontotheotherstudentsinthegroupssoIcanvisitothergroups.Iwillalsoprovideprefilled
outnotesforthosestudentswhoneedaccommodations.Thisway,theycanreadandfollowalongratherthansplittheirfocusbetweenlistening,writing,and
readingaswegothroughthelesson.Iwillalsomakesuretoperiodicallycheckinonstudentswhoneedextraassistanceduringgroupworktomakesuretheyare
understandingeverything.

StudentAssets:
SayRehlistensintentlytowhatyouaresaying.Hegenuinelywantstoimprove.Heusuallystartstheclassoffstrong,puttingin100%effort.
KayRehalwaysparticipates.Heisverysocialandlovestotalkwithothers.Kayhasalotofenergythatcanbechanneledtomotivateotherstudentsintheclass.
EbrahimLababidilovestolearn.Healwaysengagesandwantstounderstandthecontent.Hewillcontinuetoaskquestionsuntilheunderstands.Healsolovesto
helpothersandsharehisknowledge.Heisagoodleaderandstudentteachertohisclassmates.

AnticipatedChallenges:
Thislessonmovespastsimplecalculationsofmean,median,andmodeandrequiresstudentstosynthesizetextualinformationandmakeconclusionsaboutthe
data.Iwouldexpectthattherearesomestudentswhoarenotquitereadytomoveforwardwiththesecalculationsinsuchdetail.Iwillhavetoknowmystudents
andbeawareofthedifferentpacesinlearningwhileofferingmyhelpbyansweringanyquestionsmystudentshave.
IwillhavetomonitorSayclosely.Saytrieshisbestinthebeginningofclass,butifhefeelsthathiseffortsarentprovidingthedesiredresults,hedisengages.
OnceKaydisengages,heisverystubbornanditisdifficulttoreengagehiminthelesson.Iwillneedtoconstantlyrevisithimtocheckthatheisunderstandingand
makingprogresswithhislearningandwork.Additionally,respectisveryimportantinSaysculture.IfSayfeelsheisbeingdisrespected,heshutsdown.Iplanon
placingSayinagroupwithhisbrother,Kay,Ebrahim(averyhappy,nicestudent),andTess(arespectful,calm,nativeEnglishspeaker)toreducethesituations
whereSaymayfeelinsulted.
IwillneedtoconstantlyrevisitKaytomakesureheisstayingontask.KaylovestotalkandexperimentwithhisEnglish,buthehasashortattentionspanand
littleintrinsicmotivationforlearning.Ihavetriedtocreatealessonthatwillkeephimengaged,butIfinditispeoplewhokeephimontaskmorethanthecontent.
IneedKayinagroupwithsomeonewhowillfocushimandusehisenergytohelppropelthegroupforward.TheeaseatwhichKaygetsdistractedmeansIwill
needsomeoneinhisgroupwhoisaleaderandcandirecthimbacktothelearning.ThispersonwillbeEbrahim.
Ebrahimwillnotpresenttoomanychallenges.Hedoesbestwhenhehassomethingthatchallengeshim.Thiscouldbethecontentorthepeoplearoundhim.
PlacingEbrahimwithKayandSaywillgivehimsomethingtofocusonifthecontentiseasyforhim.

Content Standards, Objectives, & Assessments

Indiana Academic Standard: (for English, math, science, social studies, world language)
https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx

7.DSP.3: Find, use, and interpret measures of center (mean and median) and measures of spread (range, interquartile range,
and mean absolute deviation) for numerical data from random samples to draw comparative inferences about two populations.
Academic objective:
I will know that this lesson was successful if by the end of the lesson, the student is able to:
Find the missing value from a table when given the mean, median, mode, or range of the data.
How will you assess this standard/objective?
We will have an exit ticket at the end of class that will serve as a formative assessment on the progress of my students in
learning this objective. At the end of the lesson, they will be given a table with one missing value along with information about
the mean. Students will be asked to find the missing value from the given data.
In addition, I will constantly move around the room throughout the lesson and form conclusions about the effectiveness of the
lesson from the behavior witnessed.

