CSUF ELD-M LessonPlanTemplate-Lesson 2
CSUF ELD-M LessonPlanTemplate-Lesson 2
CSUF ELD-M LessonPlanTemplate-Lesson 2
Language Level
Unit Theme and Question
Daily topic:
Day in
2
Minutes
50
Unit
Presidential Candidates: What are the Issues? Pros / Cons? Where do you stand? Which Candidate Best Represents
You?
Reading the news. Politics. Elections
Beginning -Intermediate
Grade
STANDARDS
Which modes of
communication will be
addressed?
Communication
and
Cultures
Interpersonal
Interpretive
Presentational
Date
8/2/2016
LESSON OBJECTIVES
Students can:
Present and interpret their findings from their previous surveys
Participate in group discussions about their experience interacting
with their community
Communities Common
Core will be part of your
lesson.
Connections
Comparisons
Communities
Common Core
CCSS.ELA-LITERACY.RI.9-10.4
4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone.
CCSS.ELA-LITERACY.W.9-10.1
1. Write arguments to support claims in analysis or substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
Appendix M.
Activity/Activities
What will learners do?
What does the teacher do?
Lesson Sequence
Provide Input
Students will provide the data they have collected from the
surveys, gauging 5 peers; 5 family/community members on
their stance on issues
Students will write in their topics of choice on one of the
boards provided in the classroom, and a tally of their data on
poster boards placed on the walls of the classroom
Teacher will then ask them to share about their experience
interacting with their community regarding the topics of their
candidates, the election, and what they knew about the current
issues using their academic terminology
Time*
How many
minutes will this
segment take?
10
30
Based on common interest on issues, students will be
placed into groups of 3 to begin researching the
background information for a more comprehensive look at
Materials Resources
Technology
Elements of writing a
persuasive argument
Internet Access
Video/Projector
Appendix M.
Provide Input
If applicable
If applicable
Technology
Closure
Enhance Retention &
Transfer
Reflection Notes to Self
What worked well? Why?
What didnt work? Why?
What changes would you
make if you taught this
lesson again?
????
Undefined
As I plan this lesson, I am wary of the levels of difficulty and time that will affect the rates of completion and
success for my ELD students. I am considering how to scaffold this lesson in the event that any of the skills show to
be too difficult, or how to extend the activities to be more challenging.
Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.
*