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You will analyze a provided lesson plan, and re-design the lesson to include ELP
You will analyze a provided lesson plan, and re-design the lesson to include ELP standards layered with the content standards, in addition to EL instructional strategies and scaffolds.PurposeYou will synthesize strategies explored during the course, English Language Proficiency Standards, ideas of differentiation and assessment, theories of language acquisition, and Arizona’s language development approach.Requirement(s)Complete the TemplateLinks to an external site.AssessmentLesson Plan Analysis RubricLinks to an external site.ResourcesLesson Plans to AnalyzeLinks to an external site.ELP StandardsLinks to an external site.ELP CrosswalksLinks to an external site.AZ State StandardsLinks to an external site.ScaffoldsLinks to an external site.DIRECTIONSStep 1: Review the lesson plan in depth.
Step 2: Use your class readings and/or outside sources to redesign the lesson plan to include ELP standards (for all 3 proficiency levels), EL strategies and EL Scaffolds.
Step 3: Answer the reflection questions, cite sources from the class within your answers.
Step 4: Review your paper to make sure it cites 3-4 references in proper APA format. Be sure to also double-check your work for spelling and grammar errors. (You can use both texts as references.)
Concerns about writing and APA style? Review the directions and links on the Writing Expectations tab of the course Welcome page.
Rubric
Lesson Plan Analysis Rubric (1)
Lesson Plan Analysis Rubric (1)
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent and Purpose for Writing
60 to >55.0 ptsHighly Proficient
Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.
55 to >49.0 ptsProficient
Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).
49 to >44.0 ptsApproaching Proficient
Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience’s perceptions and assumptions).
44 to >39.0 ptsNeeds Improvement
Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).
39 to >0 ptsUnsatisfactory
Does not meet criteria.
60 pts
This criterion is linked to a Learning OutcomeContent Development
100 to >95.0 ptsHighly Proficient
Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work.
95 to >89.0 ptsProficient
Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.
89 to >84.0 ptsApproaching Proficient
Uses appropriate and relevant content to develop and explore ideas through most of the work.
84 to >79.0 ptsNeeds Improvement
Uses appropriate and relevant content to develop simple ideas in some parts of the work.
79 to >0 ptsUnsatisfactory
Does not meet criteria.
100 pts
This criterion is linked to a Learning OutcomeConventions
40 to >35.0 ptsHighly Proficient
Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices.
35 to >29.0 ptsProficient
Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices.
29 to >24.0 ptsApproaching Proficient
Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation.
24 to >19.0 ptsNeeds Improvement
Attempts to use a consistent system for basic organization and presentation.
19 to >0 ptsUnsatisfactory
Does not meet criteria.
40 pts
This criterion is linked to a Learning OutcomeMechanics
30 to >27.0 ptsHighly Proficient
Uses scholarly language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.
27 to >23.0 ptsProficient
Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.
23 to >19.0 ptsApproaching Proficient
Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.
19 to >14.0 ptsNeeds Improvement
Uses language that sometimes impedes meaning because of errors in usage.
14 to >0 ptsUnsatisfactory
Does not meet criteria.
30 pts
This criterion is linked to a Learning OutcomeSources and Evidence
40 to >35.0 ptsHighly Proficient
Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.
35 to >29.0 ptsProficient
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
29 to >24.0 ptsApproaching Proficient
Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
24 to >19.0 ptsNeeds Improvement
Demonstrates an attempt to use sources to support ideas in the writing.
19 to >0 ptsUnsatisfactory
Does not meet criteria.
40 pts
This criterion is linked to a Learning OutcomeAPA Formatting
30 to >27.0 ptsHighly Proficient
Student demonstrates full adherence to scholarly and credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.
27 to >23.0 ptsProficient
Student demonstrates full adherence to scholarly and credible reference requirements and adheres to APA style with respect to source attribution and references. There are one to two errors in APA format.
23 to >19.0 ptsApproaching Proficient
Student addresses guidelines for scholarly and credible references and/or APA style with respect to source attribution and references. There are three to four errors in APA format.
19 to >14.0 ptsNeeds Improvement
Student demonstrates inconsistent adherence to scholarly reference requirements and/or inconsistent adherence to APA style with respect to source attribution and references. There are five or more errors in APA format.
14 to >0 ptsUnsatisfactory
Does not meet criteria.
30 pts
This criterion is linked to a Learning Outcome#MLFTC_DTP_DDM1.R.b (INSTRUCTOR USE ONLY; DOES NOT COUNT TOWARD GRADE)Use information about learners (e.g., learner abilities, differences, cultural and linguistic assets, and needs) to inform the design of a component(s) of an instructional cycle
threshold: 1.0 pts
1 ptsMet
0 ptsNot met
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This criterion is linked to a Learning Outcome#MLFTC_DTP_DDM2.R.b (INSTRUCTOR USE ONLY; DOES NOT COUNT TOWARD GRADE)Explain how different pedagogical strategies might engage learners in accessible relevant, and meaningful content
threshold: 1.0 pts
1 ptsMet
0 ptsNot met
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Total Points: 300
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