Assignment Prompt & Instructions
I need help with this assignment. It is very confusing and complicated.
– 2 years ago
**files (6)**
– ## RequiredResourcesforweek4lessonPlan.docx
– ## week4assigmentinstuctionandrubicforAIlessonplan.docx
– _Class_Profile_Grade12document.docx
– _Class_Profile_Grade31document.docx
– Class_Profile_Grade63document.docx
– Integrated_and_Targeted_Lesson_Plansfor12and3documents.docx
**## RequiredResourcesforweek4lessonPlan.docx**
Use Required Resources for week 4 lesson Plan
AI Resource Center
**Required**
Review Acceptable Uses, Tools and Plugins, and Effective Prompts, located on GCU's AI Resource Center, to support your integrated lesson
… Read More
https://ssc.gcu.edu/#/page/ai-resource-center
Using AI to Help Organize Lesson Plans
**Required**
Read "Using AI to Help Organize Lesson Plans," by Valenzuela, located on the Edutopia website (2023), to support your integrated lesson p
… Read More
https://www.edutopia.org/article/ai-lesson-plans
The UDL Guidelines
**Required**
Explore "The UDL Guidelines," located on the CAST website, to support multiple means of representation, engagement, and expression for yo
… Read More
https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&utm_campaign=none&utm_content=aboutudl&_gl=1*124ybrh*_ga*MTIwMjEyOTEwOC4xNzAyMDAyNTg4*_ga_C7LXP5M74W*MtcwMjAwMjU4OC4xLjEuMTcwMjAwMjgyMC4wLjAuMA..
Differentiated Instruction for English Language Learners
**Required**
Explore "Differentiated Instruction for English Language Learners," by Ford, located on the Colorín Colorado website, to support y
… Read More
https://www.colorincolorado.org/article/differentiated-instruction-english-language-learners
Station Rotation: Differentiating Instruction to Reach All Students
**Required**
View "Station Rotation: Differentiating Instruction to Reach All Students," located on YouTube (2017), for an example of differentiated i
… Read More
https://youtu.be/Kg38A1ggYiE?si=JdCMs4o9_CotLtQq
Academic Language
**Required**
Explore "Academic Language," located on the Colorín Colorado website, for featured articles on language objectives and academic la
… Read More
https://www.colorincolorado.org/academic-language
20 Research-Based Strategies for ELL Students
**Required**
Explore "20 Research-Based Strategies for ELL Students," by Marti, located on the Teacher Strategies website (2024), to support your inte
… Read More
https://www.teacherstrategies.org/research-based-strategies-for-ell-students/
How to Teach Using Explicit Instruction
**Required**
Read "How to Teach Using Explicit Instruction," by Greene, located on the Understood website, to support your targeted lesson plan.
https://www.understood.org/articles/how-to-teach-using-explicit-instruction
Explicit Instruction Checklist
**Required**
Review the "Explicit Instruction Checklist," located on the Understood website, to support your targeted lesson plan.
https://assets.ctfassets.net/p0qf7j048i0q/yRVFPSKGb4casDtKzF3Ob/f0def9e5c0559c478dc16b7f994ba25f/Explicit_Instruction_Checklist_Understood.pdf
How to Provide Effective Scaffolding Instruction to Support Multilingual Learners
**Required**
Read "How to Provide Effective Scaffolding Instruction to Support Multilingual Learners," by Staehr Fenner, located on the SupportEd webs
… Read More
https://supported.com/how-to-provide-effective-scaffolding-instruction-to-support-multilingual-learners/
English Language Learners and the Five Essential Components of Reading Instruction
**Required**
Read "English Language Learners and the Five Essential Components of Reading Instruction," by Antunez, located on the Reading Rockets web
… Read More
https://www.readingrockets.org/article/english-language-learners-and-five-essential-components-reading-instruction
Helping English Language Learners Succeed with a Multi-Tiered System of Support (MTSS)
**Required**
Explore "Helping English Language Learners Succeed with a Multi-Tiered System of Support (MTSS)," by Rinaldi, located on the Colorí
… Read More
https://www.colorincolorado.org/article/helping-english-language-learners-succeed-multi-tiered-system-support-mtss
The Writing Recipe: Essay Structure for ELL
**Optional**
View "The Writing Recipe: Essay Structure for ELL," located on YouTube (2020).
https://youtu.be/19cgV6WciRQ?si=0kI4IjdjOqms7R-u
Two Hour Model: Grade 8 Science with Integrated ELD
**Optional**
View "Two Hour Model: Grade 8 Science with Integrated ELD," located on the WestEd website.
