BY ELIZABETH VISEDO

K-12 Lesson Plan ModificationTutorial

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Navigating the Tutorial

B A C K T O S T E P S

E X I T

StepsS

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1 Select & Evaluate a Lesson Plan S

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2 Modify the Lesson Plan

Ste

p 3 Modify the

Follow-Up/ Assessment S

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4 ESOL-

Modification Checklists

Selecting a Lesson PlanS

tep

1Select & Evaluate a Lesson Plan

For criteria guidelines: Basic Hints How to recognize a good LP when you see it: Do you have a question about the

basic content of a good LP? If no, go on.

If yes, go to Write a Lesson Plan Guide

How to find a good LP online: Do you have a good LP picked out?  If

yes, go on. If no, go to

Finding Lesson Plans On Line How to prepare your LP for modification: Are there any sections missing in

your LP?  Lesson Plan Checklist: Objective

s Lesson Plan Checklist: All Other

Elements If no, go on to Step 2. If yes, insert the missing sections for

the LP you are working on.

B A C K T O S T E P S E X I T

Basic Hints for Selecting a Lesson Plan

Ste

p 1Select

& Evaluate a Lesson Plan

The lesson plan you select must be originally intended for native speakers of  English. That is, not a lesson intended for

ESOL students, and therefore already modified.

The lesson plan should be for a content subject class. Not a lesson plan that teaches

English to Speakers of Other Languages.

The lesson plan must be for a level of student you are interested in working with. If you intend to teach Elementary

Ed., this lesson should be geared to elementary students

E X I TB A C K T O S T E P S

Finding Lesson Plans OnlineS

tep

1Select & Evaluate a Lesson Plan

You can conduct your own search by going to any educational search engine, e.g.: Yahoo Search Dogpile Search Google Search Or  use some of these:Resources for Lesson Plan Ideas A to Z Teacher Stuff PBS Teacher Source

A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards.

Discovery Channel Education  Education World® Lesson Plans Education World® - National Standards

This guide was originally written by Manal El-Tigi, Ph.D., Department of Instructional Design, Development, and Evaluation - Syracuse University.  She was one of the principal editors and reviewers of the AskERIC Lesson Plan Collection from 1996 – 2000. Updated by EV.

E X I TB A C K T O S T E P S

Lesson Plan Checklist: ObjectivesS

tep

1 Select & Evaluate a Lesson Plan

Content ObjectivesClearly defined?  Yes No Needs

WorkComments

Linguistic Objectives (if any)Clearly defined?  Yes No Needs

WorkComments

Mainstream students? Yes No Potential Comments

ESOL students? Yes No Potential Comments

Cultural Objectives (if any)Clearly defined?  Yes No Needs

WorkComments

Mainstream students? Yes No Potential Comments

ESOL students? Yes No Potential Comments

E X I TB A C K T O S T E P S

Lesson Plan Checklist: All Other ElementsS

tep

1 Select & Evaluate a Lesson Plan

StandardsSunshine State Standards? Yes No Insufficient Comments

ActivitiesClearly defined?  Yes No Needs Work Comments

Mainstream students? Yes No Needs Work Comments

ESOL students? Yes No Needs Work Comments

Materials? Yes No Some Missing Comments

Follow-Up/AssessmentClearly defined?  Yes No Needs Work Comments

ESOL students? Yes No Needs Work Comments

Home-Fun Activity Yes No Needs Work Comments

Rubrics/Checklists Yes No Some Missing Comments

E X I TB A C K T O S T E P S

Modifying the Lesson Plan

Step 2Modify the Lesson Plan

For criteria guidelines, click on ESOL Modifications

Include the following information about the Lesson Plan:

Grade:  What grade/s is this lesson for? Lesson Topic: What is the subject of the

lesson?  What will be taught? Materials: What materials are needed in

order to teach the lesson? Additional Materials: Since your ELLs may

be unable to perform the same type and/or level of tasks as the other members of the class, you will need to indicate what additional materials you will need to enhance your instruction for them.

