K 12 lesson plan modification tutorial s13

B Y E L I Z A B E T H V I S E D O
K-12 Lesson Plan Modification
Tutorial

R E T U R N T O S T E P S
R E T U R N T O W H E R E Y O U C A M E F R O M
G O T O P R E V I O U S S L I D E
G O T O N E X T S L I D E
E X I T T H E P R E S E N T A T I O N
Navigating the Tutorial
B A C K T O
S T E P S
E X I T

StepsStep1
Select &
Evaluate a
Lesson Plan
Step2Modify the
Lesson Plan
Step3
Modify the
Follow-Up/
Assessment
Step4
ESOL-
Modification
Checklists

Selecting a Lesson PlanStep1
Select &
Evaluate
a Lesson
Plan
For criteria guidelines: Basic Hints
How to recognize a good LP when you see it:
 Do you have a question about the basic
content of a good LP? If no, go on.
 If yes, go to Write a Lesson Plan Guide 
How to find a good LP online:
 Do you have a good LP picked out? If
yes, go on.
 If no, go to Finding Lesson Plans On Line
How to prepare your LP for modification:
 Are there any sections missing in your LP?
 Lesson Plan Checklist: Objectives
 Lesson Plan Checklist: All Other
Elements
 If no, go on to Step 2.
 If yes, insert the missing sections for the LP
you are working on.
B A C K T O
S T E P S E X I T

Basic Hints for Selecting a Lesson PlanStep1
Select &
Evaluate
a Lesson
Plan
 The lesson plan you select must be
originally intended for native speakers
of English.
 That is, not a lesson intended for
ESOL students, and therefore already
modified.
 The lesson plan should be for a
content subject class.
 Not a lesson plan that teaches English
to Speakers of Other Languages.
 The lesson plan must be for a level of
student you are interested in working
with.
 If you intend to teach Elementary Ed.,
this lesson should be geared to
elementary students
E X I T
B A C K T O
S T E P S

Finding Lesson Plans OnlineStep1
Select &
Evaluate
a Lesson
Plan
You can conduct your own search by going to
any educational search engine, e.g.:
 Yahoo Search 
 Dogpile Search 
 Google Search 
Or use some of these:
Resources for Lesson Plan Ideas
 A to Z Teacher Stuff 
 PBS Teacher Source 
A large collection of lesson plans, teacher
guides, and online student activities
correlated to 90 sets of state and national
curriculum standards.
 Discovery Channel Education 
 Education World® Lesson Plans 
 Education World® - National Standards 
This guide was originally written by Manal El-Tigi, Ph.D., Department of
Instructional Design, Development, and Evaluation - Syracuse
University. She was one of the principal editors and reviewers of the
AskERIC Lesson Plan Collection from 1996 – 2000. Updated by EV.
E X I T
B A C K T O
S T E P S

Lesson Plan Checklist: Objectives
Step1
Select &
Evaluate
a Lesson
Plan
Content Objectives
Clearly defined? Yes No Needs Work Comments
Linguistic Objectives (if any)
Mainstream students? Yes No Potential Comments
ESOL students? Yes No Potential Comments
Cultural Objectives (if any)
Mainstream students? Yes No Potential Comments
ESOL students? Yes No Potential Comments
E X I T
B A C K T O
S T E P S

Lesson Plan Checklist: All Other Elements
Step1
Select &
Evaluate
a Lesson
Plan
Standards
Sunshine State Standards? Yes No Insufficient Comments
Activities
Mainstream students? Yes No Needs Work Comments
ESOL students? Yes No Needs Work Comments
Materials? Yes No Some Missing Comments
Follow-Up/Assessment
ESOL students? Yes No Needs Work Comments
Home-Fun Activity Yes No Needs Work Comments
Rubrics/Checklists Yes No Some Missing Comments
E X I T
B A C K T O
S T E P S

