Assignment Content Top of Form Develop a 45-minute classroom lesson plan using the Secondary Lesson Plan: Academic Language Focus instructions. Use the  Lesson Plan Template located in the to present your lesson. Note: You may use this lesson plan as one of the four required lesson plans for your Week 6: Signature Assignment: Content Area Literacy Unit*. Secondary Lesson Plan: Academic Language Focus Develop an original 45-minute classroom lesson plan for a specific secondary grade level and content area. Note: Your lesson should integrate both reading and writing into the content instruction. Do not use a lesson plan from an already published source. Use the Lesson Plan Template to present your lesson. Note: Ensure all elements specified below are addressed. Modify the template as necessary to ensure all elements specified below are addressed. You may add an additional supporting document to your lesson template if needed. 1. Central Focus: Select state standard(s) for your identified secondary grade level and academic content area. You must include at least one content-area standard and one reading or writing standard for the selected grade level. Based on the selected standard(s), describe the central focus for the content in this lesson plan. 1. Learning Objectives: Develop learning objectives for the 45-minute lesson based on the criteria below: Objectves should be specific, measurable, and observable. State what students will know and be able to do. Align objectives to state standards. Objectives should be grade-level and content-area appropriate. Your objectives should address both the content standard(s) and the reading/writing standard(s). 1. Academic Language: Academic Vocabulary: List a minimum of 5 content-specific vocabulary words that you will introduce and teach during your lesson. Describe at least one strategy you will use to introducese words. Language Demands: Choose one language function (analyze, compare, identify, predict, interpret) and other language demands (syntax, discourse, vocabulary/symbols) important to understanding the specific content area for your learning segment. Identify a learning task where students are supported to use this language. Language Supports: Identify both the language function that students will be expected to use to engage in the learning task and your instructional supports for that language. Your language supports should target the whole class and at least one subgroup of students, such as at-risk students, struggling readers, ELL students, or other. 1. Materials: Identify and provide, as appropriate, the materials and instructional resources needed for the teacher and students. Resources may include technology, handouts, guest speakers, and other materials. Describe how the materials support and enhance the lesson. 1. Instruction: Provide a detailed outline of the lesson divided into the following 8 segments: A prep are students for learning, “hook” Lesson rationale –Bottom of F.

1. Assignment Content
Top of Form
Develop a 45-minute classroom lesson plan using the Secondary
Lesson Plan: Academic Language Focus instructions.
Use the Lesson Plan Template located in the to present your
lesson.
Note: You may use this lesson plan as one of the four required
lesson plans for your Week 6: Signature Assignment: Content
Area Literacy Unit*.
Secondary Lesson Plan: Academic Language Focus
Develop an original 45-minute classroom lesson plan for a
specific secondary grade level and content area.
Note: Your lesson should integrate both reading and writing
into the content instruction. Do not use a lesson plan from an
already published source.
Use the Lesson Plan Template to present your lesson.
Note: Ensure all elements specified below are addressed.
Modify the template as necessary to ensure all elements
specified below are addressed. You may add an additional
supporting document to your lesson template if needed.
1. Central Focus: Select state standard(s) for your identified
secondary grade level and academic content area. You must
include at least one content-area standard and one reading or
writing standard for the selected grade level. Based on the
selected standard(s), describe the central focus for the content
in this lesson plan.
1. Learning Objectives: Develop learning objectives for the 45-
minute lesson based on the criteria below:
Objectves should be specific, measurable, and observable.
State what students will know and be able to do.
Align objectives to state standards.

