Annotated Lesson Plan

Running head: Annotated Lesson Plan
Assignment 3
Annotated Lesson Plans
Jessica J. Johnson
TED 621A
Professor Brownson
National University
November 12, 2014
Annotated Lesson Plan
2
Abstract
This is an annotated lesson plan targeted for fourth grade students covering Language
Arts. This lesson plan asks the students to read The Beast of the Loch Ness and find
text evidence that will support the main idea. This lesson will include supplemental
materials, target vocabulary, SDAIE strategies, and technology use. Specific notations
are made to consider an ELL learner in the annotation following the plan along with
several notations made in the actual lesson plan itself.
Liang, ELL Bio

Liang is a 10 year old, 4th 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 ageappropriate books and magazines. His report cards from his school in Taiwan
indicated above average grades. Liang is outgoing and active in sports. Though he
still struggles with English pronunciation, his CEDLT 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.) (National University).
Class Background
The class has a total of 26 learners, 6 of whom are not classified as ELLs. The
class has two students with Autism. This class has a lower reading level than the 4 th
grade; however, they have been focusing on reading and writing skills throughout
the semester. Specifically, the class has been working on shared reading,
comprehensive reading and writing skills throughout their language arts sessions
this semester.
Description
Lesson Plan 4th grade Language Arts
The Beast of the Loch Ness
California Content Standards:
Reading Standards for Informational Text 4th grade (California
State Board of Education, 2013, p. 15-16)
RI.1 Refer to details and examples in a text when explaining what a
text says explicitly and when drawing inferences from the text.
RI.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
RI.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based
on specific information in the text.
RI.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to grade 4 topic or subject
area.
RI.5 Describe overall structure (e.g. chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
RI.8 Explain how an author uses reasons and evidence to support
particular points.
RI.10 By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts in
the grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Writing Standards 4th grade (California State Board of Education,
2013, p. 23-25)
W.2 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs
and sections; include formatting (e.g. headings), illustrations, and
multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples relating to the topic.
c. Link ideas within categories of information using words and phrases
(e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about
or explain the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
W.4 Produce clear and coherent writing in which the development
and organization are appropriate task, purpose, and audience.
W.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening Standards 4th grade (California State Board
of Education, 2013, p. 29)
LS.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others ideas and expressing their own
clearly.
a. Come to discussions prepared having read or studied the required
material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific to specific questions to clarify or follow up
on information, and make comments that contribute to the discussion
and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
Language Standards 4th grade (California State Board of Education,
2013, p. 37-39)
L.4 Determine to clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content,
choosing flexibility from a range of strategies.
a. Use context (e.g. definitions, examples, or restatements in text) as a
clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
c. Consult reference materials (e.g. dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation and determine or
clarify the precise meaning of key words and phrases and to identify
word choices in all content areas.
L.6 Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases, including those that signal
precise actions, emotions, or states of being (e.g. quizzed, whined,
stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussion preservation).
Goals:
Students will find text evidence to support the main idea and respond
to a writing prompt using their findings.
Objectives:
Students will be able to:
1. Refer to details and examples within the text to explain what they are
explaining the main idea and summarizing the story.
2. Determine the meaning of target vocabulary and other unfamiliar
words within the text and discussion.
3. Explain the key ideas of the text in their own words.
4. Confidently ask and answer questions about the text while engaging in
collaborative discussions.
5. Synthesize and explain what they have learned during the discussion
in written form.
6. Utilize grade-appropriate grammar, sentence structures in their written
work.
7. Connect the key ideas of the text and explain why the author uses the
example to support the main idea.
Accommodations for ELLs and SDAIE:
Please note there are accommodations for ELLs and SDAIE strategies listed
throughout the lesson plan. The annotation provides added detail
specifically involving scaffolding, modeling, visuals, schema,
contextualization, lowering affective filter, PBL, and shared reading.
The accommodations for the student Liang are listed in the detailed
annotation following the lesson plan as well as in the accommodations
provided within the lesson plan.
Vocabulary:
Tentacles
Skeptic
Menace
Expedition
Cryptozoologist
Marine
Descendants
Clan
Tinged
Materials and tools:
Computers with word processing software. Please note if computers
are unavailable the students can handwrite the final drafts of their
written work.
A subscription to Scholastic Storyworks
SmartBoard or projector if a SmartBoard is unavailable. Please note
there will be more preparation needed if there is no SmartBoard, such
as converting the PowerPoint presentation to hand outs for the
learners.
PowerPoint presentation (attached).
Students reading journals
Internet access
Pencil or pens for the students
Texts:
The Beast of the Loch Ness Scholastic, October 2014 Retrieved
from
http://storyworks.scholastic.com/resource/uploads_story/issues/100114
/pdfs/STORYWORKS-100114-Nonfiction.pdf
Please note that a copy of the text in pdf format is attached
Visuals:
PowerPoint presentation, file found separately.
Text The Beast of the Loch Ness, link found above, also in pdf form file
found separately.
Technologies:
SmartBoard, or projector
Computers with word processing software
Internet connection
Handouts:
Hardcopies of The Beast of the Loch Ness found in the October 2014
issue of the Scholastics Storyworks magazine. One for each student in
class.
Worksheet 1, found after lesson plan. One for each student in class.

