Johnny Segovia

TED 623 Language Development Methods

Annotated Lesson Plan
12/13/15

Planning for Academic Instruction for the Whole Class

The state-adopted academic content standard(s) or state-adopted framework you
will address in the lesson.
11.7: Students analyze America's participation in World War II
7. Discuss the decision to drop atomic bombs and the consequences of the decision
(Hiroshima and Nagasaki).
The academic learning goals

By the end of this lesson, students will be able to:

1. Describe the effects of the atomic bomb.
2. Explain the course of action that the war was taking. (Victory in Europe and the
possible invasion of Japan)
3. Take a position on whether the use of the atomic bomb was necessary to end the
war with Japan.
The lesson will take place at the end of the unit of study. Previous knowledge will be
activated and utilized in achieving the intended learning goals of the lesson. Students
will incorporate the learning goals of the previous lessons (war-time strategies, the role
and sacrifice of the American soldier, Roosevelt's foreign policy during the war, and the
advances in weapons and aviation) to achieve the intended learning goals of this
lesson.

The academic learning goals are related to the state-adopted academic content
standards by:

My academic learning goals are related to the state-adopted academic content

standards in that the lesson's intended learning goals are that students will be able to
discuss the decision to drop atomic bombs and the consequences of the decision
(Hiroshima and Nagasaki).

The content of the lesson will build on what the students already know and are
able to do by:

The content will build on what students already know by incorporating previous
content knowledge from previous lessons about Americas involvement in the war
(Victory in Europe and the possible invasion of Japan)

Students already posses the ability to examine, think critically, and have group
discussions/debates to meet the academic standards of the content.

Students are able to actively listen to teacher lecture/presentations of the

content.

Students are able to watch academic videos while taking notes on the important
content.

Students are able to work in small groups and actively examine and discuss the
content.

The content of the lesson is connected to the content of preceding and

subsequent lessons by:
The lesson takes place near the end of the unit. This lesson will build on the students
previous knowledge by requiring them to think critically and formulate a decision based
on previous lessons of the unit. The previous lesson's about war-time strategies, the
role and sacrifice of the American soldier, Roosevelts foreign policy during the war, and
the advances in weapons and aviation will be utilized and incorporated into this lesson
and discuss the decision to drop atomic bombs and the consequences of the decision
(Hiroshima and Nagasaki). The lesson will also connect to subsequent lessons in that
students will use the information in the current and prior lessons of the unit learning plan
to build on with the next unit of study that examines the Cold War and the atomic age.
The difficulties that I anticipate students could have with the lesson content are:

Grasping the magnitude that the use of atomic weapons had on the world.
o

The use of atomic weapons for combat purposes was only used during this
period. The destruction that was caused by the use of these weapons cause

panic throughout the world, and the threat of their use again would dominate
world politics for the next 50 years. For my students, this is a threat that was
over by the time they were alive. Making the connection of the impact that the
weapons had with students may prove to be difficult.

Understanding the death and destruction that the used of atomic weapons caused.
o

With the increased role of violence on TV and in video games, student may
have been desensitized to the staggering death tolls that were a result from
the use of these weapons.

Making the decision to use atomic weapons.

o

Students will ultimately be asked to take a stance on whether or not they

would choose to use the weapons. Ensuring that students understand all the
factors that went into making this decision may prove to be a difficult task.

The evidence I will collect during the lesson and at the end of the lesson that will
show the extent to which the students have learned what you intended are:

During the lesson I will collect evidence that will show student learning via a formative
assessment verbal question and answering. As I present the material, I will ask
frequent comprehension questions to check for understanding of the content. This may
be asking a question and calling on a student to provide an answer or may be as simple
as posing a question to the class and asking for a show of hands as a response.
At the end of the lesson, to demonstrate their retention of the intended learning goals,
students will engage in a multi-media presentation to present their position. Students
will also engage with other groups of students to challenge and critique their
position/presentation.
Communicating the academic learning goals to the students
Instruction Plan
I will communicate the academic learning goals as follows:
1. Describe the effects of the atomic bomb.