https://wested.ent.box.com/s/kv7ykeldwjac4i1h72veavmiuyt92dpc
Pull-Out Model: Grade 3 Targeted ELD
**Optional**
View "Pull-Out Model: Grade 3 Targeted ELD," located on the WestEd website.
https://wested.ent.box.com/s/uiphghgz6bzsmduh35qlf5slk8gctyub
Explicit Instruction
**Optional**
Explore the Elementary videos and sample chapter, by Archer and Hughes, located on the Explicit Instruction website.
https://explicitinstruction.org/video-elementary/
An Inside Look at Webb's Depth of Knowledge
**Optional**
Read "An Inside Look at Webb's Depth of Knowledge," by Webb et al., located on the Edutopia website (2023).
https://www.edutopia.org/article/how-use-norman-webb-depth-of-knowledge
The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12
**Optional**
Explore "The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12," by Levine et al., from the U.S. Depa
… Read More
The_GO_TO_Strategies.p
**## week4assigmentinstuctionandrubicforAIlessonplan.docx**
Requires Lopeswrite
Assessment Description
This week, you are going to create a lesson with AI. Please take the time to read both the directions and rubric. This particular assignment can be a bit confusing for some. In particular, be aware of the content required for the reflection.
Please remember to use that provided resource! Also, be sure to read the directions and rubric carefully.
Educators must be able to design integrated and targeted lessons that address content and ELP standards to support the academic achievement and language development of ELs. Thoughtfully planned integrated instruction builds ELs' language skills within the context of academic content area learning. Meaningful targeted instruction is planned with clear and specific language goals and provides ELs with the focused teaching needed to improve English language proficiency.
When planning lessons for integrated and targeted instruction, an AI tool, such as MagicSchool or ChatGPT, can serve as a powerful resource, if used ethically and appropriately to enhance, not replace, an educator's own skills and judgment. By applying the "first draft principle," an AI tool can be used to efficiently brainstorm initial ideas for lessons and help generate drafts. The output created with an AI tool is the starting point, rather than the final product. Reviewing, editing, and refinement are still essential to plan lessons that are free of any inaccuracies, biases, or problematic content and to tailor them with students' needs and interests in mind.
For this assignment, complete the "ESL-540 Integrated and Targeted Lesson Plans" template.
**Part 1: Integrated Lesson Planning with AI Tools**
Complete Sections 1 and 2 of the Integrated Lesson Plan based on one of three grade-level options. Use the Arizona ELA and ELP standards that are provided in the template and EL Class Profile for your selected grade level.
Research and explore GCU's "AI Resource Center" to familiarize yourself with the ethical and effective use of AI tools to complete this assignment.
Select at least one free AI tool to explore and generate content for a first draft of your integrated lesson plan. Consider the following:
· Select multiple means of representation and engagement by prompting for a variety of instructional strategies, activities, and materials.
· Prompt for a variety of assessments to allow for multiple means of expression.
Review the AI-generated output to edit and refine the final content for your integrated lesson plan. Consider the following:
· Alignment of the standards with the content and language objectives, assessments, and instructional strategies
· Quality of the objectives (e.g., DOK level)
· Appropriateness of the assessment for the grade level, content, and class profile
· Quality and appropriateness of the instructional strategies
· Quality of differentiation strategies for ELs
· Appropriateness for the type of lesson (integrated)
**_Note_** _: Although the AI-generated first draft of your integrated lesson plan will not be submitted, specific examples of the revisions you made will be needed for Part 3 of this assignment._
**Part 2: Targeted Lesson Planning**
Complete Sections 1 and 2 of the Targeted Lesson Plan by designing a 50-60 minute targeted small group lesson based on the Pre-Emergent/Emergent and Basic EL students from the same grade-level EL Class Profile you used in the Part 1 Integrated Lesson Plan. To plan your targeted lesson, use the following five features of effective reading instruction and language and literacy instruction: explicit instruction; systematic instruction with scaffolds; multiple opportunities for student practice; assessment and progress monitoring; and feedback.
**Part 3: Reflection**
In a minimum of 500 words, write a reflection on planning integrated and targeted instruction for ELs and the use of AI tools in lesson planning. Include the following in your reflection:
· Specific examples of how you revised the output from at least one AI tool to improve the quality and adapt the content for your integrated lesson plan. Include a brief description of any inaccuracies, biases, or problematic content that required correction.
· The importance of reading foundational skills (e.g., concepts of print, phonological awareness, phonics, and fluency) for ELs and how targeted instruction can support their English language and literacy development.
