Johnny Segovia

TED 623 Language Development Methods

Lesson Plan Analysis
11/29/15

First Lesson Plan

The first lesson plan that I am going to provide an analysis to is for an 11th grade
class. The classroom is an U.S. History class, and the unit topic is The Effects of the
Industrial Revolution. The lesson topic for this plan is The Labor Movement. The
creator of the lesson plan has identified the California Student Academic Standard:
8.12 Students analyze the transformation of the American economy and the changing
social and political conditions in the United States in response to the Industrial
Revolution.
11.7 Students analyze the different explanations for the Great Depression and how the
New Deal fundamentally changed the role of the federal government.
The classroom is described as a sheltered class, and has a range of beginning to
advanced English Language Development levels. The English Language Development
standards that are addressed by the lesson are:
Listening and Speaking Intermediate level
Comprehension Respond to messages by asking simple questions or by briefly
restarting the message.
Reading Comprehension Beginning Comprehension Understand and follow
simple multiple step oral directions for classroom or work-related activities.

Analysis of Lesson Plan

My analysis of the lesson plan begins with the critique of the intended learning
goals and the standards that are being used. The two standards that are used for the
lesson are derived from different grade levels. This could be used for the building off
previous knowledge aspect of the lesson, but the standard clearly states that students
will analyze content that is being presented. This may not be the best standard to use
with the 11th grade class that the lesson is designed for.
The instructional strategies used for this lesson are not explicitly laid out. The
teacher addresses that the classroom contains a wide range of ELD learners. There
are specific strategies for English Language Learners that can be used to address the
needs of the entire class. All students benefit from SDAIE and related strategies, but
they are particularly effective for English Learners (SDAIE and Related Strategies).
Applying such strategies in a class with such as range of ELL students may be an
effective instructional strategy to make the content accessible as stated by TPE 4; which
is an identified focus for the teacher.
The student activities of this lesson provide all students with the opportunity to
work in groups. This activity does address the TPE 11 need of creating a social
environment. The modification made for the ELL students is that they will be provided
with a graphic organizer to assist them with organization and the new vocabulary words
for the section. This seems as an effective strategy, but it is the only strategy that is
listed for the wide range of ELD levels in the class. I feel the teacher could provide for
modifications as needed for the needs of the students.

The instructional resources that the teacher will use in the class are definitely the
strong point of the lesson. The teachers use of PowerPoint to meet the ELD needs of
students is good. The teacher has combined the instructional resources with the
strategies that are planned on being used.
1/3 Plus model
Many of the resources and strategies used in this lesson seem to be focused on
the students with special needs. The teacher does not address the needs of all
students in class. There are not any modifications or additions listed to meet the top 1/3
of the class.
Conclusion
This lesson has some great instructional strategies and resources. The teachers
strong point of the lesson is definitely the use of a differentiated PowerPoint to provide
instruction. The area of opportunity, I believe, for this lesson is the lack of addressing
the needs of all students. Again, the top 1/3 of the class is not addressed. I would
recommend assignment additional reading for these students, or allowing them to work
independently on other work if they finish early.

Second Lesson Plan

The second lesson plan that I am going to provide an analysis to is for an 11th
grade class. The classroom is an U.S. History class, and the lesson intended goal is to
gain knowledge of the Manifest Destiny and its effects on the people of the U.S. and

Mexico. The creator of the lesson plan has identified the California Student Academic
Standard:
11.3 Students analyze the role religion played in the founding of America, its lasting
moral, social, and political impacts, and issues regarding religious liberties
The English Language Development standards that are addressed by the lesson are to
identify a variety of media messages and give some details supporting the messages.
The intended learning outcome for the lesson is that students will be able to explain the
benefits of westward expansion and how the people of the United States were benefited
and the people of Mexico living in the southwest were moved out.
Analysis of Lesson Plan
My analysis of the lesson plan begins with the critique of the instructional
strategies that with teacher will use. The use of the pre-assessment and introduction
are a good way to gain the attention of the class and engage them in the lesson. But,
as effective as this strategy may be, there is not adaptation made for ELL students in
this part of the lesson. The plans instructional strategy also provides for the teacher to
present a PowerPoint of the content. A lesson plan is a tool that moves from theory to
practice by carrying out a methodological approach structured enough to ensure clear
and concise direction, yet flexible enough to provide for differentiation to meet the needs
of every student (Serdyukov, 2013, p. 97). For this reason, I find lectures and class
discussions to be very effective strategies. Using these methods provides the teacher
with the ability to make adaptations and modifications during the lesson.

The student activities for this lesson follow the same objective as the instructional
strategies, but there are no instructional resources of modifications made for the ELL or
special need students. If an ELL or special need student is having difficulty with the
PowerPoint that is being used for the instructional strategy, then similar modifications
should made for the handout student activity.
The teacher makes great use of the technological resources that are available for
the instructional resources. Providing ELL and special need students with the
presentation translated into their primary language is a great tool to provide. It not only
gives students access to the material in a differentiated manner, but is very engaging for
the student by using new technology to provide it.
1/3 Plus model
Many of the resources and strategies used in this lesson seem to be focused on
the middle 1/3 of the class. The teacher does not address the needs of all students in
class. There are not any modifications or additions listed to meet the top 1/3 of the
class, and the needs of those ELL and special need students are only addressed in the
presentation instructional strategy.
Conclusion
This lesson has some great instructional strategies and resources. The teachers
strong point of the lesson is definitely the use of a differentiated PowerPoint to provide
instruction in the students primary language. The area of opportunity, I believe, for this
lesson is the lack of addressing the needs of all students. Again, the top 1/3 of the class
is not addressed. I would recommend assignment additional reading for these students,

or allowing them to work independently on other work if they finish early. Additionally,
the teacher would need to address the lack of differentiation in the student activities.

