MCEA-ESL Lesson Plan Template

Teacher: _______________________

Grade Level: __________

Time Needed: __________

Subject Area: ______________________

Topic: __________________________________________________________
Part 1: Lesson Framework

Enduring
understand
ings or
essential
questions
Standard(s
)
Assessment
/s
Evidence of
Understan
ding
/Learning

Content
Objective(s
)

Lesson
objectives
for
students
with
unique
learning
characteris

Major concept underpinning the lesson

Include those common core, state, or district standards that your lesson dialogues with. Provide the exact
standard, grade level & discipline.
How will students demonstrate what they have learned from this lesson? What knowledge will they be
able to demonstrate? Are you differentiating assessments based on your students?

What are the specific content

objectives? What do you want
students to know or be able
to do after theyve been
engaged in this lesson? Use
observable language.

Languag
e
objectiv
e(s)

What are the specific

language objectives that
stem from the content
objectives? What are the
specific things students
will need to be doing
with language to meet
those content objectives?
Consider: Function
(purpose)

Specific
Langua
ge
Structu
res

What are the specific

discourses, sentences,
and words students will
be using to
demonstrate that they
are engaging with
language objectives?
Please, consider both
receptive and
productive domains.
Consider: Discourse,
Sentence, and words
level.

At the end of the lesson, what should students know and be able to do? What is the enduring knowledge
or authentic skill(s) you want students to learn and apply in this and subsequent experiences? What, if any
IEP or behavior interventions and/or goals are addressed in this lesson?

tics

Prior
Knowledge

Language
Scaffolds
and
differentiat
ion

What previous knowledge do

your students need to have to
engage with the
content/topic of this lesson?

Cultural
Integrat
ion
&
Funds of
Knowled
ge

What funds of knowledge

and relevant experiences
from your students are
you incorporating into
this lesson? How will you
incorporate and build on
this, connecting to your
objectives?

Translanguag
ing

What opportunities are

you providing to allow
students to draw on
their entire linguistic
repertoire? Please, be
specific.

What specific scaffolds are you providing for receptive (listening, reading) and/or productive (speaking,
writing) language in this lesson? How will you ensure that input is comprehensible and that all students
can fully participate in this learning task? Consider participation patterns, visual and textual support, etc.

Part 2: Lesson Procedure

Materials & List any materials (copies, books, technology) that you and the students will need to complete the lesson.
Which
texts
Texts
How
willwill
youinform
checkthis
forlesson?
true understanding throughout your lesson? How will you know if your
Formative

Assessmen students are achieving the learning goals? How are you considering the role of language in your
Tasks
formative assessment strategiesLearning
so that you
can truly understand what students are learning
t
(regardless of their English language proficiency)?

This section includes a step-by-step list of the activities you will follow during your lesson, which includes suggested
class time for each step. Please provide enough detail to clearly articulate: (1) what students are doing, (2) what the
teacher is doing, (3) the intended goals or guiding questions for any discussions, and (4) a brief blurb to show how you
will transition between activities.

You should also explicitly integrate language scaffolds in your lesson (participation patterns, visual and textual support,
etc.).
How will you introduce the lesson so that all of the students have a clear understanding of the objectives
and what they need to do to be successful? How will you capture the students interest? If you are doing a
Introductio read aloud or mini-lesson, what questions do you plan to ask students/pages in the book to stop on (this
should be planned out.) Timing?
n/
Engaging
Hook
What will you do? What will students do? Lay this out step-by-step. Think about whole class instruction,
groupings and independent work times. What are students doing during each or any of those times? What
are you doing during those times? What questions will you ask them to think about before they get
started, while they are working and when they have finished? Timing?
Procedure

Closure

Think about: How will you gradually release responsibility to students by providing scaffolds and then
scaling them back?
o I Do It (Modeling)
o We Do It (Guided Instruction)
o You Do It Together (Collaborative Learning)
o You Do It Independently ( Independent Practice and Assessment)
How will you conclude the lesson? Is there time for students to reflect on what they learned or share?
What questions do you want to leave them with? How will you transition students to the next activity?
Timing?

WIDA MPI Strand (Adapted)

Content
Objective:
Performance
Definitions
Language
Objective:

Language
structures at
the
Discourse
Level
Language
structures at
the
Sentence Level
Language
structures at
the
Word Level

Level 1-3

Level 2-4

Level 3-5