Ells Adapted Lesson plan worksheet and SEI strategies

This assignment is based on a few hours of field observations of a content area classroom. The classroom services ELL'S in a Title 1 setting which is the requirements of state academic assessment. The observations are on the implementation of some SEI strategies that help enhance learning of ELLs 

Lesson plan topic: adjectives 

Learning objective 

Students will be able to identify an adjective and differentiate it from a noun. Students will have a chance to use the adjective in a sentence. 

Lesson 

Introduction 

Begin by reviewing the previous lesson on nouns. 

Introduce adjectives by describing and defining an adjective. 

Display a chart with examples of adjectives. Allow students to discuss the contents of the chart in groups of two. 

Allow volunteers to state what they learned from the chart. 

Explain that an adjective describes the properties of a noun. 

Ask students what is the purpose of an adjective. 

Teacher modeling 

Demonstrate how to single out an adjective from a sentence by drawing a circle. 

Write examples of sentences on the board and encourage students and their partner 

to identify the noun and the adjective describing it. 

Steps 

1. Write a sentence. 

2. Circle the noun 

3. Choose a student to circle the adjective 

4. Correct mistakes if any 

5. Repeat the exercise using different sentences and different students answering. 

Independent Working Time 

Give each student a learning chart to read. 

After completion, have each student fill a lesson assessment on their own. 

Review 

Assess the work of each student. 

Have each student construct a sentence containing an adjective. 

Assigning homework to the students requiring them to construct a sentence from a group of given words. 

End the lesson. 

Some of the SEI that was not well utilized during the lesson included; 

Participation by Cooperative Learning Strategies 

There was adequate participation for the learners in the classroom. This was done by assigning reading sections to each student. The teacher would then document the students’ progress and level of learning in a structured form. The forms were used to determine which student needed extra help and which areas were difficult across the board. This strategy could be more efficient if frequent reading sessions were adapted so that learning objectives can be met faster. Three times a week as an opposed to once a week is recommended. Students with limited proficiency were evaluated on a different type of test, and a different program was developed for them (Turville, 2013). 

Predetermined key concepts for the unit and each lesson 

The school has lesson plans that have outlined the above strategy. The teachers do not follow the plans accurately. Instead, they focus on yearly individual progress reports. The information collected could be used to develop a tailor made solution for learners who are unable to keep up with the lesson plans. This could help in the development of a program where English proficiency is incorporated into other academic units such as social studies or art lessons. The teachers could also take the lesson plans seriously and implement them to the best of their ability (Turville, 2013). 

Linking of new information to previously acquired information 

There has been a challenge implementing this strategy. This is because most of the old work plans focus on the introduction of new vocabularies without using any other aids to bridge the gap. This strategy could be implemented by incorporating visual aids into the studies. Additional assistance could be provided by fronting opportunities for new vocabularies to be practiced. The use of wall charts with a wide variety of words has been known to boost this strategy (Turville, 2013). 

Reference  

Turville, J. (2013). Differentiating By Student Learning Preferences: Strategies and Lesson Plans . Hoboken: Taylor and Francis.