Language Standards, Objectives, & Assessments

Indiana Content Literacy Standard: (for math, science, social studies, world language)
https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx .
Language objective: 6-8 LST 3.1 and 4.1 and 7.3
Text types and purposes: 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s),
acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical
reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d.
Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument
presented.
I will know that this lesson was successful if by the end of the lesson, the student is able to:
Show all their work explaining how they found the missing value and writing what that value means in words.
How will you assess this standard/objective?

I will look for use of evidence from the table in my students answers. From this evidence, I will see if they have synthesized the
information to form a conclusion. I will also look at their answers to see if they put their answers in a sentence, or if they left it as
an equation.
ForthisLPPdevelop5levelsofPerformanceIndicatorsbasedontheWIDACanDoDescriptorsK12forall4modalities:Listening,Speaking,Reading,
andWriting.(Yes,thismeansall4modalitiesmustbepresentSOMEWHEREinthislesson)
Level1Entering

Level2Beginning

Level3Developing

Level4Expanding

Level5Bridging
Attheendofthemarble
activity,studentswillbe
abletolistentomy
explanationofhowto
solveforXusingthe
mean.Studentswillbe
abletofollowalong,
understandwhythat
processiscorrect,and
emulatethesame
processintheirown
work.Studentswill
recognizewhennotto
usethatprocessfor
otherproblems.

Studentswillbeableto
describethedifferent
processesusedin
findingavaluewhen
giventhemean,median,
mode,orrange.Students
willbeabletoexplain
theformulasforeach
valueusingacademic
language.

Listening

Inthemarbleactivity,
studentswillbeableto
listenasIgive
directions.Studentswill
beabletopickoutkey
wordsfrommy
directionsandmake
senseofthemthrough
mymodeling.

Whenstudentsare
placedintogroupsfor
themarbleactivity,
studentswillableto
participateandfollow
instructionsbasedon
myoraldirections.

Attheendofthemarble
activity,studentswillbe
abletolistento
directionsonhowto
solveforXbyusingthe
meanandunderstandthe
process.

Attheendofthemarble
activity,studentswillbe
abletolistentomy
explanationofhowto
solveforXusingthe
mean.Studentswillbe
abletofollowalongand
understandwhythat
processiscorrect.

Speaking

Studentswillbeableto
answeryesornoto
questionsaboutthe
correctvaluesofmean,
median,modeorrange.
Studentswillbeableto
pointtothevaluesthey
thinkarethemean,
median,mode,orrange.

Studentswillbeableto
explaintheiranswersin
wordssuchas,thisis
themean,orthemean
is_____.

Studentswillbeableto
statethemean,median,
mode,andrangeinthe
contextoftheproblem,
alongwithhowthey
wouldgoaboutfinding
eachofthevalues.

Studentswillbeableto
statetheirmean,
median,mode,orrange
inthecontextofthe
problemalongwithhow
theywouldgoabout
findingeachofthe
valuesusinginformal
vocabulary.

Reading

Studentswillbeableto
lookatdifferent
formulasandpickout
whichoneisformean,
median,mode,orrange.

Studentswillbeableto
matchdefinitionsof
mean,median,mode,
andrangecorrectly.

Studentswillbeableto
readascenarioandpick
outwhatformulatouse
fromalist.

Studentswillbeableto
readascenarioand
determinewhichvalues
ofcentraltendencyto
calculatebasedonthe
situation.

Writing

Studentswillbeableto
writethevalues
calculatedasthemean,
median,ormode.

Studentswillbeableto
writethevalues
calculatedasthemean,
median,ormode.

Studentswillbeableto
usethesentenceframes:
Thevalueis____
whenthemeanis
______
Thevalueis_____
whenthemedianis
______
Thevalueis_____
whenthemodeis
______

Studentswillbeableto
usethesentenceframes:
Thevalueis____
whenthemeanis
______
Thevalueis_____
whenthemedianis
______
Thevalueis_____
whenthemodeis
______

Studentswillbeableto
explaininwritinghow
theycalculatedthe
mean,median,and
modeandthedifference
betweenthem.