Then, follow the 3 steps below 1. Modify the objectives 2. Identify the Florida Sunshine State S

tandards  3. Describe procedures in detail, includi

ng ESOL modifications E X I TB A C K T O

S T E P S

ESOL Modifications

Step 2Modify the Lesson Plan

Basic Guidelines

Choose strategies that are appropriate for each of the four ELL Stages of development. See Some Examples

Choose strategies that are appropriate for the subject matter being taught: Overall Strategies Language Arts Science Social Studies Math Computer Literacy

Ask your instructor for a sample of a modified lesson plan to which s/he would give top grades. E X I TB A C K T O

S T E P S

ELL Stages

Stage Student Behaviors Teacher Behaviors

Pre-Production

• Points to or provides other non-verbal response

• Actively listens • Responds to commands

• Gestures • Language focuses on conveying

meanings and vocabulary development

• Repetition

Early Production

• One-word responses • Short utterances

• Asks questions that can be answered by yes/no and either/or responses

• Models correct responses

Speech Emergence

• Participates in small group activities

• Demonstrates comprehension in a variety of ways

• Focuses content on key concepts

• Provides frequent comprehension checks

• Uses performance-based assessment

• Uses expanded vocabulary • Asks open-ended questions that

stimulate language production

Intermediate Fluency

• Participates in reading and writing activities to acquire new information

• Fosters conceptual development and expanded literacy through content

Step 2

Modify the Lesson Plan

E X I TB A C K T O S T E P S

Examples of ELL Stages and Strategies

Stage Questioning Techniques

Pre-Production

• Point to…• Find the… • Put the _____ next to the _____.  • Do you have the _____ ? 

• Is this a/an _______?  • Who wants the ______?  • Who has the ______?

Early Production

• Yes/No questions (Is the “trouble” light on?)

• Either/Or questions (Is this a screwdriver or a hammer?) 

• One-word response (What utensil am I holding in my hand?) 

• General questions that encourage lists of words (What do you see on the tool board?) 

• Two-word responses (Where did he go?“To work.”)

Speech Emergence

• Why?• How? • How is this like that?  • Tell me about… 

• Talk about …  • Describe…  • How would you change this

part?

Intermediate Fluency

• What would you recommend/suggest?

• How do you think the story will end? 

• What is the story mainly about? 

• What is your opinion (on this matter)? 

• Describe/compare … 

• How are these similar or different? 

• What would happen if…?  • Which do you prefer? Why?  • Create…

Step 2

Modify the Lesson Plan

E X I TB A C K T O S T E P S

Modifying the Objectives

Step 2Modify the Lesson Plan

Content Objective /sThese objectives can be behavioral or cognitive. First, your content objective should be appropriate for ALL students in your class. All students should cognitively be able to learn the material you are teaching regardless of their language limitations.

Linguistic Objective/s and VocabularyWhat language function or grammatical structure can be taught/ reviewed with this lesson? or What words may be a problem for the ESOL student? Next, you will look for opportunities to add linguistic objectives to your lesson.  What language skills do you hope students at each of the 4 stages of proficiency can meet? You need to set the language objectives one level above for your English Language Learners: for example, for the Pre-production level students, you will write the objectives at the Early production level, as you want them to move to the next level, and so on…

You may find ideas for language and content objectives for your lesson by following this link.

Cultural Objective/s: These objectives are the culturally-related goals achievable in the lesson.  This is an opportunity to make a link between all students’ home culture and the school. These are teachable moments when school culture is taught, or connections are made to all students’ home cultures.

E X I TB A C K T O S T E P S

Identify the Florida Sunshine State Standards

Step 2Modify the Lesson Plan

Make sure you include the Sunshine State Standards appropriate for your lesson plan.

Florida Sunshine State Standards:  What Sunshine State Standards are being met by this lesson plan?

E X I TB A C K T O S T E P S

Describe Procedures in Detail Including ESOL Modifications

Step 2Modify the Lesson Plan

1.  Introduction:  What do you do to motivate and immediately involve the students?

2.  Presentation:  What are the activities and sequence of events for the lesson?

Are you unsure of how to do this? If yes: see HINTS If no, proceed to Step 3.