Modifying the Lesson PlanStep2
Modify
the
Lesson
Plan
 For criteria guidelines, click on ESOL
Modifications
 Include the following information about the
Lesson Plan:
 Grade: What grade/s is this lesson for?
 Lesson Topic: What is the subject of the
lesson? What will be taught?
 Materials: What materials are needed in order to
teach the lesson?
 Additional Materials: Since your ELLs may be
unable to perform the same type and/or level of tasks
as the other members of the class, you will need to
indicate what additional materials you will need to
enhance your instruction for them.
Then, follow the 3 steps below
1. Modify the objectives
2. Identify the Florida Sunshine State
Standards
3. Describe procedures in detail, including
ESOL modifications
E X I T
B A C K T O
S T E P S

ESOL ModificationsStep2
Modify
the
Lesson
Plan
Basic Guidelines
 Choose strategies that are appropriate for
each of the four ELL Stages of
development. See Some Examples
 Choose strategies that are appropriate for
the subject matter being taught:
 Overall Strategies
 Language Arts
 Science
 Social Studies
 Math
 Computer Literacy
 Ask your instructor for a sample of a
modified lesson plan to which s/he would
give top grades.
E X I T
B A C K T O
S T E P S

ELL Stages
Stage Student Behaviors Teacher Behaviors
Pre-
Production
• Points to or provides other non-
verbal response
• Actively listens
• Responds to commands
• Gestures
• Language focuses on conveying
meanings and vocabulary
development
• Repetition
Early
Production
• One-word responses
• Short utterances
• Asks questions that can be answered
by yes/no and either/or responses
• Models correct responses
Speech
Emergence
• Participates in small group activities
• Demonstrates comprehension in a
variety of ways
• Focuses content on key concepts
• Provides frequent comprehension
checks
• Uses performance-based assessment
• Uses expanded vocabulary
• Asks open-ended questions that
stimulate language production
Intermediate
Fluency
• Participates in reading and writing
activities to acquire new information
• Fosters conceptual development and
expanded literacy through content
Step2
Modify
the
Lesson
Plan
E X I T
B A C K T O
S T E P S

Examples of ELL Stages and Strategies
Stage Questioning Techniques
Pre-
Production
• Point to…
• Find the…
• Put the _____ next to the _____.
• Do you have the _____ ?
• Is this a/an _______?
• Who wants the ______?
• Who has the ______?
Early
Production
• Yes/No questions (Is the “trouble”
light on?)
• Either/Or questions (Is this a
screwdriver or a hammer?)
• One-word response (What utensil
am I holding in my hand?)
• General questions that encourage
lists of words (What do you see on
the tool board?)
• Two-word responses (Where did he
go?“To work.”)
Speech
Emergence
• Why?
• How?
• How is this like that?
• Tell me about…
• Talk about …
• Describe…
• How would you change this part?
Intermediate
Fluency
• What would you
recommend/suggest?
• How do you think the story will
end?
• What is the story mainly about?
• What is your opinion (on this
matter)?
• Describe/compare …
• How are these similar or different?
• What would happen if…?
• Which do you prefer? Why?
• Create…
Step2
Modify
the
Lesson
Plan
E X I T
B A C K T O
S T E P S

Modifying the ObjectivesStep2
Modify
the
Lesson
Plan
 Content Objective /s
These objectives can be behavioral or cognitive.
First, your content objective should be appropriate for ALL
students in your class. All students should cognitively be able
to learn the material you are teaching regardless of their
language limitations.
 Linguistic Objective/s and Vocabulary
What language function or grammatical structure can be
taught/ reviewed with this lesson? or What words may be a
problem for the ESOL student?
Next, you will look for opportunities to add linguistic
objectives to your lesson. What language skills do you hope
students at each of the 4 stages of proficiency can meet? You
need to set the language objectives one level above for your
English Language Learners: for example, for the Pre-
production level students, you will write the objectives at the
Early production level, as you want them to move to the next
level, and so on…
 You may find ideas for language and content
objectives for your lesson by following this link.
 Cultural Objective/s: These objectives are the culturally-
related goals achievable in the lesson. This is an opportunity
to make a link between all students’ home culture and the
school. These are teachable moments when school culture is
taught, or connections are made to all students’ home
cultures.
E X I T
B A C K T O
S T E P S

