Lesson Plan and Grading Rubric for ELL

Date:  2021-05-14 23:22:32
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This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

This lesson will be designed for the second-grade students who are English Language learners. When it comes to learning, English Language Learners are faced with a lot of challenges. Such students are required to learn a new content and also learn a second language at the same time (Colorin Colorado, 2015). ELLs may often struggle with content in areas such as science, literature, math, and other areas because they have not fully developed their language skills, literacy skills, and the background knowledge that is required to master the new content. This is very challenging for the students. The teachers can overcome these challenge through writing an effective lesson plan. English Language Learners require to have an understanding of the stages that are involved in writing and thus, the steps will be used in developing the lesson (Colorin Colorado, 2015).

The writing process has five steps. The first step is prewriting. This is the stage whereby the students brainstorms their ideas, builds on them and starts having a plan of what they are going to talk about in their writing process. In this stage, the learners can develop their vocabulary (Colorin Colorado, 2015). The second step is the writing process. This is whereby the learners already have an outline of what they are going to talk about, and thus, they start their writing. This is usually the first rough draft. The third process is revision whereby the students are required to revise their written work. When the students are reviewing their job, they can either add, rearrange, remove or replace words. The fourth step is editing. After writing, one has to look whether the work has repetition, spelling, grammar, and punctuation errors. Besides, the learner should ensure that the work is understood. The last stage is polishing where the students proofread their work to look whether it makes sense. The English Language Learners should also be in a position to use a story map to synthesize the story that will help in improving their comprehension.

The English Language Learners should be supported by helping them build a background knowledge (Colorin Colorado, 2015). When the learners are supported to incorporate their home culture in writing, this helps in boosting their self-confidence. Another strategy that supports the ELLs is through the use of pictures or real objects in learning. This assists in creating interest in the subject matter. Before reading any book, the ELLs should be provided with information from the book. This is very helpful because the learners will have a gist of what the book is all about and through this, they can develop an interest in learning. The students should also be helped understand the comprehension strategy they will employ in listening to the story. This helps such learners focus on only what they need to listen to.

The lesson will require the use of a story map. This strategy helps the English Language Learners to understand clearly what they have learned in class. For instance, when writing the paragraphs, they will be able to use the graphic organizer and utilize it in an efficient manner.

Lesson Part 1:

Writing Standard 1: Formation of Sentences

In this part of the lesson, the English Language Learners should be able to combine clauses to make meaningful sentences. They will be required to use coordinating conjunctions such as but, and, and so. When these conjunctions are used to join ideas, compound sentences will be created. The learners will do that independently or be guided by the teacher.

Writing Standard 2: Literacy

The ELLs should write opinion pieces where they are supposed to introduce a book or a topic they are talking about. They should state their views and give the reasons to support their opinions. Thereby, they will use linking words such as and, also, and because. They should provide a concluding statement.

The students will read the story of an hour which revolves around Mrs. Mallard, who learns the news of the death of her husband from Richard, her friend and also from her sister Josephine. After listening to the story, the discussion of the main character will follow. The teacher and the students will complete a story map that is based on the text. The teacher will also review the story, map with the students. Hamburger rubric will be used in the second part of the lesson, and the teacher will introduce the students to it. The rubric below will be utilized to evaluate the ELLs in their final project.

1 2 3 4

Teacher-student interaction. This will help the ELLs process the learnt concept. The students work has few ideas. The teacher will require support from the teacher so that he or she will be able to complete his or her work independently The student is able to work on her own and has added a lot of ideas to his or her work The students work exceeds the grading level

Part 2, Final Writing Project for the Lesson: Writing Paragraphs

Review of the Story of an Hour

The teacher and the students will come up with a wordlist that will help the learners in tackling their assignment. The teacher will review the previous lesson where the students were taught about the format of a paragraph. That is, it consists of a topic sentence, supporting pieces of evidence, and a conclusion based on what has been discussed in the sections.

The students will be engaged in developing paragraphs so as to test whether they have understood the learned concept they will an opinion-based paragraph trying to discuss whether Mrs. Mallard was supposed to behave the ways she acted upon the death of her husband. When they are through with the paragraph, should go back to edit and proofread their paragraph. This teacher will go through their work. After that, the learners will write a final paragraph that is well polished.

Other Strategies that can be used to evaluate the Writing Project

Clear topic sentence-did the student write a clear topic sentence that stated what needed to be accomplished? Was the concluding statement satisfactory?

Circle 4 if the student has both topic sentence and the concluding statement

Circle 3 If the student has written either of the two. Either the topic sentence of the concluding statement

Circle 2 if you have written a topic and a concluding statement that is not strong and clear.

Circle 1 if neither the topic sentence or concluding statement was given

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4

Sentence punctuation-did you punctuate every sentence?

Circle 4 If each sentence is punctuated

Circle 3 if at least four sentences were punctuated

Circle 2 if three sentences were punctuated

Circle 1 if one sentence was punctuated

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4

Did the learner state three reasons why the learner wants what he or she wrote about?

Circle 4 if the three reasons are clearly stated

Circle 3 if three reasons are given

Circle 2 if one reason is given

Circle 1 if there is no reason given

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2

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4

3. Did the learner state three reasons why the learner wants what he or she wrote about?

Circle 4 if the three reasons are clearly stated

Circle 3 if three reasons are given

Circle 2 if one reason is given

Circle 1 if there is no reason given

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2

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4

When the students are through with the development of the items, the teacher will allow them to use self-assessment in their evaluation. The teacher will use this rubric to evaluate the paragraph that has been written by the learners. He or she will determine whether they have achieved the required criteria. For the students to get all the points, they should have satisfied the criterion that is stated in their grading rubric. The rubric should be completed for each and every student. Thus, after the rubric is completed, and the self-assessment of the students is done, the teacher will review the information that was provided by the students. From that, the teacher will determine whether the lesson was appropriate. The teacher will be able to understand whether the students understood the idea of developing paragraphs. If not, the teacher will know the methods to use so as to help the students improve.

Reference

Colorin Colorado! (2015). Retrieved from http://www.colorincolorado.org/article/how-develop-

Lesson-plan-includes-ELLS

 

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