Guiding Questions and Prompts:
Lessons should always connect to larger purposes, even when tightly focused on specific skills or concepts. It is easy to lose sight of these broader purposes when faced with the pressure of daily planning. However, the planning of good teachers is informed by larger purposes. To establish this practice, we ask teachers to reflect on the "Big Picture." There is no right or wrong way to do this and your course requirements will intentionally emphasize a diversity of practices.
What does this lesson contribute to student learning that is important?
What do I want my students to know and understand?
How does this lesson utilize the strengths of linguistically diverse students?
Why should the larger purposes of this lesson matter to children?
What potential is there for engaging students?
Does this lesson require un-coverage - or, inquiring into, around, and underneath content instead of simply covering it? This may be especially important for concepts that students have misconceptions, or that are abstract or difficult.
-Alignment of standards, objectives, and learning activities
-Design a variety of instructional strategies that meet each student where they are and enable them to meet the language demands
-Provide opportunities for students to engage in multilingual texts
-Detailed description of how students at various levels of language proficiency will be engaged through supports and translanguaging practices
-Activities are appropriately sequenced
-How am I accommodating the strengths of my diverse students?
-How will I accommodate differentiation, including supports?
Determining whether objectives have been met requires engaging in some form of assessment and evaluation. Carefully planning assessment activities also helps teachers clearly communicate learning expectations to students.
As stated in the OBJECTIVE section, every lesson plan should at least address the following for each objective:
-What evidence might I observe or collect during the lesson regarding students' ongoing learning?
-What specific tasks or activities might provide evidence that my students are achieving this objective?
-What evidence will I obtain that my students are prepared for further learning?
See the next part on Formative Assessments for more information.
Resources:
502: Refer to page 64-72 'Translanguaging Unit Plan' from your textbook to review the content, language and translanguaging objectives in the Geometry in our world unit.
Refer to page 101-102 'Structuring Activities' from your textbook to see how strategies are scaffold in activities.
Refer to Translanguaging in Curriculum and Instruction: A CUNY-NYSIEB Guide for Educators for strategies. It is available in Blackboard 'Course Resources' folder.
Examples:
Lesson Sequence and Translanguage Pedagogy Grade 7
Lesson Sequence and Translanguage Pedagogy Grade 4
Success Criteria:
Alignment of standards, objectives, and learning activities
Variety of instructional strategies
Integration of technology
Differentiation: Detailed description of how students at various levels of language proficiency will be engaged through supports and translanguaging practices
Activities are appropriately sequenced
Points: 70
DUE DATE: April 10 (with parts 6 and 8)