Kalena Walker

Integrated ELD Group Lesson Plan

EDUC 672: Integrated Language Development Across the Curriculum

The English Learner student in this class is at an early Emerging Proficiency Level in his
language development with his first language being Spanish. At this level of proficiency, this student
has a “limited receptive and productive English skill. (ELD Standards Publication – Title III (CA Dept.
of Education Pg. 20) He is “able to express basic personal and safety need, ideas, and respond to
questions on a social and academic topic with gestures and words or short phases.” He is also able to
“use basic social conventions to participate in conversations.” (ELD Standards Publication – Title III
(CA Dept. of Education Pg. 21) At the Emerging Proficiency Level, this student will need Substantial
support during the lesson. While in the early stages of this level, visual aids such as charts, drawings,
and graphic organizers are really helpful.

For this specific lesson several accommodations will be made. The first will be to make sure
that the student has access to the videos that will be presented in class ahead of time. The videos
provided will have Spanish subtitles so that the student will be better equipped to compare and
contrast. This will give him the foundation of knowledge about camels and dolphins in order to better
participate in the class lesson the next day. The keywords and concepts will also be translated and
defined so that the student can build his English vocabulary. The object lesson that involves having
visual aids such as the two balls will further grow his English comprehension. Enabling him to get up
and move around will get him involved in a physical way into the lesson. When drawing the Venn
diagram, he will be able to visually see how to compare and contrast two subjects. Because this
student is an Early Emerging EL student he will have the option of journaling in his native language
and then translating it with another teacher who also speaks Spanish.

When teaching EL students, I have two goals; first to enlarge their English vocabulary and
second, to make sure they feel involved in and understand the lesson. Scaffolding and recognizing
their Zone of Proximal Development are very important in encouraging the student to keep trying and
not to get discouraged. Watching an EL student get excited about his progress is the greatest!

Overview of the California English Language Development ...

www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/14/14863195/1486319500aff6988b
428ff3d9ce91849bca681c/OverviewCAELDStandards.pdf.

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 Kalena Walker
Integrated ELD Group Lesson Plan
EDUC 672: Integrated Language Development Across the Curriculum
Overview: The Lesson Plan Template below is intended to provide you with instructions for building
your lesson and a format for organizing and writing your lesson plan. Please review the instructions in
this document and then complete the template.

Discipline: Science Grade Level: 4th

Subject Matter Focus: Environmental and Genetic Factors Skill Focus: Compare and Contrast

Standard(s): Identify and list the state’s Core Content Curriculum Standards that are addressed by this lesson’s learning
objectives, activities, and assessments.

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support
survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems,
roots, colored petals, heart, stomach, lung, brain, and skin. **Each structure has specific functions within its associated
system.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

CCSS.ELA-LITERACY.RI.4.6
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and
the information provided.
Objective(s): Articulate one to two measurable learning objectives that you intend your students to be able to demonstrate by
the end of this single lesson.

The students will be able to compare and contrast animals of different species and their internal and external structures to
support survival, growth, behavior, and reproduction. The students will research using text and the internet and formulate a
Venn Diagram with a summary.

Model of Teaching – Direct Instruction: Based on your stated learning objectives, articulate how will you utilize this model of
teaching to support learning by ALL students in your classroom during this lesson.

Sports is heavily emphasized with the majority of the students. As a motivation, I incorporate their interest. I ask which
students like soccer and which students like basketball. I split the class according to which sport they preferred as if they are
on a team. I draw up a Venn Diagram and label one circle with soccer and the other with basketball. To compare the two
sports, I ask the class what the two sports have in common and write the list in the space intersecting the two circles. As for
contrast, I ask the class what the differences are and write the list accordingly. This is the introduction to the Venn Diagram
and applying the thinking skill of compare and contrast. I transition to the lesson in the structured practice which covers
different species from air to sea. I incorporate the skill of comparing and contrasting of a sea animal to a desert animal. I pair
the students heterogeneously during the guided practice portion. I pair an EL student with a native English speaker and an
above-level student with a low-level student. They work on comparing and contrasting hawks and penguins. In independent
practice, students will create their own Venn diagram choosing two animals from a list I provide which they will research along
with a summary of the similarities and differences.

Key Concepts and Academic Language Terms: After you draft the rest of this lesson, identify the key concepts and academic
language words or terms utilized in the lesson. You must show where in the lesson (code the lesson) these terms appear and
you should utilize language development practices acquired in the courses EDUC 672 and 675/676.