· How you differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind. Include specific examples using the class profile.
**_Note_** _: This assignment may produce a high similarity index in LopesWrite._
Include a citation for your AI tools.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Integrated Lesson Plan – Section 1: Lesson Preparation**
13 points
**Criteria Description**
**5. Target**
13 points
Lesson summary and focus are specific. Classroom and student factors/grouping are skillfully summarized. Content and language objectives are purposeful and well-aligned with the chosen grade level ELA and ELP standards/performance indicators. Academic language and how terms will be taught are ideal. Resources, materials, equipment, and technology are innovative and enhance the lesson.
**. Unsatisfactory**
0 points
**Integrated Lesson Plan – Section 2: Instructional Planning**
32.5 points
**Criteria Description**
**5. Target**
32.5 points
Anticipatory set is designed to skillfully activate prior knowledge and engage students. Means of representation creatively presents content and specifies materials. Means of engagement innovatively allows students to explore, practice, and apply the content and academic language and includes sophisticated questioning strategies/questions to pose. Means of expression creatively includes alternative means for response, selection, and composition to accommodate all learners and summative/formative labels are proficient. Differentiation of materials, activities, and assessments meaningfully addresses the needs of diverse learners outlined in the template. Extension activity/homework thoroughly supports the learning targets/objectives.
**Unsatisfactory**
0 points
**Targeted Lesson Plan – Section 1: Lesson Preparation**
13 points
**Criteria Description**
**5. Target**
13 points
Lesson summary and focus are specific. Student factors of the Pre-Emergent/Emergent and Basic ELs are skillfully summarized. The language objective is purposeful and well-aligned with the chosen ELP standard/performance indicators.
**4. Acceptable**
11.31 points
Lesson summary and focus are detailed. Student factors of the Pre-Emergent/Emergent and Basic ELs are competently summarized. The language objective is suitable and appropriately aligned with the chosen ELP standard/performance indicators.
**Unsatisfactory**
0 points
Lesson summary and focus are incoherent. Student factors of the Pre-Emergent/Emergent and Basic ELs are incorrectly summarized. The language objective is erroneous or not aligned with the chosen ELP standard/performance indicators.
**Targeted Lesson Plan – Section 2: Instructional Planning**
32.5 points
**Criteria Description**
**5. Target**
32.5 points
Explicit instruction expertly addresses the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are advanced. Opportunities for student practice are substantial. Formative assessments and ways to monitor student progress during the lesson are sophisticated. Types of feedback provided to students throughout instruction are meaningful and adjustments for Pre-Emergent/Emergent students are convincing.
**4. Acceptable**
28.28 points
Explicit instruction appropriately addresses the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are effective. Opportunities for student practice are significant. Formative assessments and ways to monitor student progress during the lesson are effective. Types of feedback provided to students throughout instruction are significant and adjustments for Pre-Emergent/Emergent students are suitable.
**Unsatisfactory**
0 points
Explicit instruction fails to address the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are incongruous. Opportunities for student practice are irrelevant. Formative assessments and ways to monitor student progress during the lesson are implausible. Types of feedback provided to students throughout instruction are irrelevant and adjustments for Pre-Emergent/Emergent students are incorrect.
**Reflection: AI Output Revisions**
13 points
**Criteria Description**
**5. Target**
13 points
Specific examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are convincing and compelling. Brief description of any inaccuracies, biases, or problematic content that required correction is specific and thoughtful.
**4. Acceptable**
11.31 points
Specific examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are credible and detailed. Brief description of any inaccuracies, biases, or problematic content that required correction is clear and reasonable.
**Unsatisfactory**
0 points
Examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are irrelevant or incomplete. Fails to include a brief description of any inaccuracies, biases, or problematic content that required correction.
**Reflection: Reading Foundational Skills**
6.5 points
**Criteria Description**
**5. Target**
6.5 points
The importance of reading foundational skills for ELs is compelling and how targeted instruction can support their English language and literacy development is convincing.
**4. Acceptable**
5.66 points
The importance of reading foundational skills for ELs is solid and how targeted instruction can support their English language and literacy development is logical.
**Unsatisfactory**
0 points
The importance of reading foundational skills for ELs is irrelevant and how targeted instruction can support their English language and literacy development is incongruous.
**Reflection: Differentiated Instruction and Assessment**
6.5 points
**Criteria Description**
**5. Target**
6.5 points
Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are comprehensively described. Skillfully includes specific examples using the class profile.
**4. Acceptable**
5.66 points
Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are effectively described. Logically includes specific examples using the class profile.