Identify the Florida Sunshine State StandardsStep2
Modify
the
Lesson
Plan
 Make sure you include the Sunshine
State Standards appropriate for your
lesson plan.
 Florida Sunshine State
Standards: What Sunshine State
Standards are being met by this
lesson plan?
E X I T
B A C K T O
S T E P S

Describe Procedures in Detail Including ESOL ModificationsStep2
Modify
the
Lesson
Plan
 1. Introduction: What do you do
to motivate and immediately involve
the students?
 2. Presentation: What are the
activities and sequence of events for
the lesson?
 Are you unsure of how to do
this?
 If yes: see HINTS
 If no, proceed to Step 3.
E X I T
B A C K T O
S T E P S

Overall Strategies
Step2
Modify
the
Lesson
Plan
1. Provide a climate of warmth and caring which nurtures a sense of comfort
2. Seat the student close to the front of the room.
3. Establish a daily routine in your classroom and prepare the student for any
changes.
4. Use as many of the senses (seeing, hearing, touching, smelling and tasting) as
possible to prevent information to students.
5. Provide ESOL students guidelines for written work and home-work
assignments.
6. Provide alternative instruction whenever the class lessons are extremely
difficult for the ELL.
7. Arrange small discussion and talking activities that permit students to
practice verbal skills.
8. Give verbal information and explanations along with a visual presentation.
9. Allow the students ample time to complete assignments.
10. Keep directions short and simple.
11. Assign buddies and peer tutors to your ELL.
12. Clearly explain homework assignments since the ELLs lack the English
language support at home.
13. Allow ELLs to use bilingual dictionaries.
14. Utilize learning centers as alternative instruction to provide sufficient
reinforcement of content material.
E X I T
B A C K T O
S T E P S

Language Arts
Step2
Modify
the
Lesson
Plan
1. Utilize oral techniques, such as cueing, modeling elicitation and chunking.
2. Utilize the Total Physical Responsive (TPR) teaching strategy which introduces a new
language through a series of commands to enact an event.
3. Utilize the dialogue journal technique in which the students regularly communicates
with the teacher.
4. Speak clearly and simplify the vocabulary; it is not necessary to speak too loudly.
5. Utilize the Language Experience Approach which incorporates the experiences, the
oral language, and interests of the student to develop writing and reading skills.
6. Limit correcting errors of pronunciation, structure, or vocabulary. State the response
correctly without comment if necessary.
7. Share big books in the classroom, especially those published by the students.
8. Provide frequent review and repetition in each step of language and content learning.
9. Choose reading and writing activities that activate the prior knowledge of the
students.
10. Use pop songs and favorite read-aloud poems.
11. Present new reading vocabulary extensively, utilize props and facilitate multi-sensory
formats.
12. Integrate your English curriculum with other subject areas to expand English
vocabulary.
13. Role play stories form literary based reader; if ELL has adequate language, make
him/her an active participant.
14. Choose literature representative of the ethnic background in your classroom.
15. Provide individual and group activities to develop listening and speaking skills
through learning centers
E X I T
B A C K T O
S T E P S

Science
Step2
Modify
the
Lesson
Plan
1. Involve students in “hands-on” learning experiences to allow the ELLs to be
more active participants.
2. Present new information to students in small sequential steps, allowing the
student to concentrate on one thing at a time.
3. Utilize outlines and charts during class presentation.
4. Model instructions for experiments to introduce and explain new
vocabulary.
5. Explain clearly all safety procedures.
6. Write instructions on the board so that ELL can refer to them when needed.
7. Utilize the cooperative learning approach in which the ELL is given the
opportunity for peer instruction.
8. Assign low level language proficiency activities in which the ELL could
experience success.
9. Integrate vocabulary expansion activities, such as labeling, identifying and
classifying information.
10. Allow students to answer fewer questions or written problems as long as they
acquire the key concept of the lesson.
11. Provide for oral testing of new material if the ELL is not able to be tested by
a written format.
12. Research and present to the class interesting scientific information
concerning the targeted ethnic group
E X I T
B A C K T O
S T E P S