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 Kalena Walker
Integrated ELD Group Lesson Plan
EDUC 672: Integrated Language Development Across the Curriculum
Compare and contrast, habitats, mammals, marine, terrestrial, gills, lungs, survival, reproduction, influence, environment
Syntax Learning Experience: Describe the basic steps of
each learning experience.
Motivation
 With prior knowledge of the students’
interest in sports especially in soccer and
basketball, I utilize those two sports to
hook their attention and introduce the
skill of comparing and contrasting.
 I split the class in half according to
preference to soccer or basketball.
 I ask the students what their favorite
teams and who their favorite players are.
Demonstrate
 I draw a Venn Diagram and label soccer
above the left circle and basketball above
the right circle.
 I ask what the similarities are between
the two sports and describe it as
comparing. I write the list in the space
intersecting the two circles.
 I ask the differences are and describe it as
contrasting. I write the list accordingly
Check for
Understanding  I ask what is to compare.
 I ask what is to contrast.
Structured
Practice  I transition to the lesson.
 I use a dolphin and camel as examples to
compare and contrast.
Last Updated: 25 September 2017
Script: Articulate the guiding questions, explicit
instructions, and stimulus for discourse.
 Who is a fan of basketball? Please raise
your hand. Who is a fan of the sport of
soccer? Please raise your hand. I want
those who like basketball to sit on the left
side of the room and those who like
soccer to sit on the right side of the room.
 What are your favorite basketball teams?
Players? Why? I will call out some of the
students who have their hands raised.
 For the soccer fans, what are your
favorite teams? Players? Only those who
have their hands raised will be called on.
 We have our class split in two based on
preference of sports. We will compare
and contrast basketball and soccer.
 I drew up here two circles connecting. I
have it labeled basketball above one
circle and soccer above the other circle.
This is called a Venn Diagram. We will
use this Venn Diagram to compare and
contrast the two sports. To compare is to
find the similarities. Raising your hand,
please tell me what the similarities are
between soccer and basketball? What do
they have in common? I will write the list
in the space that connects the two circles.
 We will move on finding the differences
between the two sports. That is called
contrasting. We will write a list that
basketball has which soccer doesn’t have
on the basketball side of the circle and
vice versa with soccer.
 What is to compare?
 What is to contrast?
 How do you use a Venn Diagram?
 Today we will read in our textbooks about
air, land, and sea animals and how their
environment influence their biological
makeup and behavior.
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 Kalena Walker
Integrated ELD Group Lesson Plan
EDUC 672: Integrated Language Development Across the Curriculum
 The students watch a video about
dolphins and write notes.
 The students watch a video about camels
and write notes in their science journal.
 They will use those notes to compare and
contrast the dolphin and camel as a class.
Guided Practice
 I pair the students heterogeneously. I pair
an EL student with a native English
speaker. I pair high-level students with
low-level students.
 I had out worksheets with a Venn
Diagram. The pair work together to
research (via the internet on their
Chromebooks) and compare and contrast
hawks and penguins.
Independent
Practice  I will have a list of animals on the board.
The students will choose any two to
compare and contrast. They will each
receive a worksheet with an empty Venn
Diagram. They will research on their own,
compare and contrast, and write a
summary. I will have the students
incorporate the Big Idea into their
summary.
 I will allow the EL students to work on the
Venn diagram only.
Last Updated: 25 September 2017
 We will compare and contrast dolphins
and camels. We will watch a video about
dolphins. Please write notes in your
science journal. Then we will watch a
video about camels. Again, please write
notes as you watch the video. You will
use these notes to compare and contrast
the two animals.
 I drew up on the board a Venn diagram.
One circle is labeled with dolphin and the
other is labeled with camel. Let’s
compare the two animals. What are the
similarities between the two? I will call on
those who have their hands raised.
 Let’s move on to contrasting the two.
What does a dolphin have or can do that
a camel can’t or doesn’t have? I will write
the list on the dolphin side.
 What does a camel have or can do that a
dolphin can’t or doesn’t have? I will write
down the list on the camel side.
 I will have you work in pairs. You will
each receive a worksheet with a Venn
Diagram.
 You will compare and contrast a penguin
and a hawk. You will research
information about the penguins and
hawks on the internet using your
Chromebooks. I have a list of websites in
our Google classroom
 I will give you about thirty minutes to
work on the Venn Diagram. I will go
around assisting when needed.
 I have a list of animals on the board. You
will choose any two animals which you
will compare and contrast. I will hand out
a worksheet with an empty Venn
Diagram. You will research information
on the two animals you chose, compare
and contrast, and write a summary.
 What is our Big Idea? Each structure has
specific functions within its associated
system. I want you to incorporate how
the Big Idea connects to the animals’
traits in their habitats. One way of
looking at it is that a shark is structure
itself and its function is to maintain the
population of its prey in the ocean which
is the system.
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 Kalena Walker
Integrated ELD Group Lesson Plan
EDUC 672: Integrated Language Development Across the Curriculum

Lesson Resources: List all the learning resources, teaching materials, and digital learning apps or instructional technology to
be used by the students to achieve the learning objective during the lesson. You must show where in the lesson (code the
lesson) these resources appear. In addition to completing this written lesson plan, you must provide copies of all learning
resources, assessments, and rubrics that the students will encounter during the lesson, such as worksheets, performance
tasks, instructions for an activity, etc.

Textbooks, videos, internet, worksheets

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