1. Explain and discuss via multi-media presentation the events that

happened in Hiroshima and Nagasaki which ultimately led to the end of
the war.
2. Explain and discuss via multi-media presentation the impact and effects
that the use of atomic weapons had on the world.
3. Explain and discuss why understanding these effects is important to the
overall unit learning plan which is analyze Americas participation in World
War II.
2. Explain the course of action that the war was taking. (Victory in Europe and the
possible invasion of Japan)
1. Explain and discuss via multi-media presentation the time line of events
that led to the decision to use atomic weapons on the cities of Nagasaki
and Hiroshima.
2. Explain and discuss via multi-media presentation the toll that the war had
taken on America.
3. Explain and discuss via multi-media presentation how the preceding
events led to the decision to use atomic weapons.
4. Explain and discuss why understanding of these events is important to the
overall unit learning plan which is analyze Americas participation in World
War II.
3. Take a position on whether the use of the atomic bomb was necessary to end the
war with Japan.
1. Ask and discuss in whole group setting to consider all the information that
has been provided to take a position on whether or not the choice to use
atomic weapons was correct.
2. Explain and discuss why the understanding of this decision is important to
the overall unit learning plan which is analyze Americas participation in
World War II.
The rationale for communicating the academic learning goals as follows:
1. Describe the effects of the atomic bomb.

a. The use of atomic weapons during this war would change the course of
this war and the way all subsequent wars would take place after World
War II.
b. Ensuring that students fully understand the effects of atomic weapons is
essential to understanding the impact they had.
c. Providing understanding of these effects is important to the overall unit
learning plan which is analyze Americas participation in World War II.
2. Explain the course of action that the war was taking. (Victory in Europe and the
possible invasion of Japan)
a. Understanding the psyche of America at the time of the use of atomic
weapons is critical to the decision to use them.
b. Understanding how the preceding events led to the decision to use atomic
weapons is essential to understanding why the decision was made to use
them.
c. Providing understanding of these events is important to the overall unit
learning plan which is analyze Americas participation in World War II.

3. Take a position on whether the use of the atomic bomb was necessary to end the
war with Japan.
a. This is communicated so that students understand how their retention
level of the lesson will be assessed.
b. Providing understanding of why this decision to use atomic weapons is
important to the overall unit learning plan which is analyze Americas
participation in World War II.
Instructional strategies

1. Instructional strategies
a. After a quick review of the agenda, I will begin by recapping the plot from
yesterday's reading. What were some key take-a-ways from yesterday?
What did we learn about the United States involvement in World War II up
to this point?

b. Once the day's lesson has been fully introduced, I will conduct a multimedia presentation of today's lesson content about the use of atomic
weapons on the cities of Hiroshima and Nagasaki; asking and answering
questions throughout to check for understanding. This presentation will
also serve as a time to model how to present the material and will serve
as a guide for students during the student activity.
c. After the multi-sensory presentation (i.e. includes videos, pictures, graphs,
and charts) is complete and questions and comments have been
addressed, the question that will guide the student activity will be posed;
take a position either for or against the use of atomic weapons against
Japan in the pacific, be prepared to support and defend your position.
d. Then, students will be assigned and given a set amount of time to read the
assigned sections. The question for the student activity will be researched
during this time with the information provided in the course text and the
content I presented.
e. Before students begin to read, the student activity will be assignment and
students will be given a time when presentations will begin.
f. Finally, I will conclude the day's activities by asking students to deliver a
multi-media presentation of their in-class findings and support their
position during a question and answer period/panel debate.

2. Instructional Strategy Rational

a. I will orally review yesterday's reading in order to refresh everyone's

memory and create an instant reminder as to where we left off.
b. Using the multi-media presentation will assist in address concerns that I
have expressed about student having trouble understanding the impact
that atomic weapons had on the world. This also allows me to address
any concerns or questions that may come up during this time. I will also
model how to present the content and refer to this instruction while
checking for understanding during the student activities.

c. I wanted to pose the question for the activity so that students will be
reading the content with the prompt in mind. This way students will be
reading/researching with a purpose to maximize the allotted time.
d. I wanted to pose the question for the activity so that students will be
reading the content with the prompt in mind; so that students are able to
process their position fully ask questions about their position if needed.
e. Doing this provides structure and guidance for students to stay on task
throughout the activity. This allows for proper time management so that all
groups are able to present.
f. Allowing students to present their position in a multi-media presentation
allows them to present and demonstrate their position in a personalized
manner. It also requires that they can demonstrate an understanding
enough to support and defend their claims with their peers.
Student activities