Social Studies
Step2
Modify
the
Lesson
Plan
1. Employ games and simulations to engage the students in problem-solving
and decision making.
2. Assign independent projects in which the ELL will be given an opportunity
to display his/her academic strength.
3. Guide your students through the process of textbook reading by asking
questions, providing purpose statements and conducting discussions.
4. Utilize graphic organizers such as webbing and semantic maps.
5. Modify your lesson objectives according to the language level of the ELL.
6. Plan for culturally oriented activities in which the ELLs can contribute their
knowledge of their culture and to promote cultural understanding in the
classroom.
7. Utilize audiovisual materials which support a multi-sensory approach.
8. Teach the book format to the ELLs to make sure they know how to use each
part of the book.
9. Encourage your ELLs to bring newspaper, magazines, and artifacts from
their home culture to show their peers.
10. Assign cultural awareness projects to familiarize your students with the
differences and similarities of the targeted cultures
E X I T
B A C K T O
S T E P S

Math
Step2
Modify
the
Lesson
Plan
1. Encourage students to verbalize the steps involved in solving a problem as
they work through it on paper.
2. Use manipulatives to help students visualize the math concepts .
3. Allow students to use computational aids such as number
lines, abacus, counters and computation charts.
4. Teach math concepts and computation procedures through games and
kinesthetic activities.
5. Give practice in reading word problems by identifying the key words to
determine the operation needed to solve the problem.
6. Utilize whenever possible good audiovisual programs for presentation of
new concepts and assignments.
7. Conduct extensive comprehension checks whether done by the teacher or
peer tutor.
8. Begin with the easiest word problem adding the harder problems in a
progressive order.
9. Group problems initially by the operational procedure to be used.
10. Research whenever possible the methods of main computation and
application of the particular language groups in your class.
E X I T
B A C K T O
S T E P S

Computer Literacy
Step2
Modify
the
Lesson
Plan
1. Teach through modeling rather than giving directions.
2. Assign work in groups with native speakers of English.
3. Have student surpass his own previous record rather than the score achieved
by a rival.
4. Select software that has been proved effective for the purpose of using
content to enhance language development.
E X I T
B A C K T O
S T E P S

HINTS
Step2
Modify
the
Lesson
Plan
1. Avoid making your modifications too general. (e.g. "I would speak 90% of the time to an ELL at the Pre-
production level, and use lots of pictures.) Instead, define what you would say and specify what pictures
you would provide.
2. Avoid making plans that would be impossible to stick to. (e.g. I would translate everything that I am
doing and label all classroom objects in the student's native language, and I would allow the student to
work with another student that is bilingual in his/her language and in English). Instead, define exactly
what you would provide translations for, and do not count on having another student help you.
3. Avoid making plans you cannot accomplish without cloning technology (you are only one person ; -) e.g.
"I will read a book to the class, and AT THE SAME TIME, I will help the preproduction students on
matching words to pictures, and AT THE SAME TIME, I will help the early production kids with new
vocabulary and spelling....
4. Be careful with assumptions that methods aimed at special education and early childhood children will
work equally well with ELLs at all levels of proficiency and that no real modifications need to be made.
5. Be careful with assumptions about students at the Intermediate Fluency Stage. They may communicate
very well orally, but may not be as able when it comes to written tasks, particularly CALP activities.
6. Your goal is to keep your ESOL students working to the full extent of their abilities in English on the same
task as the rest of the class so that they can participate to the maximum amount possible. This keeps the
students from falling behind academically in content areas, and reinforces vocabulary and structure by
having them use English in meaningful ways and through social interaction. It also helps avoid academic
and social isolation from the other students, thus promoting even greater English language proficiency.
7. The goal is NOT to write 5 lesson plans (one for native speakers and one for each of the stages of
proficiency). It is to explain how you would modify what you are already doing to make it more salient to
your ELLs. Much of the time, this will mean adding some more communicative features, such as realia
and pantomime, to your instruction to the entire class, yet at other times it may mean that you wish to
offer the ELLs a separate task that they can complete at their linguistic level, that is related to the lesson at
hand, while the other children tackle something somewhat different and more linguistically complex.
Prepared by Michelle Macy
E X I T
B A C K T O
S T E P S