E X I TB A C K T O S T E P S

Overall Strategies

Step 2

Modify the Lesson Plan

1. Provide a climate of warmth and caring which nurtures a sense of comfort

2. Seat the student close to the front of the room. 3. Establish a daily routine in your classroom and prepare the

student for any changes. 4. Use as many of the senses (seeing, hearing, touching, smelling and

tasting) as possible to prevent information to students. 5. Provide ESOL students guidelines for written work and home-work

assignments. 6. Provide alternative instruction whenever the class lessons are

extremely difficult for the ELL. 7. Arrange small discussion and talking activities that permit

students to practice verbal skills. 8. Give verbal information and explanations along with a visual

presentation. 9. Allow the students ample time to complete assignments. 10. Keep directions short and simple. 11. Assign buddies and peer tutors to your ELL. 12. Clearly explain homework assignments since the ELLs lack the

English language support at home. 13. Allow ELLs to use bilingual dictionaries. 14. Utilize learning centers as alternative instruction to provide

sufficient reinforcement of content material. E X I TB A C K T O S T E P S

Language Arts

Step 2

Modify the Lesson Plan

1. Utilize oral techniques, such as cueing, modeling elicitation and chunking. 2. Utilize the Total Physical Responsive (TPR) teaching strategy which

introduces a new language through a series of commands to enact an event.

3. Utilize the dialogue journal technique in which the students regularly communicates with the teacher.

4. Speak clearly and simplify the vocabulary; it is not necessary to speak too loudly.

5. Utilize the Language Experience Approach which incorporates the experiences, the oral language, and interests of the student to develop writing and reading skills.

6. Limit correcting errors of pronunciation, structure, or vocabulary. State the response correctly without comment if necessary.

7. Share big books in the classroom, especially those published by the students.

8. Provide frequent review and repetition in each step of language and content learning.

9. Choose reading and writing activities that activate the prior knowledge of the students.

10. Use pop songs and favorite read-aloud poems. 11. Present new reading vocabulary extensively, utilize props and facilitate

multi-sensory formats. 12. Integrate your English curriculum with other subject areas to expand

English vocabulary. 13. Role play stories form literary based reader; if ELL has adequate

language, make him/her an active participant. 14. Choose literature representative of the ethnic background in your

classroom. 15. Provide individual and group activities to develop listening and speaking

skills through learning centers

E X I TB A C K T O S T E P S

Science

Step 2

Modify the Lesson Plan

1. Involve students in “hands-on” learning experiences to allow the ELLs to be more active participants.

2. Present new information to students in small sequential steps, allowing the student to concentrate on one thing at a time.

3. Utilize outlines and charts during class presentation. 4. Model instructions for experiments to introduce and explain new

vocabulary. 5. Explain clearly all safety procedures. 6. Write instructions on the board so that ELL can refer to them

when needed. 7. Utilize the cooperative learning approach in which the ELL is

given the opportunity for peer instruction. 8. Assign low level language proficiency activities in which the ELL

could experience success. 9. Integrate vocabulary expansion activities, such as labeling,

identifying and classifying information. 10. Allow students to answer fewer questions or written problems as

long as they acquire the key concept of the lesson. 11. Provide for oral testing of new material if the ELL is not able to be

tested by a written format. 12. Research and present to the class interesting scientific

information concerning the targeted ethnic group

E X I TB A C K T O S T E P S

Social Studies

Step 2

Modify the Lesson Plan

1. Employ games and simulations to engage the students in problem-solving and decision making.

2. Assign independent projects in which the ELL will be given an opportunity to display his/her academic strength.

3. Guide your students through the process of textbook reading by asking questions, providing purpose statements and conducting discussions.

4. Utilize graphic organizers such as webbing and semantic maps. 5. Modify your lesson objectives according to the language level of

the ELL. 6. Plan for culturally oriented activities in which the ELLs can

contribute their knowledge of their culture and to promote cultural understanding in the classroom.