PROCEDURE:
Introduction: (12 minutes)
Go through the goals and objectives

of the lesson with the students while
identifying some of the CCS that we
will be focusing on during the lesson.
(PowerPoint slide 1)
Show the slide with target vocabulary

on it and go through the terms with
the students, asking them to repeat
aloud. (PowerPoint slide 2)
o
Ask the students what they think
each of the words in the list may
mean. Use the highlighted parts
of the text to help the students
find context (PowerPoint slide 320)
o
Work through the vocabulary list
together as a group trying to
decipher the meaning of the
words in the list
Introduce the story the class will be

reading and working with.
Ask students to distribute the

scholastic magazine and have the
students turn to page 4 The Beast of
the Loch Ness.
Ask the students leading questions to

get them thinking about the text:
o
What kinds of mysteries do you
think the article may discuss?
o
What do you think the title
means?
o
Does anyone know about the Loch
Ness Monster?
Ask a student to read the Up Close

text box on page four out loud.
8
ADAPTATION/RATIONAL/SDAIE/ANNOTATIO
N
The PowerPoint created for this lesson will
be used throughout this activity as well as
the text, which can be found online see
texts section of lesson plan for url.
Stating the goals and objectives upfront

allows the learners to understand what
they are going to be doing and what will
be expected of them. In every lesson,
the teacher should always make
reference to what is being learned, why
it is important for the student, and how it
relates to other learning and their own
lives (Serdyukov, P., & Ryan, M., 2008,
p. 10). This is helpful for all students,
particularly ELLs as they will then
receive a clearer picture of the lesson
and what it is the class will be doing.
Additionally, adding in the PowerPoint
presentation as a visual aid will help
ELLs, like Liang, as this helps to
implemented sheltered English
instruction through visual reinforcement.
Work through the vocabulary together,

going slide by slide and looking for
context clues in the text taken out of the
story to help. The PowerPoint is again
used as a visual aid, however the
teacher should read the text aloud and
work through the first word modeling to
the students how the words will be
broken down in the story they are
getting ready to learn. The teacher
should use clear simple speech, body
language, visuals, and ask the students
to repeat the word after it is said by the
teacher to work on pronunciation. This is
an important SDAIE strategy in sheltered
English instruction thus the teacher will
encourage English acquisition through
comprehensible input and
contextualization (Serdyukov, P., & Hill,
R., 2008, p. 51). After the teacher has
modeled how to work with each word the
activity should then be repeated with
students as a group going through the
entire vocabulary list. This section
should take only 10 minutes to work
through the list so keep the pace quick
and light hearted. It is a good idea to
make sure that although the pace here is
quicker, it isnt about getting the answer
right, rather it is about getting the
learners, particularly the ELLs to begin
thinking critically. The idea of this part is
to do some pre-reading work and warm
the students up to think a bit deeper
about the text.
Shared Reading: (20 minutes)
The teacher reads the first section of

the story aloud. Stopping right
before Fantastic Creatures section
begins.
The teacher will then tell the students

