Appendix M.

Blank Lesson Plan Template

ELD 1 (Emerging) 9-12 XX Day in 1 53

Language Level Grade Date Minutes
Unit
Career Connections
 For which careers do I need to be multi-lingual?
Unit Theme and Question  In which careers would knowing multiple languages (including English) be a benefit?
 Which professions/jobs are valued in the United States?

Bilingual careers
Daily topic:

STANDARDS LESSON OBJECTIVES

Which modes of Students can:
communication will be
addressed?
 Identify careers that require proficiency in multiple languages.
 Interpersonal
 Identify skills that they have/are developing as a result of being a
What are the communicative Communication multilingual learner
and cultural objectives for the and  Interpretive
lesson?
Cultures  Presentational

Students will make connections between the common skills of multilingual people and their own skills as
Connections multilingual learners.

Students will compare different multilingual careers though reading and interpreting two articles.
If applicable, indicate how Comparisons
Connections  Comparisons 
Communities  Common Core
will be part of your lesson. Communities

Keys to Planning for Learning, 2013

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CCSS.ELA.SL.9-10.1.
Common Core Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.

CCSS.ELA.SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Keys to Planning for Learning, 2013

Appendix M. Blank Lesson Plan Template
Materials  Resources 
Time*
Activity/Activities Technology
How many
Lesson Sequence What will learners do? Be specific. What materials will
minutes will this
What does the teacher do? you develop? What materials will
segment take?
you bring in from other sources?
As students enter the classroom, they will pick up a graphic organizer to Bilingual career graphic organizer
complete throughout the period. Teacher will ask students to consider
Gain Attention / Activate what skills they think are important to have in order to be a good 5 min
Prior Knowledge employee/worker. Teacher will ask students to talk about this at their
tables, and write down thoughts in the first box on the graphic organizer.
While students are discussing and writing, teacher will take attendance.
Teacher will pass out two articles outlining the benefits of being 10 min Bilingual career articles
bilingual/multilingual in the workforce. Before reading, teacher will point Bilingual career graphic organizer
out the second question on the graphic organizer, which asks students to
Provide Input identify careers that benefit from being multilingual. Students will follow
along as the teacher reads the articles aloud, emphasizing important words
and phrases.

Students will then be asked to work with a partner to identify careers that 5 min Bilingual career articles
benefit from being multilingual, and to list the careers in the graphic Bilingual career graphic organizer
Elicit Performance / Provide organizer. Teacher will walk around and monitor, scaffolding as
Feedback necessary, as students complete this. Once students finish listing careers
in their graphic organizer, the teacher will conduct a whip-around so that
each student can share one career they identified.
Teacher will now show students a video that demonstrates benefits 5 min Video
to being bilingual in the workforce. Before starting the video, Laptop
teacher will read and explain the next question in the graphic Projector
Provide Input organizer, which asks why being bilingual in the workforce is Bilingual career graphic organizer
important. Students will be asked to consider this question while
watching the video.

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Appendix M. Blank Lesson Plan Template
Teacher will ask students to respond to the question in their 10 Bilingual career graphic organizer
graphic organizers. Once they have filled in their response,
Elicit Performance / Provide students will share their responses with their tables. Teacher will
Feedback walk around and check for understanding by reading students’
responses and listening to student conversations, scaffolding where
necessary.

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Appendix M. Blank Lesson Plan Template
Teacher will ask students to consider the last question on their graphic 10 min Bilingual career graphic organizer
organizer: “As a bilingual or multilingual learner, what skills do I or will I
have that will make me a valuable employee?” Teacher will ask students
Closure to come up with one skill, share it with their table, and write it in their
graphic organizer. Teacher will monitor and scaffold as needed.

Teacher will ask students to come up with two additional skills that they 5 min Bilingual career graphic organizer
will have/develop as a multilingual learner, and write them in their
Enhance Retention & graphic organizers before class tomorrow.
Transfer

Reflection – Notes to Self

 What worked well? Why?
 What didn’t work? Why?
 What changes would you
make if you taught this
lesson again?
 ????

* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.

Keys to Planning for Learning, 2013