7. Utilize audiovisual materials which support a multi-sensory approach.

8. Teach the book format to the ELLs to make sure they know how to use each part of the book.

9. Encourage your ELLs to bring newspaper, magazines, and artifacts from their home culture to show their peers.

10. Assign cultural awareness projects to familiarize your students with the differences and similarities of the targeted cultures

E X I TB A C K T O S T E P S

Math

Step 2

Modify the Lesson Plan

1. Encourage students to verbalize the steps involved in solving a problem as they work through it on paper.

2. Use manipulatives to help students visualize the math concepts . 3. Allow students to use computational aids such as number lines,

abacus, counters and computation charts. 4. Teach math concepts and computation procedures through games

and kinesthetic activities. 5. Give practice in reading word problems by identifying the key

words to determine the operation needed to solve the problem. 6. Utilize whenever possible good audiovisual programs for

presentation of new concepts and assignments. 7. Conduct extensive comprehension checks whether done by the

teacher or peer tutor. 8. Begin with the easiest word problem adding the harder problems

in a progressive order. 9. Group problems initially by the operational procedure to be used. 10. Research whenever possible the methods of main computation

and application of the particular language groups in your class.

E X I TB A C K T O S T E P S

Computer Literacy

Step 2

Modify the Lesson Plan

1. Teach through modeling rather than giving directions. 2. Assign work in groups with native speakers of English. 3. Have student surpass his own previous record rather than the

score achieved by a rival. 4. Select software that has been proved effective for the purpose of

using content to enhance language development.

E X I TB A C K T O S T E P S

HINTS

Step 2

Modify the Lesson Plan

1. Avoid making your modifications too general.  (e.g. "I would speak 90% of the time to an ELL at the Pre-production level, and use lots of pictures.)   Instead, define what you would say and specify what pictures you would provide.

2. Avoid making plans that would be impossible to stick to.  (e.g. I would translate everything that I am doing and label all classroom objects in the student's native language, and I would allow the student to work with another student that is bilingual in his/her language and in English).  Instead, define exactly what you would provide translations for, and do not count on having another student help you.

3. Avoid making plans you cannot accomplish without cloning technology (you are only one person ; -)  e.g. "I will read a book to the class, and AT THE SAME TIME, I will help the preproduction students on matching words to pictures, and AT THE SAME TIME, I will help the early production kids with new vocabulary and spelling....

4. Be careful with assumptions that methods aimed at special education and early childhood children will work equally well with ELLs at all levels of proficiency and that no real modifications need to be made.

5. Be careful with assumptions about students at the Intermediate Fluency Stage.  They may communicate very well orally, but may not be as able when it comes to written tasks, particularly CALP activities.

6. Your goal is to keep your ESOL students working to the full extent of their abilities in English on the same task as the rest of the class so that they can participate to the maximum amount possible.  This keeps the students from falling behind academically in content areas, and reinforces vocabulary and structure by having them use English in meaningful ways and through social interaction.  It also helps avoid academic and social isolation from the other students, thus promoting even greater English language proficiency.

7. The goal is NOT to write 5 lesson plans (one for native speakers and one for each of the stages of proficiency).  It is to explain how you would modify what you are already doing to make it more salient to your ELLs.  Much of the time, this will mean adding some more communicative features, such as realia and pantomime, to your instruction to the entire class, yet at other times it may mean that you wish to offer the ELLs a separate task that they can complete at their linguistic level, that is related to the lesson at hand, while the other children tackle something somewhat different and more linguistically complex.

Prepared by Michelle Macy

E X I TB A C K T O S T E P S

Modifying the Follow-Up/Assessment

Step 3Modify the Follow-Up/ Assessment

Since your ELLs may not be able to perform the same type and/or level of tasks as the other members of the class, you will need to indicate how you will Assess/Evaluate their understanding/comprehension of the subject matter, as well as the English and cultural tasks that you have set before them.  Students at each of the 4 stages of proficiency often do well with alternative types of assessment.

Follow-up: What HomeFUN assignment would be appropriate to reinforce the objectives of this lesson?

Assessment: What will you do to be certain that your ESOL student understands the lesson and has mastered the objectives?  

Remember: All Activities and Assessment should be relevant to the Objectives.

E X I TB A C K T O S T E P S

HomeFUN Activities

Step 3

Modify the Follow-Up/ Assessment

Characteristics

are engaging and fun.

integrate language. necessitate both

parent and child involvement.

respect and utilize the home language.

allow adequate time for families to complete.

are introduced carefully and are used in class when they are completed.

provide variations based on students’ language levels.

are frequently planned with other teachers for development and exchange of ideas.