to pause for a moment. The teacher
will then tell the students we are
going to look at this for a short time,
then will ask the students:
o
What does stunned mean? Lets
look at page 5
o
What about preposterous? (pg. 5)
o
And fascination? (pg. 6)
o
How long is a century?
o
What does legendary mean?
o
How long do you think the legend
has gone on?
o
Does anyone have any other
words that were confusing during
reading?
The teacher will then continue

reading and go through the next
section, once again pausing to have a
small discussion asking the students:
o
What do you think hideous
means?
o
Does anyone know what tentacle
means?
o
How about skeptic?
o
What does the word menace
mean?
o
And expedition?
o
What is cryptozoology?
o
Anyone have any questions?
Show the students the stack of texts and

introduce the story to the learners, then
ask a few students to pass the
magazines out.
After passing out the text to the students
the teacher should ask the students to
turn to page 4. Tell the students to look
at the title, pictures, and briefly look
through the article. As they do this,
begin asking the leading questions listed
to the left.
Begin a brief group discussion. This type
of discussion should keep the students
actively thinking critically. As the
discussion is ongoing, the teacher should
switch to the text on the Smart Board.
This discussion should take about three 3
minutes, base on the students readiness
to read.
The teacher should then ask a student to
read the box titled Text Evidence to the
class.
When the teacher is asking the students
about the first section, one thing that
can be done is to say that he or she is
confused about some words, so lets look
at this text a little bit more now.
This helps the students become more
confident so asking and questions, active
reading, critical thinking, and problem
solving can occur. Teachers in a
sheltered English classroom maintain a
setting with a low level of anxiety,
stressing comprehension prior to eliciting
production and emphasizing
communication over correctness
(Serdyukov, P., & Hill, R., 2008, p. 51).
Maintaining a low affective filter is
helpful for shier students, ELLs like Liang
as well as other students, that are not
confident in all of their speaking skills
feel safer and more comfortable to be
able to speak. Also, asking if anyone has
any words that were confusing is a quick
way to check in and make sure there is
nothing getting in the way of the
students comprehension. Go through a
short discussion asking the questions
listed to the left. Allow for about 5
minutes of discussion.
Move on to the next section, Fantastic
Creatures, and pause again to discuss
this section of the text. Move the
discussion along with the pace of the
class, if there are learners that seem to
be struggling try to figure out what
issues they are having and adapt from
there. Go through the questions, but be
sure to allow for the learners to be

o
What do you think a plesiosaur is?
o
Show the students the slide on the
PowerPoint that depicts a
plesiosaur (PowerPoint Slide21)
o
Who knows what marine means?
o
And what is a descendant?
o
Clan?
o
Theory?
o
Tinged?
o
Questions?

o
What is imagination?
o
Who knows what belief means?
o
How can these things work
together to make a person believe
they see something different than
what reality may be?
o
Questions?
Closed reading group activity: (10
minutes).
Ask a few students to handout the

worksheet 1. (PowerPoint slide 22)
The teacher will then read the

following questions on worksheet 1.
The teacher will model how to
complete this together as a group
with the first question as an example
then ask the students to complete
the rest. Then, break students into
small groups (of 3-4) to work
together on the following questions.
o
How does the first and second
paragraph show contrast? Why
do you think the author used this
contrast?
o
Why do you think the author used
narrative style to begin this story
with?
o
What do the giant squid and
Komodo dragon have in common
in the second section of the text?
Why do you think the author
included these examples?
o
What are some of the theories
about what the Loch Ness monster
really is?
o
What did Robert Rines think was
important in making a discovery?
How does this apply to other
scientists?
o
Do you think there is more
evidence to prove the beast of the
10
asking questions also. Allow for about 5