Modifying the Follow-Up/AssessmentStep3
Modify the
Follow-Up/
Assessment
 Since your ELLs may not be able to perform
the same type and/or level of tasks as the
other members of the class, you will need to
indicate how you will Assess/Evaluate their
understanding/comprehension of the
subject matter, as well as the English and
cultural tasks that you have set before
them. Students at each of the 4 stages of
proficiency often do well with alternative
types of assessment.
 Follow-up: What HomeFUN assignment
would be appropriate to reinforce the
objectives of this lesson?
 Assessment: What will you do to be
certain that your ESOL student
understands the lesson and has mastered
the objectives?
 Remember: All Activities and
Assessment should be relevant to
the Objectives.
E X I T
B A C K T O
S T E P S

HomeFUN Activities
Step3
Modify the
Follow-Up/
Assessment
Characteristics
 are engaging and
fun.
 integrate language.
 necessitate both
parent and child
involvement.
 respect and utilize
the home language.
 allow adequate time
for families to
complete.
 are introduced
carefully and are
used in class when
they are completed.
 provide variations
based on students’
language levels.
 are frequently
planned with other
teachers for
development and
exchange of ideas.
Excerpted from:
Enright, D. S., & McCloskey, M. L. (1988).Integrating English: Developing English
language and literacy in the multilingual classroom.Reading MA.: Addison-Wesley
Publishing Company, pp. 260-263.Reprinted with permission.
Sample HomeFUN Activities
Some assignments for students and their family members:
 Make a personal timeline of the student’s life.
 Make a map of family or ancestral migrations.
 Make a family tree.
 Study how family members use reading or writing; list
the many ways in which a family member uses print in
one day.
 Sketch bedrooms, houses, and blocks.
 Make maps of routes commonly traveled, for
example, to school.
 Get a library card and learn how to use it.
 Write down an unwritten family recipe as family
member prepares the dish.
 Collect family stories in a certain category--
humor, superstitions, ghost stories.
 Collect funny stories about the student’s childhood.
 Study a particular aspect of parents’ childhood:
work, housing, television, radio, segregation.
 Make lists and sketches of wildlife near the home in a
certain category, for example, insects, mammals, birds.
 Collaborate on a cooking activity.
E X I T
B A C K T O
S T E P S

ESOL-Modification Checklists
• Sunshine State Standards have been composed for mainstream students.
At the moment, no State Standards have been officially listed for
ELLs, though the TESOL Standards are recommended.
• The lesson plan must have objectives, or goals. There will, of course, be
goals for ALL students to meet. The teacher may, however, wish to adjust
those goals to the abilities of the ELLs in the class. The teacher may also
decide to create some additional and specialized objectives just for the
ELLs.
• Content Objectives Checklist
• Linguistic Objectives Checklist
• Cultural Objectives Checklist
Standards
and
Objectives
• Activities Checklist
• Materials Checklist
Activities
and
Materials
• HomeFun Activities Checklist
• Assessment Checklist
Follow-Up/
Assessment
Step4
ESOL-
Modification
Checklists
E X I T
B A C K T O
S T E P S

ESOL-Modified Content Objectives Checklist
Step4
ESOL-
Modification
Checklists
Content Objectives
These objectives are the subject-area goals intended for the lesson.
Are the objectives clearly defined? (Goals are
specific and clear)
Yes No Needs Work Comments
Can the objectives be attained by ELLs at the Pre-
Production level? If not, are modified objectives
included?
Can the objectives be attained by ELLs at the Early
Production level? If not, are modified objectives
included?
Can the objectives be attained by ELLs at the
Speech Emergence level? If not, are modified
objectives included?
Can the objectives be attained by ELLs at the
Intermediate Fluency level?If not, are modified
objectives included?
E X I T
B A C K T O
S T E P S

