As educators, it is important to make students feel valued and respected. Lesson planning should consider the specific needs, assets, and experiences of your students. Taking into consideration students’ cultures, languages, and life experiences will allow educators to plan culturally responsive, standards-based ELA instruction that supports individual students’ needs and builds a positive classroom culture.
Part 1: Diverse ELA Lesson Plan
You are in your first year of teaching and finding that many of your students come from different cultures with different ethnic and linguistic backgrounds. You have been providing direct instruction and students are not performing as well on assessments as you would like. You have also heard a few students talking about how they are struggling to understand the lesson after your instruction and that they were confused by the examples you provided.
Considering the various needs of the learners in your classroom and what strategies might be most applicable to support the standards you are teaching is an important part of planning. Use the “COE Lesson Plan Template” and “ELM-580 Class Profile” to complete this assignment. Select a grade level and two ELA standards (one reading and one writing) from the state you plan to teach in to develop a lesson plan that is culturally responsive and differentiated to meet the various needs of students in the “ELM-580 Class Profile.” Include the following in your lesson plan:
- Culturally responsive instructional strategies and materials that engage, motivate, and meet the diverse and specific needs of the students
- Culturally responsive and differentiated practices that meet the learning needs of the students
Part 2: Justification of Culturally Responsive Teaching
Write a 500-750 word rationale explaining the instructional decisions you made throughout the planning of your lesson in Part 1. Include the following in your rationale:
- Explain how a student’s culture and cultural beliefs can affect their learning. Justify how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students.
- Discuss how you adapted/differentiated your plan to deliver standards-based instruction and assessment that is culturally responsive and fits the learning needs of all the students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities.
- Describe an activity for the next day’s lesson that would integrate listening and speaking and review the learning objective for this lesson.
Support your assignment with 2-3 scholarly resources.
Submit your lesson plan, rationale, and resources as one document.
Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd Elementary Education (ITL/NITL)
1.4: Identify culturally responsive instructional strategies to motivate, engage, and meet the specific learning needs of students. [InTASC 1(g), 1(h), 2(f), 2(h), 2(k), 2(m), 3(f); TPE 1.4, 2.5; AAQEP 1c; MC3]
2.4: Adapt curriculum to be culturally responsive and fit the learning needs of all students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities. [InTASC 4(f), 4(i), 4(m), 4(r); TPE 3.2, 3.5; AAQEP 1c, 2b; MC3, MC5]
Rubric
Rubric Criteria
expand all Rubric CriteriaExpand All
Lesson Plan Section 1: Classroom and Student Factors/Grouping
15 points
Criteria Description
5. Target
15 points
Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for developing the lesson and are skillfully described.
4. Acceptable
13.05 points
Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and are clearly described.
No Submission
0 points
Not addressed.
Lesson Plan Section 1: Standards and Learning Targets/Objectives
15 points
Criteria Description
5. Target
15 points
The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard.
4. Acceptable
13.05 points
The objective is skill-based, measurable, developmentally-appropriate, and effectively aligned with the state standard.
No Submission
0 points
Not addressed.
Lesson Plan Section 1: Academic Language and Resources
15 points
Criteria Description
5. Target
15 points
Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson and skillfully meet the diverse needs of students.
4. Acceptable
13.05 points
Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson and effectively at meeting the diverse needs of students.
No Submission
0 points
Not addressed.
Lesson Plan Section 2: Anticipatory Set
15 points
Criteria Description
5. Target
15 points
Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.
4. Acceptable
13.05 points
Anticipatory set is clearly designed to engage students and activate prior knowledge.
No Submission
0 points
Not addressed.
Lesson Plan Section 2: Multiple Means of Representation
30 points
Criteria Description
5. Target
30 points
The means of representation creatively presents content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined on the template.
4. Acceptable
26.1 points
The means of representation appropriately presents content using more than one method or tool to meet the needs of diverse learners outlined on the template.
No Submission
0 points
Not addressed.
Lesson Plan Section 2: Multiple Means of Engagement
30 points
Criteria Description
5. Target
30 points
The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse learners outlined on the template.
4. Acceptable
26.1 points
The means of engagement effectively allow students to explore, practice, and apply the content and academic language. Appropriately addresses the needs of diverse learners outlined on the template.
No Submission
0 points
Not addressed.
Lesson Plan Section 2: Multiple Means of Expression
30 points
Criteria Description
5. Target
30 points
Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all students. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.
4. Acceptable
26.1 points
Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all students. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.
No Submission
0 points
Not addressed.
Reflection: Culturally Responsive Instructional Strategies (B)
30 points
Criteria Description
(C1.4)
5. Target
30 points
Explanation of how a students’ culture and cultural beliefs can affect learning is proficient. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is comprehensive and realistic.
4. Acceptable
26.1 points
Explanation of how a students’ culture and cultural beliefs can affect learning is sound. Discussion of how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students is complete and reasonable
No Submission
0 points
Not addressed.
Reflection: Delivering Standards-Based Differentiated Instruction (B)
30 points
Criteria Description
(C2.4)
5. Target
30 points
Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is proficient.
4. Acceptable
26.1 points
Explanation of how the standards-based instruction and assessment was adapted/differentiated to be culturally responsive and fit the learning needs of all the students is suitable.
No Submission
0 points
Not addressed.
Reflection: Integrating Listening and Speaking
30 points
Criteria Description
5. Target
30 points
The activity for the next day’s lesson creatively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.
4. Acceptable
26.1 points
The activity for the next day’s lesson effectively integrates opportunities for students to practice listening and speaking skills while reviewing the learning objectives from the previous day.
No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
15 points
Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
5. Target
15 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
13.05 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
No Submission
0 points
Not addressed.
Mechanics of Writing
30 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
30 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
26.1 points
A few mechanical errors are present. Suitable language choice and sentence structure are used.