Studentswillbeableto
organizeinformation
fromatableandwrite
downcorrect
calculationsbasedon
informationfromthe
table.

Studentswillbeableto
readascenario,
determinewhichvalues
ofcentraltendencyto
calculate,andcomplete
thosecalculations.
.
Studentswillbeableto
organizeandform
calculationsfromatable
ofvalues.Studentswill
beabletoexplainin
writingwhatthose
calculationsmeaninthe
contextoftheproblem.

The Lesson Plan

Stage

What the teacher is doing

What the students are doing

How will you

introduce the
lesson

Energizer a short review of pervious topic we

have learned this year.

Students will walk into the

classroom and know to pick up the
Energizer and get to work.

Why you made these instructional decisions

(explicit/cited connections to research-based
theory and professional practices for EL students)
Questioning can be a very useful tool for enhancing
learning. Throughout this lesson I ask students
probing questions and then expand on their answers

concepts
and/or skills?

Marble Activity I will place students into 5

groups of 4 students. I will pass out two marbles
to each group. The marbles will be different
colors. One student will hold a marble in each
hand. That student will place their hands behind
their back and one other student will try to guess
which color marble is in each hand. If the student
guesses correctly, the group gets a point. Each
student will guess three times. The group will
keep track of how many correct guesses each
student made. They have 10 minutes to complete
the activity.
As the students are working, I have the
guided notes sheet projected at the front of the
room so I can fill in the data with them at the end
of the activity.
After the 10 minutes, I will ask for the total
number of correct guesses from each group. I
have a space for a 6th group that I leave empty. I
explain that I did this activity with my friends and
I kept track of how many correct guesses we
made. I calculate the mean with all the groups
correct guesses, including mine. I show my
students the mean, without telling them how
many correct guesses I made. They are to try and
find a way to figure out how many correct
guesses I made by using the number of correct
guesses from the other groups and the overall
mean of correct guesses. They have 10 minutes to
brainstorm.
I walk around and ask probing questions,
taking student responses and building on them to
provide deeper understanding. About 5 minutes
into the brainstorm, I pass out red chips to each
group. I encourage the groups to think of each
chip as a correct guess. I tell them to organize the
chips into clusters so they represent the number of

Students may talk with their

shoulder buddies quietly to discuss
the problems on the Energizer.

Students will sit quietly and listen

to the direction for the activity.
When the activity starts, students
will turn to the people around them
in their group and begin the
activity, recording the number of
correct guesses. Students will
watch closely as I demonstrate the
activity, asking questions if
anything is unclear.

to create a deeper understanding of the material. This

supports Hills Question Response Feedback method
of questioning ELL students where the teacher asks a
question, the student answers, and then the teacher
provides feedback. I also encourage students to ask
each other questions and to come to new conclusions
together. This adheres to another one of Hills
questioning methods called Student Organized
Interaction where students ask and answer
questions in small groups.

Villegas also stresses the importance of incorporating

hands-on activities into your lesson. The purpose of
my Marble Activity was so students could have
something in front of them that demonstrated the
topic we were learning about.

Students will decide on one person

in their group to tell me their total
number of correct guesses at the
end of the activity.
Students will refer to the directions
on the board if they are confused
about what to do in the activity.
They will raise their hand if they
are still confused about the
directions for the activity.
Towards the end of the 10 minutes,
students start to raise their thumbs
as a signal that they are finished
with the activity.
I purposefully incorporated stations and an activity to
get my students up and moving. Levine has proven
from her research that ELL students benefit from
physical activity.

