Lesson Plan Analysis and Presentation (SLOs # 3, 4, 5, 6 and 7) (160 points)

Introduce key things we should know about the lesson plan such as objectives and
grade range. Include a summary of the activities in the plan.
I analyzed the lesson titled: Inferring Feelings using the book, The War With
Grandpa by Robert Kimmel Smith.
Grade level: 4th grade
Subject area: The Language of Language Arts
Topic: Inferring (Students will think critically to infer the perspective of a
character other than the narrator. Students will demonstrate the use of the
present progressive in the first and second person.)
Summary of activities:
Whole class and partner discussion about how everyone is feeling
Teacher will model how to infer Peters perspective (I do)
Teacher and students will infer Grandpas perspective (we do)
With a partner students will be given a different section of the text and
infer how the grandfather feels about the war (you do)

Describe the language demands in the lesson (look for the verbs in the lesson plan
such as, describe, discuss, write about, etc). How are students expected to use
language throughout the plan (speaking, reading, writing, and listening)?
Language demands include: speaking, writing, listening, & reading
Students will speak when they explain how they are feeling that day and
also to collaborate with a partner to infer the grandfathers perspective
on the war
Students will be asked to write when they are highlighting what Peter
writes about Grandpas words and actions and I am assuming that will
have to record their inferences
Students will be asked to listen during the introduction which includes
the teachers modeling of the How are you feeling warm up, and also
during the I do part of the lesson which is where the teacher models how
to infer how Peter is feeling in the story
Students will be asked to read during almost all parts of the lesson
including the introduction where they will have to read the sentence
starter. Also, reading is necessary during the I do part, where students
are reading sentence strips as the teacher is modeling how to read and
infer. During the we do and you do students will have to read and
highlight important information as well.
Are there sufficient scaffolds in the plan for multilingual learners to be able to
participate? What are they? Think about and apply the scaffolds that Gibbons
outlines in her book, Scaffolding Language, Scaffolding Learning that we have been
reading. Would the student that you shadowed be able to complete this lesson? Why
or why not?
Sufficient scaffolds in this lesson plan for multilingual learners include:
Sentence starter for how they are feeling
Visual charts that include feelings chart & inference chart
Quotation cards: (Quotes from Grandpa are written on sentence strips
for students who are not able to find quotes in the text)
Building off of prior experience: Skittles activity where students had to
infer what was in the bag based on clues & brainstormed feelings
vocabulary list prior to lesson
Group or partner work
I do, We do, You do
The student I shadowed was fluent in both English and Spanish and I believe
she would be able to complete this lesson because of the scaffolding and
modeling provided. I also think the partner work and visuals would benefit her
greatly. Gibbons supported my thinking when he stated, ...successful
coordination with a partneror assisted performanceleads learners to reach
beyond what they are able to achieve alone, to participate in new situations and
to tackle new tasks, or, in the case of second language learners, to learn new
ways of using language (Gibbons, p.14).

How would you change this lesson to support the student you shadowed to meet the
objectives? What adaptations need to be made for multilingual learners? This is
where I want you to apply things we have been discussing in class such as the
CREDE model, readings and videos we watched, writing and videos by Ofelia Garca
and Jim Cummins, the Gibbons book, what you learned from your interview of a
multilingual learner, etc)
I may change this lesson by:
Contextualizing instruction: To contextualize instruction means
that as teachers we are, Connecting the school curriculum to
children's prior knowledge and experiences from their home and
community (CREDE, web). In this lesson the teacher connects
what they are learning to a previous lesson but not so much to
past experiences that relate to the students homes or
communities. I may change the text used and bring in one that
relates to the students backgrounds in my classroom.

I may also explain further to students about what they will need to
be doing in their groups other than inferring the grandfathers
feelings. Gibbons explained that teachers should prepare students
to work together in groups by, providing clear and explicit
instructions, ensuring that talk is required for the task, making
expected outcomes clear, ensuring the task is cognitively
appropriate, integrating the task with a curriculum topic, ensuring
all group members are involved, allowing appropriate time, and
helping students understand how to work in groups (Gibbons,
p.76-77). I would explain that I want to hear the students
discussing and sharing ideas. I would also give the students an
appropriate amount of time and make this clear to them. I may
also model how to work in groups effectively and the talk I would
like to see during the group time.

Lastly, I would incorporate, possibly in a lesson that follows,

having the students infer character feelings individually after
having them work in groups to build on their knowledge. Gibbons
stated, The Teaching and Learning Cycle aims to foster active
student involvement and includes a focus on building the field,
modeling the genre, joint construction, and independent writing,
along with targeted teacher scaffolding that sets students up for
success(Gibbons, p.133). Throughout this lesson the teacher built
the field, modeled what was expected, had students work in pairs,
and scaffolded the instruction. However, to make sure all students
clearly understand how to make inferences I would have them
work independently towards the end of the unit.

What have you learned from doing this adaptation that you will use as a classroom
teacher? How has this adaptation impacted your language and learning philosophy?
It is easy to overlook differentiation strategies that are necessary for the success
of the lesson.
Modeling & scaffolding are essential!
Contextualization should always be present in lessons to make the content
meaningful to all students.
I do, We do, You do is a great strategy for scaffolding instruction and making it
understandable for the students. However, as teachers we must remember to be
 clear in our directions and ensure that the tasks require specific language
demands.
Group work greatly benefits multilingual students but eventually students
should move to doing tasks independently.

References:

CREDE, Center for Research on Education, Diversity and Excellence | University of

Hawaii at Manoa. Center for Research on Education, Diversity & Excellence (CREDE),
manoa.hawaii.edu/coe/crede/.

Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English

language learners in the mainstream classroom (2nd ed.). Portsmouth, NH:
Heinemann.