ESL Practicum Lesson Plan

ESL Practicum Lesson Plan
Date: 05/14/2018 Grade: 9-12 (mixed)

Subject: ELA Unit/Theme: N/A
Lesson Title: “Writing a Conclusion” Length: 50 minutes
Standards: Prior Knowledge:
CCSS.W.9-12.2b: Develop the topic with The students have worked on developing an
well-chosen, relevant, and sufficient facts, introduction using the triangle method and the
extended definitions, concrete details, STAR thesis method, and have completed at
quotations, or other information and examples least 1 body paragraph using the SEXI
appropriate to the audience’s knowledge of paragraph method. The students are not quite
the topic. to the point of writing the conclusion in their
CCSS.W.9-12.2d: Provide a concluding essays yet as they did not all finish writing
statement or section that follows from and their three body paragraphs from last week,
supports the information or explanation but are ready to receive instruction in how to
presented (e.g., articulating implications or do so, and to practice doing so.
the significance of the topic).
Content Objective: Language Objective:
Students will be able to write a conclusion Students will be able to write a 4-5 sentence
paragraph using the “triangle” method for conclusion paragraph, a including restatement
organization and development. of the thesis, a review of the three main
points, and a closing sentence.
Key Vocabulary: Materials:
thesis statement whiteboard and markers
main points paper and pencils for students
concluding sentence copies of triangle method handout (attached)
Resources
SVSU Writing Center. (2016). Intro/conclusion triangles [handout].
SIOP Features
Lesson Preparation Scaffolding Grouping Options
☒Adaptation of Content ☒Modeling ☐Whole Class (N/A)
☒Links to Background ☒Guided Practice ☒Small Groups
☒Links to Past Learning ☒Independent Practice ☒Partners
☒Strategies Incorporated: ☒Comprehensible Input ☒Independent
(Graphic Organizers)
Integration of Processes Application Assessment
☒Reading ☒Hands-On ☒Individual
☒Writing ☒Meaningful ☒Group
☒Speaking ☒Linked to Objectives ☒Written
☒Listening ☒Promotes Engagement ☒Oral
Anticipatory Set:
1. Prepare the room by writing the lesson objectives on the board. Bring the students
down to the EL classroom.
2. The teacher will begin by asking the students about their experiences writing
conclusions in the past:
a. What do they think goes in the conclusion?
b. How do they typically write a conclusion?
c. What do they think a conclusion’s purpose is?
3. The teacher will ask the students about how far they are in writing their body
paragraphs, and will remind them that they need to finish these paragraphs in order to
work on their public speaking assignments later this week.
4. The teacher will read through the objectives with the students, and discuss the plan for
the day, and any student questions, before moving on.
Body:
1. The teacher will present the students with the triangle method handout (attached), and
ask if it looks familiar. The students will have a chance to compare this to the
introduction triangle we worked with a little over a week ago. The teacher will ask
them what they notice is different about this triangle (namely the thesis statement is
still included, but the other two sections are different).
2. The students and teacher will talk through the organization of the concluding paragraph
using the model, and the students will come up with questions and ideas as we
brainstorm to write notes into the handout for the teacher’s topic.
3. The students will then be asked to work independently to fill in their own handout with
information relevant to their conclusions. The students will be given a chance to share
this with their partners and to report out to the larger group in order to check for
understanding and pause for student questions.
4. The teacher will then model writing this conclusion for the students, using the graphic
organizer as a tool in doing so, and then ask them to work individually to write the
conclusions for their own topics on a separate piece of lined paper.
a. While the students are working, they will receive one-on-one assistance and
guidance from the teacher, as necessary. The teacher will read through their
drafts as they finish and provide preliminary feedback for them to make more
immediate revisions.
Closure:
1. The students will share their conclusions with each other and with the whole group to
determine if they have written effective conclusions based on the triangle handout and
the teacher model.
2. After sharing out, the students will hold onto their conclusions and the teacher will
explain that the lesson extension is for the students to finish writing their body
paragraphs by tomorrow, so that they are ready to work with Ms. Lawless on their
public speaking version later in the week. The students will be informed that we will be
listening to their speeches on this topic in exactly one week.
3. The students will have access to the intro-conclusion triangle, SEXI paragraph, and
STAR thesis methods as anchor charts in the classroom for the remainder of the school
year.
Assessment Plan/Grading Criteria:
Students will be formally assessed on their completed conclusions, which will be returned to
them the following day. Students will be informally assessed on their participation in
discussion and sharing during the lesson.
Lesson Extension:
Students are not assigned additional homework from their ESL pull-out settings, but the
resources and practice provided in this lesson will be utilized as the students work on rewriting
their essays for their ELA coursework, over the next few weeks. Students will be encouraged
to complete their essays before the next lesson, but will not be required to do so.
Lesson Reflection:
This lesson was a success overall, I think. Although there was little opportunity to cover the
vocabulary, which I would have liked to do more of, and complete the discussion questions in
the introduction, which I wrote on the board in hopes that we would have a chance to cover
them, I had to forego these a bit in order to ensure we were able to address the larger content
and language objectives of the lesson in the time allotted, but outside of these cuts (which I
will explain in a moment), I feel as though we adhered to a SIOP lesson plan fairly well: we
had hands-on, meaningful activities, that engaged the students in writing, listening, and
speaking, to larger extents, and read to a smaller extent, and which addressed strong objectives
for both content and language. Ms. Lawless informed me the morning of that she would be
starting a new “morning work” segment with the students. This segment took well over 8
minutes of my planned lesson time. As a teacher, I was able to adapt. As a SIOP teacher, I was
frustrated that, on the day of my observation especially, this was something I was informed of
at the last minute which forced me to cut out important segments of my lesson. I try to plan so
that all portions of my lesson are meaningful, and thus, they are all important in the students’
overall development and understanding of the content and language. However, each day is
different, and there are always unexpected changes and challenges to face, so I did what I
could with the time I had. Of the three regular students in the class, only one seemed
confused/to be falling behind by the end of the lesson, and we were able to talk through these
issues in the final moments before the class ended after the closure. In addition to this lesson
being observed by Dr. Segel, my teaching today also had to incorporate a new student who had
not been in the school before that very morning. As such, this student had no experience in an
American high school classroom, no previous experiences in this particular line of study we
had been following, and no experience with me or Ms. Lawless as a teacher outside of just
meeting us that morning. I tried my best to help him get something out of the lesson, but her
really struggled to get even the most basic ideas down, and did not seem to want to talk very
much (perhaps he is still in the silent period). We knew little about this student and he hasn’t
been assessed in regards to his English language proficiency, so it is hard to determine exactly
what he is capable of. As such, I did not want to push him too hard, as he is still in the process
of acclimating, and I didn’t want to overwhelm him.
Appendix A: Objectives for Students
Content Target: We will write an effective conclusion paragraph using the triangle method.
Language Target: We will write a 4-5 sentence conclusion paragraph, with complete sentences
and clear organization.
Appendix B: Triangles Handout (next page)
Name:_______________________ Date: _______________
Thesis
Statement
Review of Main Points

What were your three main
ideas?
Concluding Sentence
What do you want readers to learn or do
now that they have read your paper?
Thesis
Statement
Three Main Points:

1.
2.
3.
Concluding Sentence:

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ESL Practicum Lesson Plan

Date: 05/14/2018 Grade: 9-12 (mixed)

Review of Main Points

Three Main Points:

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