Move on to the next section, Finding the
Proof, and pause again to discuss this
section of the text. Show the students
the slide in the PowerPoint presentation
that shows what a plesiosaur may have
looked like, (PowerPoint Slide 21) Move
the discussion along with the pace of the
class, if there are learners that seem to
be struggling try to figure out what
issues they are having and adapt from
there. Go through the questions, but be
sure to allow for the learners to be
asking questions also. Allow for about 5
Move on to the next section, Imagination
and Belief, and then pause again to
discuss this section of the text. Again,
allow the learners to be actively engaged
and elicit discussion from the group.
This part of the discussion should take
about 5 minutes.
Have a few students hand out
worksheets to the other learners. The
teacher can move the PowerPoint to the
next slide (PowerPoint slide 22) showing
the questions after the worksheets have
been handed out. Having the text on the
board as a visual as well as receiving the
worksheets the students can follow
along with the teacher reading the
questions aloud more easily another
component of sheltered English
instruction. This is particularly helpful
for students with learning disabilities and
ELLs, such as Liang.
The teacher should explain that the
students will be working in small groups
to answer the questions on the
worksheet by using the text and their
thoughts. If possible, prior to teaching
the lesson, arrange the groups
intentionally working from background
knowledge of the class. This can help
with all thirds of the class by using a
diverse make up of levels in each group
and encouraging collaboration.
Something else that is useful for Liang
and other ELLs is that the groupwork
here is creating meaningful
communication, which is important
interaction for the learners (Serdyukov,
P., & Hill, R., 2008). Read the questions
aloud to the students then work through
the first bullet point, listed to the left
together as a group. The teacher is
Loch Ness exists or doesnt exist?

Why?
The teacher should walk around and
interact with the groups, eliciting
critical thinking and moving
discussions along to support them in
completing the worksheet.
After about 8 minutes, ask the
students to stop what they are doing
and talk about what they learned
from answering the questions as a
whole group. Allow about 3 minutes
before transitioning to the next
activity.
11
Prepare to write - group activities: (5

minutes).
Transition the discussion to look back

at the text on page 8. Read the
Write to Win writing prompt at the
bottom of the page. Tell the students
that they will be completing this task
but first we will work together to
gather some evidence.
Ask student how they may find

evidence to support their writing.
Elicit looking back at the text for
reference from the students. Model
this by finding a piece of evidence for
supporting the idea and then
underlining it. Use the Smart Board
to model this for the students. Tell
them they have 4 minutes to look for
evidence and underline it together in
their groups.
Ask the students to stop working and

ask them:
o
What do you think are some
reasons that people still look for
monsters?
using modeling as a strategy as well as

scaffolding to help the students
understand how to complete the
worksheet together. Have the student
break into their groups and start
working.
The teacher should be walking around
the room interacting with the groups
during this time. Having the learners
work in small groups is one way to help
the learners to feel less like [they are]
practic[ing] and occasionally even like
fun (Serdyukov, P., & Hill, R., 2008, p.
217). In this way the teacher can not
only be helping to elicit thought and
understanding, but can be doing an
informal assessment and picking up key
points to bring into the group discussion
later. Due to walking around the room
and observing what the students are
struggling with, thinking about, and
highlighting will allow the teacher to
understand how the students are
interacting with the text and
comprehending the material. This can
also allow for some more focused
attention to be given to students who
may need it.
Give the students about 10-12 minutes
to work on the questions then have them
pause to discuss findings as a group.
Work to elicit responses from the
students, and bring in what was
observed while walking around the room.
Move the discussion into back to the text
and the writing prompt found on page 8.
Let the students know they will be
completing this activity, but first we
need to look for evidence.
Model finding supportive sentences in
the text and underline one or two.
Modeling is something that is beneficial
for learners like Liang as ELLs a better
understanding of the content and
expectations. When you teacher your
students to cooperate and collaborate
while solving learning tasks, you not only
help them construct new knowledge, but
also model real-life (Serdyukov, P., &
Ryan, M., 2008, p. 136). The teacher
should do this on the Smart Board with
the students in their groups, underlining
evidence on their copies of the text. By
modeling this and using the technology
the students will be able to clearly see
an example and have a reference to look
to during this exercise. Walk around the
room guiding students that may be
struggling, and elicit thoughts into
The teacher should then model

writing down some of the ideas to
brainstorm his or her writing the
paragraphs required from the prompt
on the SmartBoard.
The teacher should ask the students
to go back to their desks and pull out
their reading journals and begin
writing some of their ideas down to
brainstorm writing. Give the students
approximately 3 minutes.
12
Independent practice (writing): (15