**Unsatisfactory**
0 points
Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are incoherently described. Fails to include specific examples using the class profile.
**Format/ Documentation**
6.5 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
6.5 points
No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
**4. Acceptable**
5.66 points
Appropriate format and documentation are used with only minor errors.
**Unsatisfactory**
0 points
Appropriate format is not used. No documentation of sources is provided.
**Mechanics of Writing**
6.5 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
6.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
5.66 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**_Class_Profile_Grade12document.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/-class-profile-grade12document-docx)
**_Class_Profile_Grade31document.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/-class-profile-grade31document-docx)
**Class_Profile_Grade63document.docx**
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**Integrated_and_Targeted_Lesson_Plansfor12and3documents.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/integrated-and-targeted-lesson-plansfor12and3documents-docx)
**Integrated_and_Targeted_Lesson_Plansfor12and3documents.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/integrated-and-targeted-lesson-plansfor12and3documents-docx)
**## RequiredResourcesforweek4lessonPlan.docx**
Use Required Resources for week 4 lesson Plan
AI Resource Center
**Required**
Review Acceptable Uses, Tools and Plugins, and Effective Prompts, located on GCU's AI Resource Center, to support your integrated lesson
… Read More
https://ssc.gcu.edu/#/page/ai-resource-center
Using AI to Help Organize Lesson Plans
**Required**
Read "Using AI to Help Organize Lesson Plans," by Valenzuela, located on the Edutopia website (2023), to support your integrated lesson p
… Read More
https://www.edutopia.org/article/ai-lesson-plans
The UDL Guidelines
**Required**
Explore "The UDL Guidelines," located on the CAST website, to support multiple means of representation, engagement, and expression for yo
… Read More
https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&utm_campaign=none&utm_content=aboutudl&_gl=1*124ybrh*_ga*MTIwMjEyOTEwOC4xNzAyMDAyNTg4*_ga_C7LXP5M74W*MtcwMjAwMjU4OC4xLjEuMTcwMjAwMjgyMC4wLjAuMA..
Differentiated Instruction for English Language Learners
**Required**
Explore "Differentiated Instruction for English Language Learners," by Ford, located on the Colorín Colorado website, to support y
… Read More
https://www.colorincolorado.org/article/differentiated-instruction-english-language-learners
Station Rotation: Differentiating Instruction to Reach All Students
**Required**
View "Station Rotation: Differentiating Instruction to Reach All Students," located on YouTube (2017), for an example of differentiated i
… Read More
https://youtu.be/Kg38A1ggYiE?si=JdCMs4o9_CotLtQq
Academic Language
**Required**
Explore "Academic Language," located on the Colorín Colorado website, for featured articles on language objectives and academic la
… Read More
https://www.colorincolorado.org/academic-language
20 Research-Based Strategies for ELL Students
**Required**
Explore "20 Research-Based Strategies for ELL Students," by Marti, located on the Teacher Strategies website (2024), to support your inte
… Read More
https://www.teacherstrategies.org/research-based-strategies-for-ell-students/
How to Teach Using Explicit Instruction
**Required**
Read "How to Teach Using Explicit Instruction," by Greene, located on the Understood website, to support your targeted lesson plan.
https://www.understood.org/articles/how-to-teach-using-explicit-instruction
Explicit Instruction Checklist
**Required**
Review the "Explicit Instruction Checklist," located on the Understood website, to support your targeted lesson plan.
https://assets.ctfassets.net/p0qf7j048i0q/yRVFPSKGb4casDtKzF3Ob/f0def9e5c0559c478dc16b7f994ba25f/Explicit_Instruction_Checklist_Understood.pdf
How to Provide Effective Scaffolding Instruction to Support Multilingual Learners
**Required**
Read "How to Provide Effective Scaffolding Instruction to Support Multilingual Learners," by Staehr Fenner, located on the SupportEd webs
… Read More
https://supported.com/how-to-provide-effective-scaffolding-instruction-to-support-multilingual-learners/
English Language Learners and the Five Essential Components of Reading Instruction
**Required**
Read "English Language Learners and the Five Essential Components of Reading Instruction," by Antunez, located on the Reading Rockets web
… Read More
https://www.readingrockets.org/article/english-language-learners-and-five-essential-components-reading-instruction
Helping English Language Learners Succeed with a Multi-Tiered System of Support (MTSS)
**Required**
Explore "Helping English Language Learners Succeed with a Multi-Tiered System of Support (MTSS)," by Rinaldi, located on the Colorí
… Read More
https://www.colorincolorado.org/article/helping-english-language-learners-succeed-multi-tiered-system-support-mtss
The Writing Recipe: Essay Structure for ELL
**Optional**
View "The Writing Recipe: Essay Structure for ELL," located on YouTube (2020).