2. Objectives should be grade-level and content-area appropriate.
Your objectives should address both the content standard(s) and
the reading/writing standard(s).
1. Academic Language:
Academic Vocabulary: List a minimum of 5 content-specific
vocabulary words that you will introduce and teach during your
lesson. Describe at least one strategy you will use to
introducese words.
Language Demands: Choose one language function (analyze,
compare, identify, predict, interpret) and other language
demands (syntax, discourse, vocabulary/symbols) important to
understanding the specific content area for your learning
segment. Identify a learning task where students are supported
to use this language.
Language Supports: Identify both the language function that
students will be expected to use to engage in the learning task
and your instructional supports for that language. Your
language supports should target the whole class and at least one
subgroup of students, such as at-risk students, struggling
readers, ELL students, or other.
1. Materials: Identify and provide, as appropriate, the materials
and instructional resources needed for the teacher and students.
Resources may include technology, handouts, guest speakers,
and other materials. Describe how the materials support and
enhance the lesson.
1. Instruction: Provide a detailed outline of the lesson divided
into the following 8 segments:
A prep are students for learning, “hook”
Lesson rationale –Bottom of Form
Checking for understanding – use a variety of questioning
strategies
Guided practice – give students the opportunity to practice the
new learning under direct teacher supervision
Closure – wrap up and review what was learned in the lesson
Independent practice – students work individually or in groups
to demonstrate their learning

3. 1. Classroom Arrangement/Grouping: Describe how you will
arrange the classroom or group the students to influence a
positive learning environment. Describe how you will engage
the students based on individual and group needs. Include
targeted supports that address the needs of diverse learners,
such as gifted students, struggling readers, students with IEPs
or 504 plans, or ELL learners.
1. Assessment: Identify and describe two formative assessments
that you could use with this lesson. Both assessments should
align to the selected state standard(s) and the lesson
objective(s). At least one assessment should also assess the
academic language function and/or vocabulary for this lesson.
Lesson Plan Template
Subject: English/ Language Arts
Lesson Title/Lesson #:
Grade Level: 8th
Content Standard(s)
State standards and/or Common Core Standards
Goals/Objectives
SMART OBJECTIVES (aligned with the standards) for the
lesson
Academic Language
What is the oral and/or written language used for academic
purposes? How will you know that your students develop and
express content understandings?
Prior Knowledge
What are the students’ content knowledge and skills as well as
academic experiences developed prior to the learning segment?
Materials
What materials are needed for the teacher and students?

4. Instructional resources?
Instruction
Detailed step by step procedures
What will you be doing to model your instruction?
I do (Teacher Modeling)
Practice & Application
How will students practice and apply what they have learned?
Application
How will students apply what they have learned?
Supports
How will you engage students based on individual and group
needs?
Closing
How will you end the lesson?
Culminating activity or task
Assessment
Formal and informal assessments
How will students be evaluated? How will you know if the
students attained what you expected?
o Checking for understanding – use a variety of questioning
strategies
o Guided practice – give students the opportunity to practice the
new learning under direct teacher
supervision
o Closure – wrap up and review what was learned in the lesson
o Independent practice – students work individually or in

5. groups to demonstrate their learning
o Objectives should be specific, measurable, and observable.
o State what students will know and be able to do.
o Align objectives to state standards.
o Objectives should be grade-level and content-area
appropriate. Your objectives should address
both the content standard(s) and the reading/writing standard(s).
o Academic Vocabulary: List a minimum of 5 content-specific
vocabulary words that you will
introduce and teach during your lesson. Describe at least one
strategy you will use to
introduce/teach these words.
o Language Demands: Choose one language function (analyze,
compare, identify, predict,
interpret) and other language demands (syntax, discourse,
vocabulary/symbols) important to
understanding the specific content area for your learning
segment. Identify a learning task where
students are supported to use this language.
o Language Supports: Identify both the language function that
students will be expected to use to
engage in the learning task and your instructional supports for
that language. Your language
supports should target the whole class and at least one subgroup
of students, such as at-risk
students, struggling readers, ELL students, or other.
o Anticipatory set – prepare students for learning, “hook”
o Lesson rationale – explain objectives and purpose of lesson
o Input – present new information to students, which includes
vocabulary, skills, and concepts
Modeling – demonstrate for the students what is to be learned,
including the academic language