Excerpted from: Enright, D. S., & McCloskey, M. L. (1988).Integrating English: Developing English language and literacy in the multilingual classroom.Reading MA.: Addison-Wesley Publishing Company, pp. 260-263.Reprinted with permission.

Sample HomeFUN Activities

Some assignments for students and their family members: Make a personal timeline of the student’s life. Make a map of family or ancestral migrations. Make a family tree. Study how family members use reading or writing; list

the many ways in which a family member uses print in one day.

Sketch bedrooms, houses, and blocks. Make maps of routes commonly traveled, for example,

to school. Get a library card and learn how to use it. Write down an unwritten family recipe as family

member prepares the dish. Collect family stories in a certain category--humor,

superstitions, ghost stories. Collect funny stories about the student’s childhood. Study a particular aspect of parents’ childhood: work,

housing, television, radio, segregation. Make lists and sketches of wildlife near the home in a

certain category, for example, insects, mammals, birds. Collaborate on a cooking activity.

E X I TB A C K T O S T E P S

ESOL-Modification Checklists• Sunshine State Standards have been composed for mainstream students. At the moment, no State Standards have been officially listed for ELLs, though the TESOL Standards are recommended.

• The lesson plan must have objectives, or goals. There will, of course, be goals for ALL students to meet. The teacher may, however, wish to adjust those goals to the abilities of the ELLs in the class. The teacher may also decide to create some additional and specialized objectives just for the ELLs.

• Content Objectives Checklist• Linguistic Objectives Checklist• Cultural Objectives Checklist

Standards and Objectives

• Activities Checklist• Materials Checklist

Activities and Materials

• HomeFun Activities Checklist • Assessment Checklist

Follow-Up/Assessment

Step 4

ESOL-Modification Checklists

E X I TB A C K T O S T E P S

ESOL-Modified Content Objectives Checklist

Step 4

ESOL-Modification Checklists

Content ObjectivesThese objectives are the subject-area goals intended for the lesson.

Are the objectives clearly defined? (Goals are specific and clear)

Yes No Needs Work

Comments

Can the objectives be attained by ELLs at the Pre-Production level? If not, are modified objectives included?

Yes No Needs Work

Comments

Can the objectives be attained by ELLs at the Early Production level? If not, are modified objectives included?

Yes No Needs Work

Comments

Can the objectives be attained by ELLs at the Speech Emergence level? If not, are modified objectives included?

Yes No Needs Work

Comments

Can the objectives be attained by ELLs at the Intermediate Fluency level?If not, are modified objectives included?

Yes No Needs Work

Comments

E X I TB A C K T O S T E P S

ESOL-Modified Linguistic Objectives Checklist

Step 4

ESOL-Modification Checklists

Linguistic ObjectivesThese objectives are the language-related goals achievable in the lesson. These may be aimed at the mainstream, but there are likely to be more language-teaching opportunities for ELLs.

Are the objectives clearly defined? (Goals are specific and clear)

Yes No Needs Work

Comments

Are there any language-related objectives for Mainstream students?

Yes No Potential Comments

Are there any language-related objectives for Pre-Production students?

Yes No Potential Comments

Are there any language-related objectives for Early Production students?

Yes No Potential Comments

Are there any language-related objectives for Speech Emergence students?

Yes No Potential Comments

Are there any language-related objectives for Intermediate Fluency students?

Yes No Potential Comments

E X I TB A C K T O S T E P S

ESOL-Modified Cultural Objectives Checklist

Step 4

ESOL-Modification Checklists

Cultural ObjectivesThese objectives are the culturally-related goals achievable in the lesson. These may be aimed at the mainstream, but there are likely to be more culture-teaching opportunities for ELLs.

Are the objectives clearly defined? (Goals are specific and clear)

Yes No Needs Work

Comments

Are there any culturally-related objectives for Mainstream students?

Yes No Potential Comments

Are there any culturally-related objectives for Pre-Production students?

Yes No Potential Comments

Are there any culturally-related objectives for Early Production students?

Yes No Potential Comments

Are there any culturally-related objectives for Speech Emergence students?

Yes No Potential Comments

Are there any culturally-related objectives for Intermediate Fluency students?