1. Student activities
a) Students will review the day's agenda and reflect on yesterday's lesson.
b) Students will actively listen to the class discussion as we review the
significant points of yesterday's lesson. At this point, students will be
encouraged to ask any questions that they might have about the previous
lesson.
c) Students will actively listen, participate in, and take notes on the teacher led
multi-media presentation.
d) After participating in the class presentation, students will take a position on
being for or against the use of atomic weapons.
e) Students will reflect on their position and the lesson content of the day that I
presented while they complete the assigned reading of the day from the
course text.
f) Students will work in groups of 2-3 people to create their multi-media
presentation.

g) Students will deliver a multi-media presentation of their group's position on

being for or against the use of atomic weapons.
h) Students will answer questions and support their claim in a whole group/panel
discussion setting to demonstrate their understanding.
.
2. Student Activity Rationale

a) Students are provided structure to the day's lesson.

b) Having the discussion allows high-level students a venue to demonstrate
understanding, and also provides a recap for the lower performing students.
This is a time to ensure students' understanding to proceed to the next
lesson/learning goal.
c) Using the multi-media presentation will assist in address concerns that I have
expressed about student having trouble understanding the impact that atomic
weapons had on the world. The use of multi-sensory content during the
presentation provides students with the opportunity to receive the content in
an engaging way that will hold their attention and increase the quality of note
taking for the assignment.
d) I want students to have their position in mind before they choose their groups
and they start the reading. This is so that their efforts in these activities are
focused and to the point.
e) I wanted to pose the question for the activity so that students will be reading
the content with the prompt in mind to ensure they are able to support their
claim allowing them to develop advanced thinking and problem-solving skills.
f) Allowing students to work in small groups allows them to collaborate their
ideas to present their position. It also provides students with group support
during the question and answer/panel debate period. This will also allow
students to develop socially and handle the intense social peer pressure to
conform while maintaining individuality.
g) Allowing students to present their position in a group multi-media presentation
allows them to present and demonstrate their position in a personalized

manner. This also provides an easier method for students will special needs
to express their ideas.
Student grouping

1. Student grouping

a) Students will participate in the teacher led presentation individually.

b) Student will work in small groups during the reading portion of the class, but
will each will conduct the reading.
c) Students will work in small groups as they learn and reflect on their position of
whether or not to use atomic weapons to end World War II.
d) Students will work in small groups to present their position to the class.

2. Student Grouping Rationale

a) Students will participate in the teacher led presentation individually so that
distractions will be kept to minimum allowing students to develop advanced
thinking and problem-solving skills.
b) Student will work in small groups during the reading portion of the class, but
will each will conduct the reading so that each group member has the
information to contribute to the group presentation.
c) Students will work in small groups as they learn and reflect on their position of
whether or not to use atomic weapons to end World War II to allow them to
develop socially and handle the intense social peer pressure to conform while
maintaining individuality.
d) Students will work in small groups to present their position to the class which
allows them to develop socially and handle the intense social peer pressure
to conform while maintaining individuality.
Materials, technology, and/or resources, including the use of instructional aides,
parents, or other adults in the room
The materials, technology, and resources that I will use during instruction are:

1. I will use a multi-media presentation that incorporates multi-sensory materials

that will be accompanied by my lecture. I will need a projector and PowerPoint
software for this method of instruction.
2. Included in this presentation of multi-sensory materials will be the use of charts,
graphs, pictures, and videos that will have captions embedded in them.
3. Any aides or parent volunteers I have in my class during the lesson will be
walking around helping the students if they get stuck by providing additional
support.
.
The rationale for the materials, technology, and resources that I will use during
instruction is:
1. I will use a multi-media presentation that incorporates multi-sensory materials
that will be accompanied by my lecture so that the content is presented in an
engaging manner. The use of PowerPoint allows me to control the progression of
the presentation so that I may address any concerns as they arise. This method
also allows me to model how to present the content. The modeling will assist
students during the student activities.
2. The inclusion of these multi-sensory methods provides students with the
opportunity to experience the content in a differentiated manner. This also
provides the content for ELL and/or students with special needs in a way that
they can connect with.
3. The extra help in my classroom will help me walk around the groups and help
those that don't fully understand. This is a huge help because if there are a lot of
students hat don't understand, then it will be beneficial to have more adults to
help with the comprehension of the content.
Progress monitoring of student learning
I will be walking around the room throughout the student activity section and
listen in on the conversations of the students to see how they are doing with the
content and what they need help on. At the end of the lesson, the students will
have to demonstrate their retention by presenting their position to the class and
support their position while being critiqued.

