Esol capstone project lesson plan templateoverview lesson tit

1. ESOL CAPSTONE PROJECT LESSON PLAN TEMPLATE
OVERVIEW
Lesson Title:
Unit Title:
Content Area
ELL Speaking Levels (Range)
Class Level:
Length of Lesson in # of Hours: # of Classes:
Teacher:
STAGE 1 – PLANNING FOR DESIRED RESULTS
LESSON OBJECTIVES: CONTENT AND LANGUAGE
By the end of this lesson, students will be able to:
In red, explain why you chose the content and language goals
for your ELL students.
ESSENTIAL QUESTION(S)
CONSIDERATIONS
Indicate those addressed in this lesson:
· Practice with complex text and academic language
· Reading, writing, and speaking in evidence from literary and
informational texts
· Build knowledge through content and vocabulary
· As you address a specific learning style in your description,
identify it in the plan and provide a written explanation of
why the activity meets that style. Type your notes in red.
HIGHER ORDER QUESTIONS
PRIOR KNOWLEDGE NEEDED
VOCABULARY

2. MATERIALS NEEDED
STAGE 2 -- EVIDENCE OF LEARNING
Ways that students and I will know the extent to which
objectives have been met:
7
STAGE 3 -- LEARNING PLAN MATERIALS TIME
(optional)
INTRODUCTION Guiding Questions
· How will students know the purpose for this lesson?
· How will I contextualize the language focus of the lesson?
BODY OF THE LESSON – Day 1
For each day of the lesson Include the following:
· What opportunities will students have to practice new
language and use it in authentic communicative activities?
(pairs, cooperative learning, etc.)
· What questions will I pose to engage students, foster thinking
and reasoning, and elicit language production?
· What academic and content vocabulary will students learn?
· How will I monitor the student learning and acquisition of
language targets of the lesson?

3. · What learning strategies will they be practicing? In red, note
what learning styles are addressed next to each of your learning
strategies.
· Selection and application of technologies enhance ELL
learning and are appropriate for learning environment and
outcomes.
· Include frequent opportunities are provided for students to use
the English language in class discussions and interactions with
other students. In red, make note of these opportunities and
explain how it will benefit your ELL student/students.

4. BODY OF THE LESSON – Day 2
BODY OF THE LESSON – Day 3
CLOSING Guiding Questions
· How will I bring closure to the lesson and provide
opportunities for student reflection (i.e.., transfer of
knowledge/skills)?
TECHNOLOGY USE:
· Selection and application of technologies enhance ELL
learning and are appropriate for learning environment and
outcomes. List your technology choices and explain why they
were chosen.
TEACHER REFLECTION
(minimum 250 words)
· Reflect on the lesson at the end of your plan and provide the
assessment results. Include a narrative of how the lesson went,
and how it improved your instructional practices. Indicate if
you would make any changes.
Include not only your thoughts, but also your students'
responses to the lesson.

5. Assessment Results
(minimum 250 words)
· What are your classroom assessment results? What can you
determine from this data? Did you make modifications to the
assessment for ELL students? If so, explain. Did your ELL
students use any accommodations? Include a copy of
administered assessment.
Five Standards of Effective Pedagogy Narrative (minimum 250
words)
· Reflection for each standard: how did you included the Five
Standards of Effective Pedagogy into your lesson plan?