correct guesses for each group. For example, if

group 1 had 5 correct guesses, the first cluster
would have 5 chips. I encourage my students to
rearrange the chips to try and find the number of
chips each group must have so the number of
chips in each group is equal. After the brainstorm,
I will ask my students to share any ideas they
came up with. Then I will walk my students
through the process of how to find the answer.
Station Activity Students will stay in the same
groups they were in for the Marble Activity. They
will move from Station 1 through Station 5.
Station1isaboutproblemswithmeanlikethe
examplewedidtogetherintheMarbleActivity.I
havelotsofchipsatthisstationsostudentscan
usethemiftheywant.Station2isaboutfindinga
missingmedianvalue.Ihavebigcutoutsof
numberssostudentscanplacetheminorderof
leasttogreatesttoseethemedian.Station3is
aboutmode.Ihavedifferentcoloredshapesthat
thestudentscanusetorepresentthemost
commonelementintheproblems.Station4is
aboutrange.Ihavemorechipsandcutoutsof
numbersatthisstation.Station5isabreakstation
wherethestudentscanrelaxandrefocus.Ivisit
allthegroupsduringthestationactivity,making
sureeveryoneisunderstandingandansweringany
questionsstudentsmighthave.

Students will go to the different

stations in their previous groups
and work on the problems
together.
Students will always raise their
hand if they have a question.

Students will complete the

appropriate Exit Ticket.

Exit ticket after the Station Activity I pass out

the Exit Ticket.

How will you

teach the

During the Energizer, I walk around the room to

see if any students need help. I make sure to see

Students will complete the

Energizer and ask questions if they

Levine has also done research that supports ELLs

talking both with themselves and with native English

lesson
concepts
and/or skills?

Say and Kay to check that they are filling out the
Energizer instead of waiting for me to go over the
answers. When they get stuck on a problem, I
encourage them to discuss the problems together.
They may use any language they wish. We go
over the Energizer together as a class. I only call
on students with their hands raised. I make sure to
explain each step of the problem, label my steps,
and circle the answer.
I will start the lesson by asking for a
volunteer to read the objective of the day. While
the objective is being read, I pass out the notes.
The objective is repeated at the top of the notes so
all students know what the notes will help them
do. Once the notes are passed out I proceed to
review the vocabulary we learned last class. Iask
mystudentstoturntotheirshoulderbuddyand
explainoneofthevocabtermsintheirown
words.
I then ask for a volunteer to remind me of
the definitions of Mean, Median, Mode, and
Range.Iwillaskstudentstotellmehowto
calculateeachvalueandIwillwriteashort
statementabouteachofthetermsontheboardfor
mystudentstokeepinmind.Iwillalsodrawa
pictureforeachterm.
Afterthedefinitions,wewillstartonthe
notes.ThenotesstartwithaMarbleactivity.I
explainthatwearegoingtodoanactivitythat
willdemonstratehowweusemeantofind
missingvalues.Igiveeachgroupanumberthat
labelstheirgroup.Iexplaintheactivity.Imodel
theactivitysoeveryoneknowsexactlywhatto
do.Ialsostatethataftertheactivity,oneperson
fromthegroupwillbesharingthecorrectguesses

dont understand something.

Students will put the Energizer

away, and get ready for notes.
Students will listen to the review
of the vocabulary and ask
questions if they dont understand
something.
Students will turn to their shoulder
cuddy and describe mean, median,
mode, or range in their own words.
Students will have the correct
notes page in front of them with
pencil in hand.
Students should be writing down
the given mean of the data.
Students should be talking with the
other members of their groups
about how to find the missing
value.
Students can use the chips to have
a visual representation of the
number of correct guesses students
made.

language speakers. I made sure to create groups that

contained both native and nonnative English
language speakers to give students the opportunity to
talk in English, or in their native language if they are
still learning.

I incorporate shoulder buddies into my lesson

because I realize the importance of asking ELLs to
engage in purposeful conversations related to the
topic. Bondie agrees with this and adds that these
exchanges can lead to more important questions and
can activate background knowledge.

Williams also talks about the See It and Say It

method for teaching vocabulary. I use this in my
lesson when I take a definition and pair it with a
picture.