Third Lesson Plan

The third lesson plan that I am going to provide an analysis to is for an 11th grade
class. The classroom is an U.S. History class, and the lesson intended goal is to
understand the credo of Mani-fest Destiny and, through analysis of images and textbased sources, will learn and discuss the Indian Wars from both the Federal and Native
American perspectives. The creator of the lesson plan has identified the Common Core
Standard:
6.6 Read and interpret a primary source document reflecting the dynamics of the Gilded
Age American society (e.g., Booker T. Washington's "Atlanta Com-promise," Carnegie's
"Gospel of Wealth," Sojourner Truth "Ain't I A Woman," Jane Addams' Hull House
accounts, Jacob Riis photographs and/or writings, a sweatshop worker's personal
story).
6.11 Analyze the basic principles of Turner's frontier thesis.
The English Language Development standards are not addressed by the lesson plan.
Analysis of Lesson Plan
My analysis of the lesson plan begins with the critique of the plans structure.
The lesson plan does provide my detail about the instructional resources that will be
used. There are extensive primary and secondary resources that are available. But the

plan does not provide area for a differentiated instruction. The instructional methods,
student activities, and assessment methods are very detailed and connect to the
intended learning goal of the unit. The teacher employs discussions, group work, and
alternative methods of assessment that will meet the needs of most of the students in
the class, but there is no identification of how the needs of ELL and/or special need
students will be addressed.
1/3 Plus model
Many of the resources and strategies used in this lesson seem to be focused on
the middle 1/3 of the class. The teacher does not address the needs of all students in
class. There are not any modifications or additions listed to meet the top 1/3 of the
class, and the needs of those ELL and special need students are not addressed in the
instructional strategy, student activities, and assessment methods.
Conclusion
This lesson has some great instructional strategies, student activities, and
instructional resources incorporated into it. The area of opportunity, I believe, for this
lesson is the lack of addressing the needs of all students. Again, the top 1/3 of the class
is not addressed. I would recommend assignment additional reading for these students,
or allowing them to work independently on other work if they finish early. Additionally,
the needs of ELL and special need student are not addressed. To improve this lesson,
the teacher would need to address the lack of differentiation in the instructional
resources, student activities, and instructional resources. The education rights of
limited English proficient children are protected by law in the form of legislation

(Serdyukov, 2009, p. 123). If there are ELL and special need students in the class, the
teacher must make adaptations and modifications for them. This lesson plan is filled
with excellent activities and resources; all it is missing is the adaptations and
modifications for those ELL and special need students.
Lesson Plan Comparison
The lesson plans that I analyzed and critiqued had many similarities. One of the
main similarities that was present is each lesson plan was the instructional resources
that were available. Even in the third plan that did not provide a differentiated learning
experience still had a vast number of instructional resources that were incorporated into
the learning.
In the two plans that were provided in the course resources, the plan both
provided adaptations and modifications for ELL students. When evaluating the plan,
seeing how these two lessons incorporated these strategies into the lesson seemed to
be set-up to be more successful. The plan third plan that I found on the internet, though
filled with engaging instruction and activities, could prove to be problematic if the class
does have ELL students. This may lead to on-the-spot adaptations which could takeaway from the intended learning goals.

My Lesson Plan

Description:

Grade:

11th Grade High School

Content Area:

History-Social Science

Subject Matter:

United States History and Geography

Goals, Objectives, and Learning Outcomes

State-adopted Academic Content Standards for Students
11.7: Students analyze America's participation in World War II
By the end of this lesson, students will be able to:
1. Describe the effects of the atomic bomb
2. Take a position on the use of the atomic bomb to end the war-was it necessary

Procedure
This lesson will build on the students previous knowledge by requiring them to think
critically and formulate a decision based one that earlier information that was acquired.
The previous lesson about the events of World War II will be utilized to make and
support the position for or against the use of atomic weapons to end the war.
This lesson will connect to the preceding lesson by drawing on and building upon
content knowledge. Previous lessons included pertinent information that will be needed
to take either position on the use of atomic weapons. The current lesson will also
include the students being able to describe the effects of the atomic bomb. The
previous and newly attained knowledge will be used in the culminating activity. The

lesson will also connect to subsequent lessons in that students will the information in
the current and prior lessons in the unit to come which deals with the Cold War and the
atomic age.

Assessment
The purpose of the assessment would be for the students to work toward the intended
learning goals by summarizing/reflecting on the content.
Students will:

stop and reflect

make sense of what they have heard or read

derive personal meaning from their learning experiences

References
SDAIE and Related Strategies. [PowerPoint slides]. Retrieved from
http://nu.blackboard.com
Serdyukov, P. & Hill, R. A. (2009). Methodology for Second Language Development
(Revised Edition). Boston, MA: Pearson.
Serdyukov, P. & Ryan, M. (2013). The 5-Minute Lesson Plan: A Practitioner's Guide.
Boston, MA: Pearson Learning Systems.