By walking around the classroom, I will get a good idea on how the students are
handling the content and if they are comprehending the lesson or not. Placing
myself in a position to notice with each group as they are working on creating
their presentation allows me to address individual concern and areas of
opportunity that each group may have. If I notice that groups are having similar
problems, I can address them with the class as a whole.

The difficulties I anticipate students could have with the content and
comprehension for all students?
I will keep reinforcing the content of the lesson and I will be walking around the
room checking to make sure each group is demonstrating understanding and not
experiencing any of the difficulties that I may have anticipated. If I see a few
groups struggling, then I will stop the class and review the content and how to
process it. I will connect the key concepts of the content that may cause
difficulties by providing relevant examples and metaphors that they will
understand. If they dont immediately understand the connection at the
beginning of the lesson, I will utilized my knowledge of what the physical, social,
and development needs along with what the interest and aspiration are in my
class to make connections.
How I will share the results of student academic learning with students and
families?
I will keep track of the students presentation by rubric evaluation and give it back
to them in a timely fashion so they can know how they are doing with the
understanding the content of the lesson. I will hold conferences with those still
struggling to give them some one on one time that will hopefully help them
understand it better and feel more confident to ask questions directly to me. I will
also hold parent/ teacher conferences where I can give those copies of their
childs work and show them what we are learning and how their child is
progressing with the topic. If the student understands the material, then the
parents know that they are doing well, but if their child is struggling, then I can
encourage some at home help between parent and child. Having that connection
between the teacher, the student and the parents is vital for the students
success inside and outside of the classroom.
Rubric for Assessment

CATEGOR
Y

Content

Covers
topic indepth
with
details
and
examples.
Subject
knowledg
e is
excellent.

Includes
essential
knowledg
e about
the topic.
Subject
knowledg
e appears
to be
good.

Includes
essential
informatio
n about
the topic
but there
are 1-2
factual
errors.

Content is
minimal
OR there
are several
factual
errors.

Organizati
on

Content is
well
organized
using
headings
or
bulleted
lists to
group
related
material.

Uses
headings
or
bulleted
lists to
organize,
but the
overall
organizati
on of
topics
appears
flawed.

Content is
logically
organized
for the
most
part.

There was
no clear or
logical
organizatio
nal
structure,
just lots of
facts.

Sources

Source
informatio
n
collected
for all
graphics,
facts and
quotes.
All
document
ed in
desired
format.

Source
informatio
n
collected
for all
graphics,
facts and
quotes.
Most
document
ed in
desired
format.

Source
informatio
n
collected
for
graphics,
facts and
quotes,
but not
document
ed in
desired
format.

Very little
or no
source
information
was
collected.

Presentati
on

Wellrehearsed
with
smooth
delivery
that holds
audience
attention.

Rehearse
d with
fairly
smooth
delivery
that holds
audience
attention
most of
the time.

Delivery
not
smooth,
but able
to
maintain
interest of
the
audience
most of
the time.

Delivery
not smooth
and
audience
attention
often lost.

Lesson Adaptations for ELL Student

Academic learning goals of this lesson
Adaptation:
o This particular ELL student is currently proficient at an Early-Intermediate
CELDT level. At this level, she should be able to perform developmentally
as well as his peers though he may have some opportunity with the
reading portion of the activity. I have high expectations for my students.
The intended academic learning goal for this student will not be altered.
The student will be able to describe the effects of the atomic bomb and to
take a position on the use of the atomic bomb to end the war-was it
necessary?
Rationale:
o I chose not to modify the academic learning goals for this student because
I have high expectations for all of my students whether they are English
Language Learners or not. However, I understand that I will need to make
adaptations to help her reach the same goals that her classmates will
reach even though they may not need as much assistance
Evidence of student learning I will collect during the lesson and/or at the end of the
lesson.
o Adaptation: Recognizing the opportunities that this student may have
with the reading portion of the student activity, I will be conducting oral
checks for understanding throughout the activity with this student. The
presentation part of the activity is something that I believe will motivate
this student being that though being somewhat quiet, she gets along well
with students in the class and is social. I would also strongly suggest that
she partner with another student during the process, though it will not be a
requirement.
o Rationale: Although it appears to be extra work that I am asking of her, I
view it as an additional way to monitor her progress and address any
questions she may have as soon as they arrive. But more importantly,
these adaptations will make the input more comprehensible to her and
increase the likelihood that she will retain the information better.
Communicating the academic learning goals to the student

