ELL Lesson Plan

Description
School/Classroom Setting:
The ELL student is in a collaborative classroom with 23 students. Since there are a small group of special
education students in the classroom there is a special education teacher that collaborates with me. There are
three ELL students in that class. Our school has an ESOL program and with a very small group of students.
They meet with the ESOL teacher every day for one class period in the morning.
Student Information:
I am working with a female student name Lucinda which is not her real name. She is a Spanish speaking
seventh grade student and this is her first year in an American school. Her English is very limited and she is
also very quiet, but she does well with basic computation. All students have a school issued device that they
take home with them, and she uses her device regularly--especially a digital translator. Her current
accommodations include small group, explain directions, repeat directions, oral reading of test questions, word
to word dictionary, breaks, extended time
Meeting Times:
I meet with Lucinda every day for an hour during math from about 9:25 to 10:25.
Interaction/Engagement:
I used Spanish index cards to teach the vocabulary that was used in the lesson in both English and Spanish. I
also provided a graphic organizer with visual representations of the math terms.
Objectives and Assessments
Objective

Assessment

Was the objective met? Evidence of student

learning.

(Formative). I will observe

and ask questions while the
student is working.

Yes. Maria was able to look at the quadrilateral

manipulatives and identify (show and explain)
all the characteristics of each.

The student will be

able to identify
supplementary and
complementary
angles.

I will show different

pictures of angle
relationships and ask the
student to identify by
pointing to the
appropropriate index card
and verbally answering.

Yes. Lucinda was able to distinguish between

complementary and supplementary angle
relationships. She relied heavily on the
flashcards but they were very useful in helping
her understand the vocabulary.

The student will be

able to determine the
complement and
supplement of one
angle.

Showing two examples of

supplementary angles and
two examples of
complementary angles, the
student will determine the

Yes. Lucinda was able to determine the missing

angle by using the pictures and first identifying
the relationship, and then subtracting to find the
missing angle. I did a few examples with
Lucinda and added some information to her

other angle that makes the

relationship true.
Ex:

vocabulary cards. I color coded the angles to

show for example that a red angle plus a green
angle equals 90 degrees. I also modeled using a
the color codes and a number sentence to find a
complement or supplement. I did this whole
group as well since in the collaborative classes in
general visual representations with specific
coloring is helpful, but I also modeled this
individually for Lucinda.

I would work with the

students to first identify the
relationship, and then use a
number sentence to
determine the missing angle.
In this case 90 - 75 would
give the complement.

Resources
1. I used readingrockets.org, and specifically the section for ELL students because there is
information for teachers on supporting students in inclusive classrooms in reading. There was also blogs,
research, and tips for parents included at this site. I used this resource to get a better understanding of
context and to get ideas for teaching vocabulary.
2. I also used bankstreet.edu which provided more information about different levels of English
proficiency as well as strategies for working with ELL students. The strategies focus on individuals who
are tutoring ELL students. However, the tips could still be used by a classroom teacher, especially since
there has not been much professional development in this area at my school. I found the tips on
communicating with ELL students to be especially useful.