minutes).
Ask the student to go retrieve their

computers to begin writing. Tell them
they have the articles, and their
reading journals to help them
respond. Remind them they need to
write two paragraphs using evidence
from the text. Tell them they have
about 15 minutes to write.
(PowerPoint slide 23).
Walk around and check in with the

students giving additional support
where needed.
At the end of the allotted time ask

the students to save their work and
transition into the closer portion of
the lesson.
Closure: (3 minutes).
Let the students know that anything

they havent finished should be done
for homework.
Ask the students to volunteer some

of what they were writing about by
asking the following questions:
o
What is one reason a person may
believe there are monsters that
are looking to still be discovered?
o
Why do you think it is important
or a waste of time for people to
continue going on expeditions to
search for undiscovered life on
Earth?
Let the students know that tomorrow

we will be looking at their written
paragraphs, making any revision, and
printing out final drafts to hang up in
the room.
Reflective Assessment and/or
finding evidence. Be sure to be

observing the learners as they look for
evidence as well.
After the allotted time has passed ask
the learners to stop and ask them some
of the ways they think people still look
for monsters. Elicit a few different
answers from the learner, but take only
1-2 minutes for this.
The teacher should then model
brainstorming some ideas of why people
look for monsters with evidence on the
SmartBoard.
Ask the students to return to their desks
and pull out their reading journals to
begin writing some of their ideas down
just as they were just shown. Give the
students about 3 minutes to brainstorm.
The teacher should let the learners know
they are moving into independent
practice and they will have about 15
minutes to write their two paragraph
responses to the prompt using their
findings. (PowerPoint slide 23).
As the students are writing the teacher
should be circling around the room
interacting with students who seem
stuck or may need help as well as those
who are successfully writing the
assignment.
Remind the students to save their work
throughout, but especially at the end of
the 15 minutes. Tell the students
anything they can finish their paragraphs
for homework.
Giving the students extra time will allow
for learners who are struggling or need a
little more time to complete the
opportunity to do so. This is helpful for
ELLs because often writing in a language
one is learning takes more time. This
also helps students with learning
disabilities so they are able to take more
time with the material to successfully
meet the goal.
Asking the students nicely wraps up the
lesson and helps to regurgitate
information one more time.
Giving the expectations ahead of time
helps the students understand what the
assessment will be. Displaying their best
work, making sure they have written
what they want to represent their voice
within the classroom.
The teacher asks the students to write

Evaluation:
The assessment for this lesson is one

that occurs both throughout as well
as the final draft of the students
written response.
The teacher will read through each

students writing highlighting
strengths and challenges.
The students will hang their writing

up on the wall after the teacher has
reviewed and assessed their work.
13
then revise their text. This is modeling

