1. Lesson Plan Cycle

2. Six Elements in Planning the Delivery of an Effective Lesson 1.Generates students’ language through active student participation 2.Comprehensible input through visuals, gestures, & games 3.Meaningful, interesting, activation of prior knowledge 4.Opportunities to negotiate meaning 5.Group learning 6.Challenging and engaging students in higher level thinking

3. 5 Elements of Cooperative Learning Positive interdependence Face-to-face interaction Individual accountability Interpersonal and small-group skills Group processing  Students work together in small groups towards a common goal, which is learning the required content. Effective cooperative learning is composed of five major elements:

4. Fundamental Tenets of Dual Language Program Specific to Lesson Planning & Delivery  Dual Language Classroom & Teacher  No ability grouping (linguistically or content-area)  All lessons must be authentic, interactive (student-student) and challenging  All lessons must integrate the four literacy skills listening, speaking,  reading & writing  Teacher uses ESL or SSL instructional strategies in all content area instruction  Teacher does not translate; adheres to language of instruction  Teacher does not repeat content in other language (content taught in one language only)  Teacher conducts student lessons in bilingual pairs or bilingual groups  Teacher encourages students to use language of instruction  Teacher assesses individually and in groups for accountability 4

5. Lesson Plan Cycle CIA Teacher as Facilitator Conceptual Refinement Rigor Bilingual Pairs

6. Lesson Plan Cycle 1.Objective TLW… 5. Group Activity #1 Practice (Bil grp or BP) 2. Grade level & materials 6. Group Activity #2 Rigor/HOTS (Bil grp or BP) 3. Purpose Connect to Prior Knowledge/Experience 7. Closure Seal the learning (BP  Whole grp or vice versa) 4. Direct teach Model and demo (Whole Grp using BP) 8. Conceptual Refinement Reteach (Regroup BP) 9. Journal Writing (Individual)

7. Bloom’s Taxonomy

8. CIA Lesson Design  Purpose: Connect to prior knowledge/experiences; focus on the new content (3 minutes) (Whole group with Pairs)  Direct Teach: Model and demonstrate key concepts, clarify vocabulary (15-20 minutes) (Whole group with Pairs)  Activity #1: Pairs practice new concept/skill at the comprehension level; teacher monitors and redirects (15 minutes) (Pairs/groups)

9. CIA Lesson Design  Activity #2: Pairs apply the new concept/skill at the application and/or above level; teacher monitors and informally assesses student progress (15 minutes) (pairs/groups) *Teacher does not answer questions during pair/group work*  Closure: Students summarize/reflect on the objective learned (3-5 minutes) (pairs/groups/whole group)  Conceptual Refinement: teachers works with small group; students work on independent practice progress (15 minutes) (regroup pairs)  Journal Writing: Students reflect on their learning in the journal.

10. What safety nets are in place that help ensure student learning and success?

11. Creating an Objective  Think about what the goal of the lesson is before creating the objective.  What steps will the students need to accomplish to master the lesson?  How will you know the students mastered the lesson?  Select two verbs (one lower level and one higher level) that will be used throughout the lesson.  Keep it simple.

12. Objective Writing  Two verbs (lower and  higher level)  Content/skill  Condition (material, support) The learner will describe and classify the various types of habitats found in their local community in a pamphlet. Now, you try. With a partner, write an objective on a sentence strip.

13. Grade Level & Materials  It’s important to note the grade level of each lesson.  List all the important materials for the lesson.  Are the materials authentic?  Do the materials support interactive learning?  If you don’t have all the materials in your classroom, make a plan where you can get them (library, other teachers, etc.)

14. Purpose  How are you going to relate the purpose of the lesson?  Why are these skills and/or content important to acquire?  How will you relate to prior knowledge/experiences?  How are you connecting home knowledge to school knowledge?

15. Direct Teach  About 12-15 minutes long  Demonstrate the new skill and/or explain the new information  Define and teach the new vocabulary words specific for the lesson

16. Group Activity 1  This activity will help students develop the content/skill at the lower level of Bloom’s Taxonomy.  They work with their Bilingual Partner or small groups so that they can negotiate meaning.  The activity includes manipulatives, visuals, graphic organizers, objects, etc.

17. Group Activity 2  This activity will help students develop the content/skill at the higher level of Bloom’s Taxonomy.  They work with their Bilingual Partner or small groups so that they can participate in authentic discussions.

18. Closure  Different ways to close a lesson. Some include:  Presenting to the class  Talking to their small group/partner  Exchanging their outcomes with other groups

19. Conceptual Refinement  This activity is for the small group of students that needs extra help with the objective of the lesson.  Teacher pulls small group aside for 15-20 minutes.  Regroup Bilingual Pairs.  Re-teaches the objective using different approaches, materials, support.

20. Purpose of CR  To assist learners in the comprehension of content being learned in the L2  Conduct CR in the SAME language of instruction for students immediately after Math/Science/SS lesson  Should be listed in daily classroom schedule

21. Importance of CR  Helps keep students on grade level  Helps check the instructional level of difficulty  No students need CR = lesson is too easy  ½ the class needs CR = lesson not comprehensible

22. Independent Practice  The rest of the class works on an Independent practice activity.  This can include extensions to the lesson; enrichment activities can be similar to Act 1 & 2  The Independent Practice activity should not require the assistance of the teachers.  Don’t send students to Bilingual Learning Centers  Students need to be working on the same concept/skill as the lesson

23. 1.Objective TLW identify 2-D shapes and design a playground with at least 4 different shapes. 5. Group Activity #1 Identify the different type of 2-D shapes by writing the label for each shape. (BP) Comp. 2. Grade level 1 st & materials Chart paper, shapes, table 6. Group Activity #2 Design a playground using at least 4 different 2-D shapes and write a sentence describing the design. (Sm.Grp) Synthesis 3. Purpose How do we use 2-D shapes everyday? 7. Closure Sm Grp will share their design with the class. (SmGrp  Class) 4. Direct teach Identify 2-D shapes and model using those shapes to create a living room and bedroom. (whole grp with BP) 8. Conceptual Refinement Students will design the classroom with the 2-D shapes. (Regroup BP) 9. Journal Select two shapes from the math content board and write about them (W-P-S). (BP  Individual) 23