https://youtu.be/19cgV6WciRQ?si=0kI4IjdjOqms7R-u
Two Hour Model: Grade 8 Science with Integrated ELD
**Optional**
View "Two Hour Model: Grade 8 Science with Integrated ELD," located on the WestEd website.
https://wested.ent.box.com/s/kv7ykeldwjac4i1h72veavmiuyt92dpc
Pull-Out Model: Grade 3 Targeted ELD
**Optional**
View "Pull-Out Model: Grade 3 Targeted ELD," located on the WestEd website.
https://wested.ent.box.com/s/uiphghgz6bzsmduh35qlf5slk8gctyub
Explicit Instruction
**Optional**
Explore the Elementary videos and sample chapter, by Archer and Hughes, located on the Explicit Instruction website.
https://explicitinstruction.org/video-elementary/
An Inside Look at Webb's Depth of Knowledge
**Optional**
Read "An Inside Look at Webb's Depth of Knowledge," by Webb et al., located on the Edutopia website (2023).
https://www.edutopia.org/article/how-use-norman-webb-depth-of-knowledge
The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12
**Optional**
Explore "The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12," by Levine et al., from the U.S. Depa
… Read More
The_GO_TO_Strategies.p
**## week4assigmentinstuctionandrubicforAIlessonplan.docx**
Requires Lopeswrite
Assessment Description
This week, you are going to create a lesson with AI. Please take the time to read both the directions and rubric. This particular assignment can be a bit confusing for some. In particular, be aware of the content required for the reflection.
Please remember to use that provided resource! Also, be sure to read the directions and rubric carefully.
Educators must be able to design integrated and targeted lessons that address content and ELP standards to support the academic achievement and language development of ELs. Thoughtfully planned integrated instruction builds ELs' language skills within the context of academic content area learning. Meaningful targeted instruction is planned with clear and specific language goals and provides ELs with the focused teaching needed to improve English language proficiency.
When planning lessons for integrated and targeted instruction, an AI tool, such as MagicSchool or ChatGPT, can serve as a powerful resource, if used ethically and appropriately to enhance, not replace, an educator's own skills and judgment. By applying the "first draft principle," an AI tool can be used to efficiently brainstorm initial ideas for lessons and help generate drafts. The output created with an AI tool is the starting point, rather than the final product. Reviewing, editing, and refinement are still essential to plan lessons that are free of any inaccuracies, biases, or problematic content and to tailor them with students' needs and interests in mind.
For this assignment, complete the "ESL-540 Integrated and Targeted Lesson Plans" template.
**Part 1: Integrated Lesson Planning with AI Tools**
Complete Sections 1 and 2 of the Integrated Lesson Plan based on one of three grade-level options. Use the Arizona ELA and ELP standards that are provided in the template and EL Class Profile for your selected grade level.
Research and explore GCU's "AI Resource Center" to familiarize yourself with the ethical and effective use of AI tools to complete this assignment.
Select at least one free AI tool to explore and generate content for a first draft of your integrated lesson plan. Consider the following:
· Select multiple means of representation and engagement by prompting for a variety of instructional strategies, activities, and materials.
· Prompt for a variety of assessments to allow for multiple means of expression.
Review the AI-generated output to edit and refine the final content for your integrated lesson plan. Consider the following:
· Alignment of the standards with the content and language objectives, assessments, and instructional strategies
· Quality of the objectives (e.g., DOK level)
· Appropriateness of the assessment for the grade level, content, and class profile
· Quality and appropriateness of the instructional strategies
· Quality of differentiation strategies for ELs
· Appropriateness for the type of lesson (integrated)
**_Note_** _: Although the AI-generated first draft of your integrated lesson plan will not be submitted, specific examples of the revisions you made will be needed for Part 3 of this assignment._
**Part 2: Targeted Lesson Planning**
Complete Sections 1 and 2 of the Targeted Lesson Plan by designing a 50-60 minute targeted small group lesson based on the Pre-Emergent/Emergent and Basic EL students from the same grade-level EL Class Profile you used in the Part 1 Integrated Lesson Plan. To plan your targeted lesson, use the following five features of effective reading instruction and language and literacy instruction: explicit instruction; systematic instruction with scaffolds; multiple opportunities for student practice; assessment and progress monitoring; and feedback.