Adaptation:
In communicating the academic learning goals and expectations to my ELL
student, I will be sure to employ the techniques of sheltered English classroom.
Examples of the SDAIE strategies I would employ include: use of visuals;
simpler, shorter sentences; slower speech and gesturing. I would also be sure to
explain the instructions again, one-on-one, using a variety of ways to explain the
same concept.
Rationale:
Overall, the use of the special designed academic instruction in English and the
explicit (repeated) explanation of the task and expectations allow me to simplify
the input for him.
Instructional strategies
Adaptation
o I will extend the learning time for this student by offering my tutorial help
before, during or after school. In these additional sessions I will pre-teach
lesson vocabulary and language to her in advance of this class session to
make her more familiar with terms and objectives. I will also provide her
with a note-taking guide/outline to help her keep pace with her peers and
focus on what information is most essential to the lesson objectives.
Rationale:
o These adaptations to my instructional strategies will give my ELL student
the best opportunity to access language acquisition and learning both in
and out of class and allow her to develop advanced thinking and problemsolving skills.
Student activities
Adaptation:
As briefly mentioned earlier, I will adopt part of the student activities for this ELL
student to maximize her learning and output levels. I will also provide her with a
note- taking guide which will help her focus on what information she needs to
retain from the lesson and text.
Rationale:

There is a lot to accomplish in a short period of time within this lesson.

Therefore, I have made specific adaptations to give this student the best
opportunity to master the class objectives in relatively short period of time for an
English Language Learner. By providing her with a teacher-prepared note-taking
outline and giving her time outside of class to work on her writing, I am enabling
her to demonstrate her mastery without penalizing her for needing a bit more
time to express herself in a language that is not native to her and allow her to
develop advanced thinking and problem-solving skills.
Student grouping
Adaptation:
In general, all parts of the student activities will be modified for this ELL student in
regards to student grouping. She will be allowed to work closely with a teacherappointed peer tutor (who is proficient in both the native and target languages)
who could assist her in the various tasks of note-taking, partner readings, the
writing process, etc.
Rationale:
This type of flexible student grouping would encourage interpersonal dialogue
and foster the development of ELL skills and allow her to develop socially and
handle the intense social peer pressure to conform while maintaining
individuality.
Materials, technology, and/or resources, including the use of instructional aides,
parents, or other adults in the room
Adaptation:
Adapted resources will be made available to this student in terms of providing her
with additional handouts (note-taking outline and graphic organizers for the prewriting process).

Rationale:
If necessary, the aides will be able to provide her with adapted assistance if I am
engaged with the instruction of other students to allow her to develop advanced
thinking and problem-solving skills.

Progress monitoring of ELL student learning

Adaptation
I will question her one-on-one to ensure that she has comprehended the
material. In general, I will keep the classroom environment as relaxed and
anxiety free as possible in response to the affective filter hypothesis which states
that creating a low anxiety situation and not forcing production before a student is
ready is the most effective way to learn.

Rationale
It is my responsibility to provide universal access of the content to all of my
students, and for some this may take a little longer than for others.
Sharing results of the ELL student learning with the student and the family
Adaptation
I will share the results of her student learning by having a teacher-student
conference with her outside of class. In that conference we will review her
progress, discuss his strengths and weaknesses, as well as the effectiveness of
the peer tutor and/or instructional aide. With her family, I will make an adaptation
by taking additional steps to reach out to them (phone calls, letters, and
conferences) to chart her success or lack thereof and constantly devise plans to
reach semester reading/writing/speaking/listening goals and advance her to the
next ELD level.

