Discuss the second language methods, approaches, and strategies that you used.

.Annotated Lesson Plan: This is the Signature Assignment for the course. Teaching is more effective when planning is thorough. By creating a detailed plan with an annotation, you will be required to consider every decision and justify it, thus giving you deep insight into the lesson planning process. Please follow these directions: Design a complete, detailed, general education SDAIE or Sheltered English lesson plan for grades K-6 based on the approach described in the 5-Minute Lesson Plans textbook in a content area of your choice** based on both the California Common Core State standards for your content area and California State English Language Development standards. Specify appropriate goals, objectives, outcomes, rationale; describe content presentation methods, instructional strategies (especially SDAIE and related strategies), learning activities, classroom management, technology, assessment techniques and teaching materials.**Foreign Language teachers should prepare an English language culture lesson, rather than a target language lesson. ESL teachers should prepare a sheltered or SDAIE lesson that includes non-EL students. The lesson should be designed to meet the needs of an English Learner as specified in one of the student profiles listed below. The plan should demonstrate your knowledge of second language development strategies (especially SDAIE), ensure that grade-appropriate and advanced curriculum is comprehensible to all (1/3 Plus Model), and demonstrate effective management practices. The plan should be 750-1000 words; additional materials (worksheets, handouts, Power Points, assessments, etc.) do not apply to word count, but should be submitted to the instructor where applicable. You should use the generic format of the lesson plan from the Five Minute Lesson Plans book as a guide. After you are done with the lesson plan, write a separate 3-4 page annotation section thoroughly explaining your planning decisions and how and why your lesson plan meets the needs of all students, especially your profiled EL student. Discuss the second language methods, approaches, and strategies that you used. Use supporting references from a minimum of four different sources, which include textbooks, scholarly books, scholarly journals and electronic readings. EL Student Profiles Choose one of the following profiles to consider as you create your annotated lesson plan assignment. Be sure to indicate which EL student is in your classroom. If you choose option #4, be sure to include the profile with your assignment submission. Option #1: Anabel is a 9-year-old 2nd grader from Guatemala. Her father works in a biomedical research lab and her mother is a nurse. Many members of her extended family live in the same community, though her grandparents still live in Guatemala. Anabel visits them twice a year. She has been in the United States for less than two years. She is literate in Spanish and often reads Spanish language books and magazines. Her report cards from her school in Guatemala indicate above average grades. Anabel is somewhat quiet and reserved, but gets along well with others and likes working in small groups. The CELDT results indicate an overall score in the Early Intermediate range, and she has been identified as an English learner. (Listening and Speaking =Early Intermediate level. Reading =Early Intermediate level. Writing =Early Intermediate level.) Option #2: Liang is a 10-year-old 3rd grader who came with his family from Taiwan 3 years ago. His father runs a small grocery store and his mother cares for his 2 younger siblings. Though there are several Mandarin speakers in his neighborhood, his extended family is still in Taiwan. Liang speaks Mandarin fluently and can read age-appropriate books and magazines. His report cards from his school in Taiwan indicated average grades. Liang is outgoing and active in sports. Though he still struggles with English pronunciation, his CELDT results indicate an overall score in the Early Advanced range, and he has been identified as an English Learner (Listening and Speaking = Intermediate level. Reading =Early Advanced. Writing = Early Advanced.) Option #3: Ayanna is a 12-year-old 5th grader whose family fled the civil war in Somalia and came to the United States 8 months ago. Her parents both work fairly low-paying jobs to support Ayanna and her older brother. She speaks Somali and some Arabic, but does not read either language very well. Her previous formal educational opportunities were often interrupted for prolonged periods by violent conflict in her home country. She now attends school regularly and seems to especially enjoy music and art. The CELDT results indicate an overall score in the Beginning range, and she has been identified as an English learner. (Listening and Speaking =Beginning. Reading =Beginning. Writing =Beginning.) Option #4: Create a profile of a fictitious English Learner, in an appropriate grade, with details regarding educational and family history, CELDT scores, and proficiency descriptors based on that assessment. This narrative may be based on an English Learner you have known or one you expect to serve in the future in your community. ANNOTATED LESSON PLAN RUBRIC Required component Maximum points 1. Lesson plan presented in the required lesson plan format, includes 2 CELA and ELD standards, appropriate goals, objectives, outcomes, rationale, class (student) characteristics 2. Lesson includes appropriate presentation methods, instructional 3 strategies, and learning activities 3. Lesson includes appropriate classroom management, technology 3 applications, assessment techniques, teaching materials 4. Appropriate accommodations for English Learners (SDAIE and 5 related strategies). Accommodations for specific EL learner profile. Overall integration of 1/3 Plus model. 5. Thorough annotation that clearly explains planning decisions and 6 rationale for all lesson components; how and why lesson meets needs of all students, especially ELs and profiled student. 6. Explicit references to course required literature and additional sources 3 sufficient to support your planning decisions; appropriate APA formatting.

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