**Part 3: Reflection**
In a minimum of 500 words, write a reflection on planning integrated and targeted instruction for ELs and the use of AI tools in lesson planning. Include the following in your reflection:
· Specific examples of how you revised the output from at least one AI tool to improve the quality and adapt the content for your integrated lesson plan. Include a brief description of any inaccuracies, biases, or problematic content that required correction.
· The importance of reading foundational skills (e.g., concepts of print, phonological awareness, phonics, and fluency) for ELs and how targeted instruction can support their English language and literacy development.
· How you differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind. Include specific examples using the class profile.
**_Note_** _: This assignment may produce a high similarity index in LopesWrite._
Include a citation for your AI tools.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Integrated Lesson Plan – Section 1: Lesson Preparation**
13 points
**Criteria Description**
**5. Target**
13 points
Lesson summary and focus are specific. Classroom and student factors/grouping are skillfully summarized. Content and language objectives are purposeful and well-aligned with the chosen grade level ELA and ELP standards/performance indicators. Academic language and how terms will be taught are ideal. Resources, materials, equipment, and technology are innovative and enhance the lesson.
**. Unsatisfactory**
0 points
**Integrated Lesson Plan – Section 2: Instructional Planning**
32.5 points
**Criteria Description**
**5. Target**
32.5 points
Anticipatory set is designed to skillfully activate prior knowledge and engage students. Means of representation creatively presents content and specifies materials. Means of engagement innovatively allows students to explore, practice, and apply the content and academic language and includes sophisticated questioning strategies/questions to pose. Means of expression creatively includes alternative means for response, selection, and composition to accommodate all learners and summative/formative labels are proficient. Differentiation of materials, activities, and assessments meaningfully addresses the needs of diverse learners outlined in the template. Extension activity/homework thoroughly supports the learning targets/objectives.
**Unsatisfactory**
0 points
**Targeted Lesson Plan – Section 1: Lesson Preparation**
13 points
**Criteria Description**
**5. Target**
13 points
Lesson summary and focus are specific. Student factors of the Pre-Emergent/Emergent and Basic ELs are skillfully summarized. The language objective is purposeful and well-aligned with the chosen ELP standard/performance indicators.
**4. Acceptable**
11.31 points
Lesson summary and focus are detailed. Student factors of the Pre-Emergent/Emergent and Basic ELs are competently summarized. The language objective is suitable and appropriately aligned with the chosen ELP standard/performance indicators.
**Unsatisfactory**
0 points
Lesson summary and focus are incoherent. Student factors of the Pre-Emergent/Emergent and Basic ELs are incorrectly summarized. The language objective is erroneous or not aligned with the chosen ELP standard/performance indicators.
**Targeted Lesson Plan – Section 2: Instructional Planning**
32.5 points
**Criteria Description**
**5. Target**
32.5 points
Explicit instruction expertly addresses the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are advanced. Opportunities for student practice are substantial. Formative assessments and ways to monitor student progress during the lesson are sophisticated. Types of feedback provided to students throughout instruction are meaningful and adjustments for Pre-Emergent/Emergent students are convincing.
**4. Acceptable**
28.28 points
Explicit instruction appropriately addresses the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are effective. Opportunities for student practice are significant. Formative assessments and ways to monitor student progress during the lesson are effective. Types of feedback provided to students throughout instruction are significant and adjustments for Pre-Emergent/Emergent students are suitable.
**Unsatisfactory**
0 points
Explicit instruction fails to address the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are incongruous. Opportunities for student practice are irrelevant. Formative assessments and ways to monitor student progress during the lesson are implausible. Types of feedback provided to students throughout instruction are irrelevant and adjustments for Pre-Emergent/Emergent students are incorrect.
**Reflection: AI Output Revisions**
13 points
**Criteria Description**
**5. Target**
13 points
Specific examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are convincing and compelling. Brief description of any inaccuracies, biases, or problematic content that required correction is specific and thoughtful.
**4. Acceptable**
11.31 points
Specific examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are credible and detailed. Brief description of any inaccuracies, biases, or problematic content that required correction is clear and reasonable.
**Unsatisfactory**
0 points
Examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are irrelevant or incomplete. Fails to include a brief description of any inaccuracies, biases, or problematic content that required correction.
**Reflection: Reading Foundational Skills**
6.5 points
**Criteria Description**
**5. Target**
6.5 points
The importance of reading foundational skills for ELs is compelling and how targeted instruction can support their English language and literacy development is convincing.
**4. Acceptable**
5.66 points
The importance of reading foundational skills for ELs is solid and how targeted instruction can support their English language and literacy development is logical.
**Unsatisfactory**
0 points
The importance of reading foundational skills for ELs is irrelevant and how targeted instruction can support their English language and literacy development is incongruous.