Rationale
The importance of discovering these results is that they must be shared. I will
adapt my traditional sharing of results by going a step further and meeting with
both the student and parents. This is an integral step that proves we are equally
committed to furthering his academic success.

Annotation Section
My choice of lesson plan to write was based on the single subject social studies
credential that I am seeking. The lesson is designed for an eleventh grade U.S. history
class. I understand that the lesson topic of the United States involvement in WWII and
the use of atomic weapons may not necessarily appeal to the interest of ELL students,
but this is a California State Standard for History and Social Studies that is age and
grade appropriate. The standard of the lesson, in simple termsstate what students
are required to know and what students should be able to perform (Writing Effective
Lesson Plans, 2015). Therefore, all lesson plans should be based on both the state
Common Core standards of the content area, as well as English Language
Development standards (ELD Standards, 2015).
The ELL adaptations, modifications, and strategies that I chose to use were
based around the option #4 of the EL student profiles. The students name is Maria. I
selected this student because she is new to the United States and is at a below basic
level. She lacks motivation and written comprehension, but does well in history if she is

provided with adapted instructions and given help with the student activities. Spanish is
her first language and is only used at home; the only English she is accustomed to is at
school. She can speak in short sentences, but she appears embarrassed if someone
has to ask her to repeat herself. Its hard for her to read in English, but she can
understand instructions when spoken and modeled for her. She is of full Mexican
decent and lives with her mom, dad and little sister in a small apartment. Both her
parents primarily speak Spanish, and only know few English words and phrases.
Marias CELDT results indicate an overall score in the Early Intermediate range, and
she has been identified as an English learner. (Listening and Speaking =Early
Intermediate level. Reading =Early Intermediate level. Writing =Early Intermediate
level.)
The instructional strategies that I chose to use for this lesson hare based on
some of the strategies that I have learned during this course. One aspect of lesson
planning that I was sure to incorporate was SDAIE strategies. SDAIE combines the
important components of quality teaching with approaches based on second language
acquisition theory (Serdyukov, 2009, p. 81). Some of the SDAIE that I will model are
show or demonstrate to students what they are expected to do, guide students through
each step of a process, provide examples of previous student work for students to see,
provide clear guidelines and standards, and make sure your speech, behaviors, dress,
etc. set an appropriate model for students to emulate (SDAIE and Related Strategies,
2015). Using these strategies will not only meet the needs of the ELL student in the
class, but also have proven to be effective strategies for the whole class. I will use a

multi-sensory presentation to connect with all students and assist students in the
student activity.
The student activities that I chose to utilize have been designed with the use of
Educational Technology in mind. Teachers who use ET expand the opportunities for
productive teaching and learning, and make teaching and learning more efficient
(Serdyukov, 2013, p. 156). The use of multi-media presentation material is an effective
strategy for connecting with ELL learners. This method allows all students to be
creative and demonstrate their retention of the content in an individual and differentiated
way. Using the multi-media presentation will assist in address concerns that I have
about student having trouble understanding the impact that atomic weapons had on the
world. The use of multi-sensory content during the my instructional presentation
provides students with the opportunity to receive the content in an engaging way that
will hold their attention while modeling for them how to present their presentation.
Many of the strategies that I chose to use are effective methods for all students;
this was a conscious decision. In the observation that I did during the second week of
class, I noticed that the lesson that I observed was not noticeably differentiated or
modified. I thought that this was very impactful for the ELL students in the class. Many
ELL students are not comfortable with speaking in English in a whole class setting, and I
believe that any other differentiation that may be visible to all students would just add to
this discomfort. This is possible because many of the ELL strategies are also very
effective strategies for all students. I will continue to use this strategy whenever
possible because seems to be very effective.

References
ELD Standards. [PowerPoint slides]. Retrieved from http://nu.blackboard.com
SDAIE and Related Strategies. [PowerPoint slides]. Retrieved from
http://nu.blackboard.com
Serdyukov, P. & Hill, R. A. (2009). Methodology for Second Language Development
(Revised Edition). Boston, MA: Pearson.
Serdyukov, P. & Ryan, M. (2013). The 5-Minute Lesson Plan: A Practitioner's Guide.
Boston, MA: Pearson Learning Systems.
Writing Effective Lesson Plans. [PowerPoint slides]. Retrieved from
http://nu.blackboard.com