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, a content area standard, and at least one of the 10 Arizona English Language Proficiency (ELP) standards that supports the lesson.
Complete all sections of the lesson plan template, focusing specifically on aligning objectives, instruction, and assessments to the content area academic and ELP standards selected.
Include both the content area academic 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 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.
Full Answer Section
Learning Objectives:
- Science: Students will be able to identify the three phases of matter (solid, liquid, gas) and their properties.
- ELP: Students will be able to use vocabulary related to the phases of matter to describe and explain observations in English.
Differentiation:
- ELLs: Provide visuals, sentence starters, and graphic organizers to support understanding. Offer opportunities for oral presentations with partner support.
- Gifted: Challenge students to research and present on a specific phase change phenomenon (e.g., boiling point variations).
- Special Education: Break down instruction into smaller steps, offer manipulatives for hands-on exploration, and provide individual support during activities.
Materials:
- Pictures or realia representing solids, liquids, and gases (e.g., rock, water, balloon)
- Chart paper
- Markers
- Science vocabulary word bank (solid, liquid, gas, shape, flow, fill container)
- Activity sheets with pictures of objects in different phases (differentiated for gifted and special education students)
Instructional Activities:
Introduction (10 minutes):
- Brainstorming: Display pictures or realia of solids, liquids, and gases. Ask students, "What are some things you see in everyday life that are solid?" (e.g., chair, book) Repeat for liquids and gases. Elicit vocabulary related to properties (shape, flow, fill container).
Instruction (20 minutes):
- Presentation: Introduce the terms "solid," "liquid," and "gas" using visuals and definitions. Write them on chart paper with student participation.
- Sorting Activity: Divide students into groups. Provide each group with pictures of objects in different phases and have them sort them into categories (solid, liquid, gas) on chart paper.
- Explanation: Discuss the sorting activity. Ask students to explain why they placed objects in each category. Reinforce vocabulary related to properties.
Comprehension and Application (20 minutes):
- Sentence Starters: Provide sentence starters like "A solid is..." or "A gas can..." and have students complete them using the vocabulary bank.
- Differentiated Activity: Distribute activity sheets with pictures of objects in different phases. Regular education students complete a chart identifying the phase and properties. Gifted students research a specific phase change phenomenon (e.g., boiling point). Special education students receive individualized support with identifying phases and properties.
Assessment (10 minutes):
- Exit Ticket: Students answer the prompt "Draw and label a picture of something solid, liquid, and gas." This assesses understanding of the phases and basic vocabulary use.
- Observation: Observe student participation during activities and provide formative feedback on vocabulary use and understanding of concepts.
Reflection (250 words):
This integrated ELD lesson plan incorporates ELLs' cultural values and beliefs by acknowledging that students come from diverse backgrounds with different experiences of the natural world. Here's how:
- Visuals and Realia: Using pictures and realia allows students to connect the scientific concepts to objects they might already be familiar with in their own languages and cultural contexts.
- Sentence Starters: Providing sentence starters scaffolds language production for ELLs, allowing them to participate and demonstrate their understanding using their developing English skills.
- Collaborative Activities: Group activities encourage interaction and peer learning, which can be particularly valuable for ELLs who are still developing their comfort level with English.
Targeted ELD Lesson vs. Integrated Lesson:
If this were a targeted ELD lesson instead of an integrated one, the focus would shift entirely to language development. Here are some key differences:
- Content Focus: A targeted ELD lesson might focus solely on vocabulary related to the phases of matter, with less emphasis on the science concepts themselves. Activities might involve matching pictures with words, creating dialogues using the vocabulary, or writing short descriptions.
- Instructional Time: A targeted ELD lesson would likely dedicate more time to language development activities, with less emphasis on science instruction. This would allow for more in-depth vocabulary practice and sentence construction.
- Assessment: The assessment in a targeted ELD lesson would be more focused on language skills. This could involve vocabulary quizzes, written