**Reflection: Differentiated Instruction and Assessment**
6.5 points
**Criteria Description**
**5. Target**
6.5 points
Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are comprehensively described. Skillfully includes specific examples using the class profile.
**4. Acceptable**
5.66 points
Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are effectively described. Logically includes specific examples using the class profile.
**Unsatisfactory**
0 points
Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are incoherently described. Fails to include specific examples using the class profile.
**Format/ Documentation**
6.5 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
6.5 points
No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
**4. Acceptable**
5.66 points
Appropriate format and documentation are used with only minor errors.
**Unsatisfactory**
0 points
Appropriate format is not used. No documentation of sources is provided.
**Mechanics of Writing**
6.5 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
6.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
5.66 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**_Class_Profile_Grade12document.docx**
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**_Class_Profile_Grade31document.docx**
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**Class_Profile_Grade63document.docx**
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**Integrated_and_Targeted_Lesson_Plansfor12and3documents.docx**
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**## RequiredResourcesforweek4lessonPlan.docx**
Use Required Resources for week 4 lesson Plan
AI Resource Center
**Required**
Review Acceptable Uses, Tools and Plugins, and Effective Prompts, located on GCU's AI Resource Center, to support your integrated lesson
… Read More
https://ssc.gcu.edu/#/page/ai-resource-center
Using AI to Help Organize Lesson Plans
**Required**
Read "Using AI to Help Organize Lesson Plans," by Valenzuela, located on the Edutopia website (2023), to support your integrated lesson p
… Read More
https://www.edutopia.org/article/ai-lesson-plans
The UDL Guidelines
**Required**
Explore "The UDL Guidelines," located on the CAST website, to support multiple means of representation, engagement, and expression for yo
… Read More
https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&utm_campaign=none&utm_content=aboutudl&_gl=1*124ybrh*_ga*MTIwMjEyOTEwOC4xNzAyMDAyNTg4*_ga_C7LXP5M74W*MtcwMjAwMjU4OC4xLjEuMTcwMjAwMjgyMC4wLjAuMA..
Differentiated Instruction for English Language Learners
**Required**
Explore "Differentiated Instruction for English Language Learners," by Ford, located on the Colorín Colorado website, to support y
… Read More
https://www.colorincolorado.org/article/differentiated-instruction-english-language-learners
Station Rotation: Differentiating Instruction to Reach All Students
**Required**
View "Station Rotation: Differentiating Instruction to Reach All Students," located on YouTube (2017), for an example of differentiated i
… Read More
https://youtu.be/Kg38A1ggYiE?si=JdCMs4o9_CotLtQq
Academic Language
**Required**
Explore "Academic Language," located on the Colorín Colorado website, for featured articles on language objectives and academic la
… Read More
https://www.colorincolorado.org/academic-language
20 Research-Based Strategies for ELL Students
**Required**
Explore "20 Research-Based Strategies for ELL Students," by Marti, located on the Teacher Strategies website (2024), to support your inte
… Read More
https://www.teacherstrategies.org/research-based-strategies-for-ell-students/
How to Teach Using Explicit Instruction
**Required**
Read "How to Teach Using Explicit Instruction," by Greene, located on the Understood website, to support your targeted lesson plan.
https://www.understood.org/articles/how-to-teach-using-explicit-instruction
Explicit Instruction Checklist
**Required**
Review the "Explicit Instruction Checklist," located on the Understood website, to support your targeted lesson plan.
https://assets.ctfassets.net/p0qf7j048i0q/yRVFPSKGb4casDtKzF3Ob/f0def9e5c0559c478dc16b7f994ba25f/Explicit_Instruction_Checklist_Understood.pdf
How to Provide Effective Scaffolding Instruction to Support Multilingual Learners
**Required**
Read "How to Provide Effective Scaffolding Instruction to Support Multilingual Learners," by Staehr Fenner, located on the SupportEd webs
… Read More
https://supported.com/how-to-provide-effective-scaffolding-instruction-to-support-multilingual-learners/
English Language Learners and the Five Essential Components of Reading Instruction
**Required**
Read "English Language Learners and the Five Essential Components of Reading Instruction," by Antunez, located on the Reading Rockets web
… Read More
https://www.readingrockets.org/article/english-language-learners-and-five-essential-components-reading-instruction
Helping English Language Learners Succeed with a Multi-Tiered System of Support (MTSS)
**Required**
Explore "Helping English Language Learners Succeed with a Multi-Tiered System of Support (MTSS)," by Rinaldi, located on the Colorí
… Read More
https://www.colorincolorado.org/article/helping-english-language-learners-succeed-multi-tiered-system-support-mtss
The Writing Recipe: Essay Structure for ELL
**Optional**
View "The Writing Recipe: Essay Structure for ELL," located on YouTube (2020).