Williams also preaches on the importance of

modeling as a comprehensible input technique. I
make sure to do lots of modeling to show my
students exactly what I want them to do.

This lesson is largely focused on interactions

between students. Peregoy states that Because social
interaction is conducive to both language acquisition
and subject matter learning, classroom organization
for English learners should include frequent
opportunities for students to work together in pairs or
groups.

oftheirgroupwiththeclass.Itellmystudents
theyhave10minutestocompletetheactivity.I
displaythedirectionsfortheactivityatthefront
ofthescreensomystudentscanreferbacktoit.I
movearoundtoeachgroupduringthe10minutes
tomakesureeveryoneisdoingtheactivity
correctly.WhenIgotoeachgroup,Iaskwhich
personwillbesharingthegroupsscorewiththe
restoftheclass,soeverygrouphasa
spokesperson.
Afterthe10minutesareupIfillineach
groupsanswer.Wehave5groupsinourclass.
Thereisaboxforgroup6thatisleftempty.Itell
thestudentsthatIplayedthisgamewithmy
friendsathomeandrecordedthenumberof
correctguesses.IpointtomyselfasIexplainthis
andthenIshowthemapictureofmeandmy
friendsplayingthegame.Itellthemthemean
guessesis7,andaskthemtofigureouthowmany
correctguessesmygroupmade.Iwalkaround
andlistentothediscussionsofeachgroup.
Aftereveryonehaswrittendowntheanswerto
theactivity,Itelltheclasstopleaseclearofftheir
desks(asIpointtoadesk)becausewearenow
goingtodoastationsactivity.Whiletheyare
clearingofftheirdesks,Iampassingouta
worksheetthatwillaccompanythestation
activity.Aftertheworksheetispassedout,Ibegin
toexplaintheactivity.
There are different levels of the Exit Ticket. Level
1 asks students to decide between which set up of
the problem is right with numbers. Level 2 asks
students to be able to compute the missing value

Students should still be talking

with their group and using the
chips to discover a way to find
how many correct guesses I made
with my group.
Students should be listening to my
explanation and writing the
process down on their notes.

Students should be watching me as

I show them how to arrive at the
same answer using the chips.

Students should be clearing off

their desks and listening to my
instruction.

Students should be working with

their groups to figure out the
answers to the station worksheet
problems. They will use the
manipulatives for extra assistance.
Students will complete the exit
ticket according to the different
levels.

I have many places in my lesson where I am walking

around the room and assessing the activity of my
students. Olson would encourage more of this
behavior from teachers. This kind of monitoring can
be used to reflect on the lesson strategies and
regulate if necessary. If I saw that a lot of my ELL
students were getting frustrated or not understanding
the material, then I could bring the class back
together and approach it from a different angle.

from the problem when the set-up is given. And

Level 3 asks students to be able to compute the
missing value from the table given.
How will you
help your
students to
draw
conclusions
and/or selfassess on the
lesson
concepts
and/or skills?

If students are unsure of how to proceed, I try and

relate the problem to a situation they would
experience in their life and ask them how they
would go about solving it. There is a problem
about buying apples on the Energizer. I know that
sometimes Say and Kays parents ask them to go
grocery shopping. When they are trying to solve a
proportion problem, I relate the problem to an
increase in food prices and ask how they would
figure out how much a certain food costs now.
The sign says 2 apples cost $3, but they want 5
apples. How much would that cost? Showing that
these problems have real value in our lives
provides an incentive for all students to learn and
engage.
The objective is always stated at the top of the
notes. This is a good self-assessment test for my
students. After the notes, if they can answer the
objective, they know they have mastered the
lesson.
By repeating the vocabulary from last week, I am
pulling that information to the front of my
students minds. I want it to be fresh so they can
use it to do other things. I also create a shorted
definition such as MeanaverageorMedian
middletobetterhelpmystudentsrememberthese
terms.Alongwiththeshorteneddefinitions,I
drawapictureforeachdefinitionfor
comprehensibleinput.Additionally,Iaskstudents
torepeatthedefinitionstotheirshoulderbuddyso
theycanhaveexperiencespeakingEnglishand

Students should be listening to the

real life examples and relating it to
the math problem in front of them.