the writing process for them as they will
then publish their work once the
students have decided it is ready to be
put up on the wall and submitted to the
teacher.
The teacher will read through the each
students paper and give them feedback
on their writing.
The teacher asks the students to hang
their work up on the wall or a bulletin
board. This allows students to take pride
in their work and display it in the
classroom for parents, teachers, peers,
and administrators.
14
Detailed Annotation:
This lesson plan is designed to focus on Language Arts, but can be used
interdisciplinary bridging in science as well. This is designed to be used in part
during a lesson I will be teaching next week. I am fortunate enough to be able to
have some background with these students as I have been volunteering with the
school on various days and have worked with these students. This class has a high
ratio of ELLs and two Autistic students. The reading level in this class as a whole is
below standard and the teacher has been working on their critical thinking, writing
skills coupled with reading.
This lesson is designed in such a way that it works to provide differentiated
instruction to incorporate the 1/3 Plus Model. One way that the teacher does this is
to set the students up for success by letting them know the goals and objectives of
the lesson and how it is relevant to them. As Serdyukov and Ryan point out,
preparing the students by making the student aware of what is being learned and
why allows the learners to choose to enter the lesson motivated and will lower a
students anxiety level therefore, enhancing learning and subsequent achievement
(2008, p. 10). The rationale in the lesson plan visiting the goals and objectives in the
introduction is to do just this. There is also SDAIE and Multiple Intelligence
integration with the usage of the PowerPoint and presentation.
During the introduction the teacher will use visual aids and modeling while
working through the vocabulary words using the PowerPoint Presentation. The
presentation will be designed to work a by being projected or shown on a
SmartBoard. Serdyukov and Ryan point out that teaching vocabulary should be
comprehensible to all students and using visuals, demonstrations, body language,
and manipulatives make new words comprehensible to students (2008, p. 40). The
15
PowerPoint is creating a visual aid to the learners and intended for the teacher
introduce and talk about words using body language as well.
During the shared reading portion of the lesson, the teacher should be cognizant
of teacher talking time versus student talking time. It is beneficial for the learners to
limit the amount of time a teacher is talking and break that up by allowing the
learners to speak in between. No matter how the students are received the
knowledge or skills, interrupt input about once every ten minutes to allow for about 2
minutes for the students to process the learning (Teaching for Excellence, 2013).
This is also a great strategy to keep the learners engaged and motivated in the top
third, while working with the middle and the bottom third of the class by allowing
more time for understanding and comprehension. This lesson plan implements this
by breaking up the sections of the text for discussion periods to revisit vocabulary,
and synthesize what the text was about.
The next section of this lesson plan has the learners work in small groups on a
closed reading section. The students are given specific questions about the text to
collaboratively work together on answering. This is known as cooperative learning,
which is able to provide rich communication opportunities for English proficient
students as well as promoting acquisition of the dominant language English
(Serdyukov, P., & Hill, R., 2008, p. 40). By using collaboration in the closed reading
section the lesson is able to provide support and motivation for all three thirds of the
class.
The next thing that occurs in the lesson is explaining the assignment to the
students which will be their independent practice. Serdyukov and Ryan state that
activities may be of at least two levels of complexity, basic (guided practice) and
advanced (independent practice) (2008, p. 96). During this time, as well as others
16
throughout the lesson, the teacher will be walking around the room observing
learners as well as engaging them to think deeper into the text and elicit answers to
the writing prompt. The important thing the teacher should look for in the students
interactions is to see that the learners are working to apply what they have learned
and produce something showing learning result.
In the lessons closure the learners clean up and the teacher lets them know that
if their writing is unfinished they should finish it as homework allowing more time to
students that may need it. The teacher explains that the next day the learners will be
revising and printing out final drafts of their writing to be turned into the teacher as
well as hung up on the wall. Authors Serdyukov and Ryan call this suitable
accommodation, which can help ensure the learning process for every student
(2008, p. 97). Both the collaboration portion and allowing extra time to complete the
writing assignment are suitable accommodations for ELLs.
Another thing that is helpful to incorporate is students learning styles and the
variety of those one finds in a classroom. Throughout the lesson there are visual
aids, the teacher using graded speech and guiding the students through the reading,
having the student write up thoughts and underline portions of the text that support
their thoughts and the main idea, as well as writing up a two paragraph response to
the writing prompt are useful ways to work with various learning styles and
strategies. While all students need to use a variety of strategy types, ELLs, in
particular, will benefit from using strategies in combination (Serdyukov, P., & Hill, R.,
2008, p. 219). This lesson plan attempts to work toward supporting various learning
styles by using different teaching strategies together.
Something else that is prevalent throughout the lesson plan is scaffolding
techniques. Scaffolding is a strategy that works to develop a stronger understand of
17
the content students are working with. Utilizing scaffolding is something that is used
throughout SDAIE teaching practice. Scaffolding can be visualized like a ladder
which the students use to climb closer to the learning objective(s). In my experience
scaffolding use is crucial to ensure learners are able to dive deeper into their
understanding, comprehension, and the ability to retain the information they are
learning.
Classroom management within this lesson plan is focused on time management
and active learning. Serdyukov and Ryan write that optimal time management
contributes to the lesson effectiveness (2008, p. 124). In my experience time
management is one of the most important things to consider. Serdyukov and Hill
state that classroom management is an important component of SDAIE, and that
cooperative grouping is one useful approach, this can be seen in the activity
portions of the lesson (2008, p. 51). I have learned that there are two things effective
classroom management strategies require from a teacher, planning for active and
engaging learner experiences and being clear and consistent with your expectations
of the students. This lesson works to display both of those things.
Regarding the specific accommodations for the ELL student Liang, the lesson
plan works to include and adapt the instruction for learners like him. There are
notations added in the column for accommodation that specifically speak to this
learner throughout the lesson plan. Due to the fact that Liangs reading and writing
level is early advanced the teacher should be sure to make sure he is able to figure
out the specific thing(s) that is/are challenging him. During the activity sections, the
teacher should be walking around the room to check in with students, attention
should be paid to Liang during this time to be sure comprehension is not an issue for
him and that he is able to complete the activities.
18
Sheltered English is one example of how this lesson will support Liang, as well
as other ELLs as the class this lesson was written for contains a high ratio of ELL
students. Some of the strategies pointed out by Serdyukov and Hill that show
application of sheltered instruction and are also included in this lesson plan are: slow
but natural levels of speech, clear enunciation, short simple sentences, repetition
and paraphrasing, controlled vocabulary and idioms, and frequent comprehension
checks (2008, p. 51). There is also a great deal of visual reinforcement in this
lesson which is shown through the use of gestures, props, pictures
demonstrations, and hands-on activities (Serdyukov, P., & Hill, R., 2008, p. 51). One
of the biggest supports used for Liang is repetition during the vocabulary
introduction. The teacher is not only having the students collaborate and use
problem solving skills to decipher what the target vocabulary means, but also is
asking the students to repeat the words after he or she says the word to practice
pronunciation. This is beneficial for Liang as he is a learner that struggles with his
English pronunciations.
Liang is able to find deeper understanding by being guided through the strategies
of reading, writing, listening, and speaking during the lesson. He is able to practice
his speaking, listening, reading and writing skills with the class during the
discussions and group work. His writing skills are once again able to be practiced
during the writing section of class, and allowing more time to finish the written work
will allow him to be able to successfully meet the goal of the lesson.
In closing, this lesson plan works to incorporate SDAIE strategy while following
the 1/3 Plus Model. It is important for teachers to apply the strategies and tools they
find and evaluate how successful they are for teaching and learning. One important
thing to do as an educator is to incorporate those strategies and methods into their
19
lesson plan. Good lesson plans are the foundation of successful student learning,
accurate assessment, and effective classroom management (Serdyukov, P., &
Ryan, M., 2008, p. ix). Creating a solid structure to work from can allow a teacher to
be prepared and ready for class and will set the lesson up for success.
20
WORKSHEET The Beast of the Loch Ness
How does the first and second paragraph differ in tone? Why do
you think the author used this contrast?
Why do you think the author used narrative style to begin this story
with?
What do the giant squid and Komodo dragon have in common in

