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Annotated Lesson Plan

William Mayoral

TED 623

National University
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In preparation for planning my lesson plan I used the first EL profile. Anabel is a student

who very much resembles my current population of my class. Seeing that Anabel was an above

average student when see came from Guatemala, we can conclude that she has the ability to do

well in school. She does work well with other students so group work was incorporated into my

lesson plan. I picked “Do Not Go Gentle Into That Good Night” by Dylan Thomas.

Opening up with a clip from the film “Interstellar”, I want to use this as a bridging piece.

Our SDAIE powerpoint stated that bridging was, “Activate and build on the knowledge that

students already possess. Move from the known to the unknown. Show how the new material is

relevant to students’ lives. Explicit use of pre-reading activities with textbooks.” (SDAIE ppt,

slide 12) My goal is to be able to bridge the gap of the text and language that Thomas uses, and

give my students perspective by relating it to a contemporary movie. This will give my students

a more manageable subject, and something that they may be able to relate to. As it pertains to

Anabel, I feel like this may give her the ability to not see that text as so daunting.

I wanted to make sure to incorporate an aspect of group work. I think that it is essential to

get EL and fluent speakers working together to try and find meaning and understanding together.

Anny Case states, “opening spaces for negotiating interaction and meaning between ELLs and

non-ELLs in mutually responsive ways that are not solely dependent on a narrow view of the

language barrier. For example, an opening spaces approach was evident when the participants

spontaneously and responsively worked out the meaning of embarrassed via generous sharing of

life experiences and languages. Unplanned and roundabout, this exchange stands in contrast to a

straightforward transfer of a definition from a more knowledgeable English speaker to a less

knowledgeable English learner.” (Case 2015, p.370) By setting up group activities this allows me

to increase the interaction between both groups of students. Looking to Anabel again, we see in
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her profile that she gets along with other students and works well in small groups. I think this is a

great way to meet her needs as a learner. Having small groups also allows me to organize my

students how I would like. I can also target my 1/3 model in this group selection. I can make

groups compose of the three learning groups, so that students from all levels can interact together

and help each other learn.

I also chose to incorporate multimedia into my lesson in the forms of the clip from

“Interstellar” and spoken word of Dylan Thomas. I feel that this provides a more diverse way of

consuming text, and not just having to read from a piece of paper which might be daunting for

EL students. Our textbook states, “Educational research has shown that self- learning and

interactive multimedia are particularly effective in facilitating the teaching of English skills

(Cates, 1992; Hill, 1988, Laurillard, 1995; Meskill, 1996; Squires & Preece, 1996). As foreign-

and second-language teachers you will want to provide a classroom environment that involves

students in authentic, culturally appropriate, and meaningful experiences that stimulate their

language proficiency. Technology can provide both a teaching and a learning tool that will

support and enhance your school’s curricula.” (Haley & Austin 2014, p.291) This is a way that I

can facilitate a diverse learning environment for my EL students. The introduction of technology

is a way to translate my course material in different forms. As it applies to Anabel, I feel that this

will be a successful selection of media to help her at her intermediate speaking and listening

level.

Focusing on my assessment part of the process I knew that I didn’t want to have a test,

but a form of authentic assessment. “The 5-Minute Lesson Plan” says that, “
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Authentic assessment and evaluation occur when a teacher makes a direct examination of the

learner’s performance on a given task. Authentic assessment and evaluation are more that just

the learner’s recall of information – it requires the student to perform a task that will be judged.

For instance, there is a difference between writing about hitting a ninety mile-an-hour fastball

thrown by Roger Clemens and actually doing so! Performance is the key ingredient in authentic

assessment and evaluation.” (Serdyukov & Ryan 2014, p.262) By assigning a question sheet I

want my students to hit on key concepts and ideas. This isn’t a handout that will be graded, but a

way for me to see what my students are retaining. I also want them to provide me with a

paragraph of what they learned. This is also a way for me to evaluate what they are retaining and

why. I feel that removing the fear of grading, and going with an authentic assessment does not

put as much stress on the EL student because they are not pressed to produce something. Their

responses will come naturally and honestly.

With all these taken into account I am trying to provide the best teaching methods for my

EL students. With Anabel as a guide, I feel that this lesson is geared to her strengths and will

allow her to flourish in group activities with other students. Reasoning behind every part of a

lesson is key so that you may have a plan to address the needs of your students and support it

with intent.

References
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Case, A. F. (may 2015). Beyond the Language Barrier: Opening Spaces for ELL/Non-ELL
Interaction. Research In Teaching of English, 49(4).
Haley, M. H., & Austin, T. Y. (2014). Chapter 9. In Content-based second language teaching
and learning: An interactive approach (pp. 290-291). Boston, MA: Pearson.
N. (2019, February 21). SDAIE and Related Strategies. Lecture presented at Power Point.
Serdyukov, P. (2013). Chapter 7. In M. Ryan (Ed.), The 5-minute Lesson Plan a Practioner's
Guide (p. 262). Pearson.