Modifying a Lesson Plan 1
Modifyinga Lesson Plan
Modifyinga Lesson Plan
As the world grows and develops economically and socially, the numberof English Language Learners tend to increase exponentially.Typically, the ELLs have difficulty in language comprehension,speaking, reading or writing in English and thus, this might affecttheir academic performance in the grammar discipline. ELLs have atwo-way challenge affecting their learning progress they have tolearn English and at the same time learn their courses or subjects.For instance, a student has to learn English and also learnArithmetic, Physics, and Chemistry among other subjects. This provesto be difficult because these subjects also require a mastery of theEnglish language basic literacy (Linquanti,2009).
Discussion &Lesson Modification
With that in mind, an effectiveand strategic approach is key to developing a sufficient and atleast, a successful lesson plan. Therefore, most ELLs willbenefit if the lesson plans will accommodate and replenish theirquest for language acquisition. Logically, a better lesson planshould entail the following breakdowns (CourseDigital Material, 2007):
Modelling and developing basic background knowledge.
Coaching and practice guidelines
Group-based training and cooperative learning.
Examination, language acquisition assessment programs.
As seen above, thelesson plan is simple and covers major areas for the student’sprogress. First of all, giving a background knowledge and theexpectations or objectives towards the course, is a good strategy. Itis a prerequisite that informs the learner and welcomes him/her to anew environment. Secondly, instructions should be given and theteacher should ensure that the students are well conversant with therules, protocols, dos’ and don’ts of the English language. It isonly after the strict following of grammatical rules, that the ELLscan show progress. Thirdly, the teacher should be the best friend ofhis/her students. He/she should be the personal coach of thetrainees. The teacher creates a warm environment such that thelearners feel at home and welcomed. These students should take itupon themselves that they should cooperate and form learner-baseddiscussion groups. Getting out and making your challenges known is abetter way to learn the correct thing to do. Finally, examinationsare the last steps in the learning curve. They measure the student’sabilities and the course mastery from the admission time to the endperiod (CourseDigital Material, 2007).
However, creatinglesson plans should not follow a specific path. In fact, lesson plansshould be individually-based since each and every instructor hasdifferent students that tend to learn under certain conditions. Also,every instructor is different and so they find the lesson plans thatsuit their working environments. This can be summarized as LessonModification. Some of the best modifications for a lesson plansuch as the one provide above can be (Menken& Kleyn, 2009):
Identifying and selecting the short-term and long-term objectives.
Language simplification, repeat, restate and reword.
Choosing specific vocabularies to teach.
Creating weekly-based assessment tests and discussion forums.
Involving other forms of learning materials such as audio-visuals.
Stressing on the importance of reading partnerships, that is, assigning friends for learners (Think-pair-share partnership).
CourseDigital Material (CDM) title.ArticlesColorinColorado. (2007).How to reach out to parents of ELLs. Retrieved 11thOct, 2015from://www.colorincolorado.org/educators/reachingout/outreach/
Menken,K., & Kleyn, T. (2009, April). The difficult road for long-termEnglish learners. Supporting English Language Learners. Retrieved11thOct, 2015 fromhttp://www.ascd.org/publications/educational_leadership/apr09/vol66/num07/The_Difficult_Road_for_Long-Term_English_Learners.aspx
Linquanti,R. (2009). Fostering academic success for English language learners:What do we know? Retrieved 11thOct, 2015 fromhttp://www.wested.org/online_pubs/Foster_Academic_Success_092309.pdf