Yes No Potential Comments

E X I TB A C K T O S T E P S

ESOL-Modified Activities Checklist

Step 4

ESOL-Modification Checklists

ActivitiesOften the lesson is broken up into a pre-activity (introduction, advanced organizer, review), activity (procedure, method) and a post-activity (closure, conclusion, follow-up). The pre-activity is the occasion for the teacher to review information, establish schema, and create a scaffold for learning. The activity is the central part of the lesson. The post-activity is the opportunity for the teacher to debrief students on what has just been done or to continue the lesson along a logical course.

Are the activities clearly defined? (Steps are specific and clear)

Yes No Needs Work

Comments

Can ELLs at the Pre-Production level accomplish/participate in the activities? If not, are modifications or alternative activities included?

Yes No Needs Work

Comments

Can ELLs at the Early Production level accomplish/participate in the activities? If not, are modifications or alternative activities included?

Yes No Needs Work

Comments

Can ELLs at the Speech Emergence level accomplish/participate in the activities? If not, are modifications or alternative activities included?

Yes No Needs Work

Comments

Can ELLs at the Intermediate Fluency level accomplish/participate in the activities? If not, are modifications or alternative activities included?

Yes No Needs Work

Comments

E X I TB A C K T O S T E P S

ESOL-Modified Materials Checklist

Step 4

ESOL-Modification Checklists

MaterialsAs in any lesson plan, a list of necessary materials must be included. Some additional materials may need to be brought in to enhance comprehension of the content, to improve skills in English or to deal with culturally-oriented material for ELLs.

Have all the materials needed for this lesson been listed?

Yes No Some Missing

Comments

Are there any special materials required and listed for Pre-Production students?

Yes No Some Missing

Comments

Are there any special materials required and listed for Early Production students?

Yes No Some Missing

Comments

Are there any special materials required and listed for Speech Emergence students?

Yes No Some Missing

Comments

Are there any special materials required and listed for Intermediate Fluency students?

Yes No Some Missing

Comments

E X I TB A C K T O S T E P S

ESOL-Modified HomeFUN Activities Checklist

Step 4

ESOL-Modification Checklists

HomeFUN ActivitiesAre the activities engaging and fun? Yes No Needs

WorkComments

Do the activities integrate language for the different ELL levels?

Yes No Needs Work

Comments

Do the activities include both child and parent involvement?

Yes No Needs Work

Comments

Do the activities show respect for and utilize the home language?

Yes No Needs Work

Comments

Do the assignments allow adequate time for families to complete?

Yes No Needs Work

Comments

Does the plan include how the activities will be introduced in class so that ELL of all levels understand what is expected of them?

Yes No Needs Work

Comments

Are the activities debriefed in class after completion?

Yes No Needs Work

Comments

Are variations provided based on the students’ language levels?

Yes No Needs Work

Comments

Do the activities provide integration of contents?

Yes No Needs Work

CommentsE X I TB A C K T O S T E P S

ESOL-Modified Assessment Checklist

Step 4

ESOL-Modification Checklists

AssessmentJust because you teach it doesn’t mean they learn it. This part of the lesson outlines what instruments/observations are necessary to assess whether or not the objectives set for the lesson have actually been met. The assessments may need to be modified to the abilities of the ELLs in the class. The teacher may also decide to create some additional and specialized assessments just for the ELLs.

Are the assessments clearly defined? (Steps are specific and clear)

Yes No Needs Work

Comments

Can ELLs at the Pre-Production level accomplish/complete the assessments? If not, are modifications or alternative assessments included?

Yes No Needs Work

Comments

Can ELLs at the Early Production level accomplish/complete the assessments? If not, are modifications or alternative assessments included?

Yes No Needs Work

Comments

Can ELLs at the Speech Emergence level accomplish/complete the assessments? If not, are modifications or alternative assessments included?

Yes No Needs Work

Comments

Can ELLs at the Intermediate Fluency level accomplish/complete the assessments? If not, are modifications or alternative assessments included?

Yes No Needs Work

Comments

E X I TB A C K T O S T E P S

PLEASE CONSULT YOUR INSTRUCTOR FOR MORE DETAILS

This ends our tutorial

E X I TB A C K T O S T E P S