the second section of the text? Why do you think the author
included these examples?
What are some of the theories about what the Loch Ness monster
really is?
What did Robert Rines think was important in making a discovery?

How does this apply to other scientists?
Do you think there is more evidence to prove the beast of the Loch
Ness exists or doesnt exist? Why?
21
References
California State Board of Education. (2013). Common Core State Standards California. Retrieved from
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
National University. (n.d.). TED 621A given case study, adapted. Retrieved from
http://myonlinelogin.com/re/DotNextLaunch.asp?
courseid=10625378&userid=22891421&sessionid=70ff414608&tabid=4zDmLm3ckS8tCsXTjhf3kI2S/l3r6
XFz9osncu29wztwk0RZU5ZMyXetzRyKOko7yF/xTeeyXd3CZWbOlO3sGWRlnwhg1pUcFxud4b3PyeM=&
sessionFirstAuthStore=true&macid=L81l/Fr
Scholastic. (2014, October). The Beast of the Loch Ness. Scholastic Storyworks, 5-8. Retrieved from
Serdyukov, P., & Hill, R. (2008). Methodology for Second Language Development. Pearson: Boston, MA
Serdyukov, P., & Hill, R. (2008). Methodology for Second Language Development. Pearson: Boston, MA
Serdyukov, P., & Ryan, M. (2008). Writing Effective Lesson Plans: The 5-star Approach. Pearson Allyn
and Bacon: Boston.
Teaching for Excellence. (2013). Use the 10-2 Rule Eight Usable Ideas in One |Teaching for
Excellence. Retrieved from http://www.teachingforexcellence.com/use-the-10-2-rule-eight-useableideas-in-one/

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