ESOL-Modified Linguistic Objectives Checklist
Step4
ESOL-
Modification
Checklists
Linguistic Objectives
These objectives are the language-related goals achievable in the lesson. These may be aimed at the
mainstream, but there are likely to be more language-teaching opportunities for ELLs.
specific and clear)
Are there any language-related objectives for
Mainstream students?
Yes No Potential Comments
Are there any language-related objectives for Pre-
Production students?
Are there any language-related objectives for Early
Speech Emergence students?
Intermediate Fluency students?
E X I T
B A C K T O
S T E P S

ESOL-Modified Cultural Objectives Checklist
Step4
ESOL-
Modification
Checklists
Cultural Objectives
These objectives are the culturally-related goals achievable in the lesson. These may be aimed at the
mainstream, but there are likely to be more culture-teaching opportunities for ELLs.
specific and clear)
Are there any culturally-related objectives for
Mainstream students?
Are there any culturally-related objectives for Pre-
Early Production students?
Speech Emergence students?
Intermediate Fluency students?
E X I T
B A C K T O
S T E P S

ESOL-Modified Activities Checklist
Step4
ESOL-
Modification
Checklists
Activities
Often the lesson is broken up into a pre-activity (introduction, advanced organizer, review), activity
(procedure, method) and a post-activity (closure, conclusion, follow-up). The pre-activity is the occasion
for the teacher to review information, establish schema, and create a scaffold for learning. The activity is
the central part of the lesson. The post-activity is the opportunity for the teacher to debrief students on
what has just been done or to continue the lesson along a logical course.
Are the activities clearly defined? (Steps are
specific and clear)
Can ELLs at the Pre-Production level
accomplish/participate in the activities? If not, are
modifications or alternative activities included?
Can ELLs at the Early Production level
Can ELLs at the Speech Emergence level
Can ELLs at the Intermediate Fluency level
E X I T
B A C K T O
S T E P S

ESOL-Modified Materials Checklist
Step4
ESOL-
Modification
Checklists
Materials
As in any lesson plan, a list of necessary materials must be included. Some additional materials may
need to be brought in to enhance comprehension of the content, to improve skills in English or to deal
with culturally-oriented material for ELLs.
Have all the materials needed for this lesson been
listed?
Yes No Some
Missing
Comments
Are there any special materials required and listed
for Pre-Production students?
Yes No Some
Missing
Comments
for Early Production students?
Yes No Some
Missing
Comments
for Speech Emergence students?
Yes No Some
Missing
Comments
for Intermediate Fluency students?
Yes No Some
Missing
Comments
E X I T
B A C K T O
S T E P S

ESOL-Modified HomeFUN Activities Checklist
Step4
ESOL-
Modification
Checklists
HomeFUN Activities
Are the activities engaging and fun? Yes No Needs Work Comments
Do the activities integrate language for the
different ELL levels?
Do the activities include both child and parent
involvement?
Do the activities show respect for and utilize the
home language?
Do the assignments allow adequate time for
families to complete?
Does the plan include how the activities will be
introduced in class so that ELL of all levels
understand what is expected of them?
Are the activities debriefed in class after
completion?
Are variations provided based on the students’
language levels?
Do the activities provide integration of contents? Yes No Needs Work Comments
E X I T
B A C K T O
S T E P S

ESOL-Modified Assessment Checklist
Step4
ESOL-
Modification
Checklists
Assessment
Just because you teach it doesn’t mean they learn it. This part of the lesson outlines what
instruments/observations are necessary to assess whether or not the objectives set for the lesson have
actually been met. The assessments may need to be modified to the abilities of the ELLs in the class. The
teacher may also decide to create some additional and specialized assessments just for the ELLs.
Are the assessments clearly defined? (Steps are
specific and clear)
Can ELLs at the Pre-Production level
accomplish/complete the assessments? If not, are
modifications or alternative assessments
included?
Can ELLs at the Early Production level
included?
Can ELLs at the Speech Emergence level
included?
Can ELLs at the Intermediate Fluency level
included?
E X I T
B A C K T O
S T E P S

P L E A S E C O N S U L T Y O U R I N S T R U C T O R
F O R M O R E D E T A I L S
This ends our tutorial
E X I T
B A C K T O
S T E P S

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