Students should always look at the

objective so they know what they
are working toward.

Students should be engaged in the

review of the vocabulary.

Students should be copying down

the pictures with the definition as
comprehensible input

Students should be engaged in the

activity. Students should be talking

Levine also states that ELLs choose which aspects to

learn. This means that if we dont teach relevant
material, we arent going to engage our students. I
made sure to put problems on the Energizer and in
the worksheets that hold real world value. U am not
creating problems that deal with only Xs and Ys.
These problems can be extrapolated to be used in my
students lives.

Accessing your students schema and incorporating

students background knowledge into the lesson can
be very helpful for teaching ELLs. Watkins suggests
that teachers always ask the questions: What
background knowledge do my students already have?
What background knowledge do my students need?

I repeat a lot of the vocabulary needed in the lesson. I

also create lots of opportunities for my students to
talk about the vocabulary and to discuss how to use
it. Kinsella states that ELLs need structured
opportunities to use the new academic vocabulary
each day. I hope that my small groups create a
comfortable environment where my students can
explore using this new vocabulary.

interactingwitheachother.
An activity helps to get the students interested in
the material. It gets the students moving, even if
just a little bit, so they dont sit for the entire
class. Putting students in smaller groups helps to
create a safe environment for students to explore
and experiment with language and content. When
I move around to the different groups and talk
with different students I am providing the
opportunity for students to ask me questions
without asking them in front of the entire class.
I will continually point to the things I am talking
about. I repeat lots of vocabulary and point to the
word on the whiteboard I am talking about so all
students can see. I show them a picture of me and
my friends so they have some other connection to
the problem besides math.
Stations offer another opportunity for students to
move and work with others This will give Say
and Kay as well as Ebrahim the chance to talk
with Tess, a native English speaker in their group,
as improve their English. There are manipulatives
at each of the stations that serve as a visual aid for
solving the problems. The worksheet with the
stations has pictures, simple language, and bolded
words to make it comprehensible.
The different levels of the Exit Tickets provides
an appropriate assessment for the different levels
of my students.

with their peers and experimenting

with language and the content in
small groups.

Students should look at me when I

talk so I can provide visual cues.

The power of social interaction cannot be overstated.

Not only is it good to get ELL students talking, but
Villegas says that if teachers can activate students'
prior knowledge by asking them to discuss what they
know about a given topic, then amazing learning
takes place. I place my students in groups so they can
hear from one another and possibly learn from each
others prior knowledge. Villegas also stresses the
importance of schema. Students will learn more
when you relate it to something that is relevant to
their lives. This is why I had the apple problem in the
ENERGIZER and real-world problems in the
worksheet.

Students should stay with their

groups and work and talk together
to figure out the problems.

Students should work on their

appropriate Exit Ticket level.

Echevarria talks about the importance of making the

content and the language comprehensible to your
students. I have comprehensible input in every stage
of my lesson. I have pictures in the Energizer,
manipulatives, modeling, multiple examples, clear
explanations of tasks, and repetition of important
vocabulary all in my lesson.

References
Bondie, R. (2014, September 26). Fostering English Language Learners' Confidence. Retrieved April 20, 2016.
Echevarria, J., Vogt, M., & Short, D. (2010). Making content comprehensible for secondary English learners: The SIOP model. Boston: Allyn &
Bacon.
Hill, J., & Flynn, K. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association for Supervision and
Curriculum Development.
Kinsella, K. D. (2014). English 3D: Course II. New York, NY: Scholastic.
Levine, L. N., & McCloskey, M. L. (2009). Teaching learners of English in mainstream classrooms (K-8): One class, many paths. Boston: Pearson
Education.
Olson, C. B. (n.d.). Helping English learners to write: Meeting common core standards, grades 6-12.
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