ESOL Standard: 2.3a; 2.3b; 2.3c; 2.3d; 2.3e; 3.2j; 3.3a; 5.3a; 5.3b

ESOL C&S: 8.4; 9.2; 9.3

RC 4.1; 4.2; 4.3; 4.8; 4.10

Due Date: Thursday @ 11:55pm

1. Discussion Forum - 20 points
2. Lesson Plan for ELL Students - 100 points

The pre-service teacher/candidate will research the socio-cultural, socio-political, and psychological variables and present their findings in small group presentations and discussions. The pre-service teacher/candidate will read the “ESL/Bilingual Guide for Mainstream Teachers” found under “Handouts” on Day 4 and discuss the stage of English Acquisition in the Discussion Forum under Day 4. Include any current theories of second language acquisition in your discussion that you are familiar with.

The pre-service teacher/candidate will write and implement a standards-based Lesson Plan for ELL Students, using the FSC lesson plan template, which applies the knowledge of socio-cultural, socio-political, and psychological variables to differentiate instruction showing that they understand ELL acquisition and apply current theories in this area based on your discussion forum.

Each of the aspects must be clearly addressed within the plan.

1. Discuss some of the similarities and differences between English and the language of your choosing.
2. The lesson must connect reading with a content area subject.
3. The lesson must include reading
4. The lesson must include writing
5. The lesson must include listening
6. The lesson must include speaking
7. Academic vocabulary must be used.
8. Point out how socio-cultural, socio-political, and psychological variables are used to differentiate instruction within the lesson.
9. Differentiated instruction must be clearly stated for Stages 1-5 of the language acquisition process including the differentiation of appropriate materials.
10. Choose two theorists and point out the use of their research in the lesson.
11. Create a performance-based assessment task that would measure an ELL student’s progress in this lesson. Include an explanation of how this task would effectively measure oral language, literacy, and academic achievement. List the accommodations that would be used for ELL students for this assessment.
12. Create a criterion-based assessment that would measure an ELL student’s progress in this lesson. Include an explanation of how this task would effectively measure oral language, literacy, and academic achievement. List the accommodations that would be used for ELL students for this assessment.