Planning and Instruction

Introduction

My teaching philosophy, centered on 'learning by doing,' comes to life in the planning and instruction phase. Here, the abstract becomes concrete. Successful language learning isn't accidental; it is carefully scaffolded through lessons that are relevant, collaborative, and empowering.

Reflection on Modules 3–4

Backward design with language: Planning content and language outcomes together, aligning to standards (e.g., WIDA Language Development Standards + content standards). Language is not an add-on; it's a target.
Functional language focus: Identify the disciplinary language functions first (explain, argue, describe, compare) and the linguistic features students need to use them (connectors, verb forms, nominalization, text structures).
Multimodal scaffolding: Strategic use of visuals, models, sentence frames, and collaborative routines moves learners toward independence, not dependency.
Assessment as learning: Frequent, low-stakes formative checks (oral, written, visual) inform immediate scaffolding adjustments.

My Guidelines for Successful Language Learning Experiences

Based on my reflections, I've developed these core guidelines for my planning and instruction:

Anchor Lessons in Authentic, Goal-Oriented Tasks

Guideline: Every lesson culminates in a primary task that requires students to use the target language to achieve a real-world objective (e.g., plan a trip, negotiate a solution, describe a process to a colleague).

In Practice: This is the "why" of the lesson. Instead of "learn the past tense," the goal becomes "tell a story about a memorable childhood event." This provides immediate context and relevance, making the language learning purposeful for adult learners.

Scaffold Rigorously to Bridge the Gap

Guideline: Break down the final task into manageable steps, providing the language, strategies, and support needed for all students to succeed. The mantra "I do, We do, You do" guides this process.

In Practice: Use authentic materials (menus, news clips, brochures) and adapted materials (simplified texts with key vocabulary highlighted). Visual aids, graphic organizers, and sentence frames are essential tools in my classroom to make challenging input comprehensible.

Prioritize Productive Struggle and Collaborative Practice

Guideline: The teacher is a facilitator. The classroom must be a safe space for trying and even making mistakes. Learning happens when students grapple with language together.

In Practice: Plan for think-pair-share activities, structured group work, and peer feedback sessions. This reduces reliance on the teacher as the sole source of knowledge and builds a community of learners.

Embed micro-instruction on language features

Guideline: Contrastive analysis moments: compare how a feature works across languages when relevant.

In Practice:

Mini-lessons on connectors, hedging, passive voice, nominalization, and discipline-specific phrasing.

Assess formatively and often

Guideline: Track both content mastery and language growth with simple rubrics aligned to objectives.

In Practice:

Use quick oral checks, whiteboards, exit tickets with visuals, and one-minute audio reflections.

Normalize strategy instruction

Guideline: Teach and model reading strategies

In Practice: Preview, chunk, annotate, summarize, take notes, and use glossaries/translation tools ethically.

UNIT PLAN DESIGN ANCHOR CHART

The chart was created as a part of my course assignment (see Appendix).

Bridging the Language Gap: Materials and Resources

Resource Type	Examples	Purpose
Visual and graphic supports	Content-aligned picture banks and icon sets, Graphic organizers (Frayer model, cause–effect chain, claim–evidence–reasoning), Anchor charts with sentence starters and language moves	Make abstract concepts concrete and provide language support
Text scaffolds	Leveled texts on the same topic; text sets with varying modalities, Glossed texts with embedded definitions and audio-read versions, Bilingual glossaries for each unit	Provide accessible reading materials at appropriate language levels
Technology	Read-aloud and annotation tools (e.g., Immersive Reader, Kami), Translation with caution: demonstrate checking meaning, not copying, Voice recording for oral rehearsals; captioned short videos	Enhance accessibility and provide multiple modalities for engagement
Collaboration tools	Shared slides/whiteboards for co-constructing notes, Discussion platforms that support audio, images, and short text	Facilitate interaction and collaborative learning

Independent Practice Pathways for Students

Daily language workout (5–8 min)

Micro-writing with a target connector set

Oral rehearsal with a peer or voice memo responding to a prompt

Choice-based practice menus

Vocabulary: create a sketch-note, Frayer model, or mini-dialogue

Reading: annotate a short text; record a 60-second summary

Speaking: rehearse with a prompt + frames; submit audio

Grammar in context: revise a sentence to add precision (appositives, adverb clauses)

Home language leverage

Read a short source in L1, then produce an English summary with visuals

Build a bilingual concept map before drafting in English

Spaced review

3–2–1 weekly reflections (3 new words/phrases, 2 strategies, 1 question)

Retrieval practice using self-made flashcards with images/examples

The game was designed as a part of my course assignment (see Appendix).

Sample Lesson Sketch: Putting It All Together

Objective:

Students will be able to describe a simple process (e.g., cooking a dish, using an app) using sequencing language (First, Then, Next, After that, Finally) and the imperative mood.

Lead-In (Activate Schema):

Show a short, fun video of someone making a paper airplane without words. Ask "What is he doing? What are the steps?"

Input & Scaffolding:

I Do: Model the language by explaining how to make coffee. Use visuals for each step and write the sequencing words on the board.

We Do: Give students a jumbled series of images showing how to use an ATM. In pairs, they use sentence frames (First, you ___. Then, you ___.) to put the steps in order.

Authentic Task (You Do):

In small groups, students choose a simple process and create a short video or live demonstration explaining it to the class. They must use the target language.

Extension for Autonomy:

I would suggest students try explaining their morning routine to themselves in the mirror using this language, or watch a "how-to" video on YouTube in English and note the sequencing words used.

Lesson Planning Template (Compact)

Standards:

Content + WIDA/Linguistic targets

Objectives:

Content: …

Language: Function + features + modality (listen/speak/read/write)

Language Demands:

Vocabulary: Tier 2/3 words; word parts

Syntax/Discourse: sentence starters, text structures, connectors

Materials/Texts:

Modalities and accessibility notes

Anticipatory Set:

Connect to prior knowledge; preview visuals

Explicit Instruction:

Model content and the target language move

Guided Practice:

Collaborative routine with frames; teacher confers/formative checks

Independent Practice:

Scaffolded choice; translanguaging options

Formative Assessment:

Criteria-aligned quick check; plan to reteach

Differentiation:

Newcomer, developing, and advanced supports; IEP/504 considerations

Reflection:

What worked? Evidence? What to adjust next?

Sample Language Objectives by Content Area

Content Area	Language Objective
Science	Students will describe processes using temporal connectors (first, next, then, finally) and labeled diagrams.
Math	Students will justify solutions orally using precise math vocabulary (sum, ratio, increase/decrease) and comparative language (greater than, less than).
ELA	Students will cite textual evidence using reporting verbs (argues, suggests, claims) and quote integration.
Social Studies	Students will compare perspectives using contrastive connectors (however, whereas, on the other hand) and modal verbs to hedge claims.

Formative Assessment Toolkit

Exit tickets with dual targets (content + language)
Single-point rubrics highlighting target language features
Conferencing checklists (comprehensibility, accuracy, complexity)
Speaking frames progression (from sentence to paragraph)
Error logs for growth: track patterns; teach one high-leverage correction at a time

Differentiation Snapshot

Proficiency Level	Support Strategies
Newcomers	Heavy visuals/realia; bilingual supports; partner talk in L1; product options (labeled diagrams, matching tasks).
Developing	Sentence/paragraph frames; modeled paragraphs; guided notes; increased output expectations.
Expanding/Bridging	Genre-specific conventions; academic vocabulary nuance; peer review; independent research tasks.

back to main page