https://youtu.be/19cgV6WciRQ?si=0kI4IjdjOqms7R-u
Two Hour Model: Grade 8 Science with Integrated ELD
**Optional**
View "Two Hour Model: Grade 8 Science with Integrated ELD," located on the WestEd website.
https://wested.ent.box.com/s/kv7ykeldwjac4i1h72veavmiuyt92dpc
Pull-Out Model: Grade 3 Targeted ELD
**Optional**
View "Pull-Out Model: Grade 3 Targeted ELD," located on the WestEd website.
https://wested.ent.box.com/s/uiphghgz6bzsmduh35qlf5slk8gctyub
Explicit Instruction
**Optional**
Explore the Elementary videos and sample chapter, by Archer and Hughes, located on the Explicit Instruction website.
https://explicitinstruction.org/video-elementary/
An Inside Look at Webb's Depth of Knowledge
**Optional**
Read "An Inside Look at Webb's Depth of Knowledge," by Webb et al., located on the Edutopia website (2023).
https://www.edutopia.org/article/how-use-norman-webb-depth-of-knowledge
The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12
**Optional**
Explore "The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12," by Levine et al., from the U.S. Depa
… Read More
The_GO_TO_Strategies.p
**## week4assigmentinstuctionandrubicforAIlessonplan.docx**
Requires Lopeswrite
Assessment Description
This week, you are going to create a lesson with AI. Please take the time to read both the directions and rubric. This particular assignment can be a bit confusing for some. In particular, be aware of the content required for the reflection.
Please remember to use that provided resource! Also, be sure to read the directions and rubric carefully.
Educators must be able to design integrated and targeted lessons that address content and ELP standards to support the academic achievement and language development of ELs. Thoughtfully planned integrated instruction builds ELs' language skills within the context of academic content area learning. Meaningful targeted instruction is planned with clear and specific language goals and provides ELs with the focused teaching needed to improve English language proficiency.
When planning lessons for integrated and targeted instruction, an AI tool, such as MagicSchool or ChatGPT, can serve as a powerful resource, if used ethically and appropriately to enhance, not replace, an educator's own skills and judgment. By applying the "first draft principle," an AI tool can be used to efficiently brainstorm initial ideas for lessons and help generate drafts. The output created with an AI tool is the starting point, rather than the final product. Reviewing, editing, and refinement are still essential to plan lessons that are free of any inaccuracies, biases, or problematic content and to tailor them with students' needs and interests in mind.
For this assignment, complete the "ESL-540 Integrated and Targeted Lesson Plans" template.
**Part 1: Integrated Lesson Planning with AI Tools**
Complete Sections 1 and 2 of the Integrated Lesson Plan based on one of three grade-level options. Use the Arizona ELA and ELP standards that are provided in the template and EL Class Profile for your selected grade level.
Research and explore GCU's "AI Resource Center" to familiarize yourself with the ethical and effective use of AI tools to complete this assignment.
Select at least one free AI tool to explore and generate content for a first draft of your integrated lesson plan. Consider the following:
· Select multiple means of representation and engagement by prompting for a variety of instructional strategies, activities, and materials.
· Prompt for a variety of assessments to allow for multiple means of expression.
Review the AI-generated output to edit and refine the final content for your integrated lesson plan. Consider the following:
· Alignment of the standards with the content and language objectives, assessments, and instructional strategies
· Quality of the objectives (e.g., DOK level)
· Appropriateness of the assessment for the grade level, content, and class profile
· Quality and appropriateness of the instructional strategies
· Quality of differentiation strategies for ELs
· Appropriateness for the type of lesson (integrated)
**_Note_** _: Although the AI-generated first draft of your integrated lesson plan will not be submitted, specific examples of the revisions you made will be needed for Part 3 of this assignment._
**Part 2: Targeted Lesson Planning**
Complete Sections 1 and 2 of the Targeted Lesson Plan by designing a 50-60 minute targeted small group lesson based on the Pre-Emergent/Emergent and Basic EL students from the same grade-level EL Class Profile you used in the Part 1 Integrated Lesson Plan. To plan your targeted lesson, use the following five features of effective reading instruction and language and literacy instruction: explicit instruction; systematic instruction with scaffolds; multiple opportunities for student practice; assessment and progress monitoring; and feedback.
**Part 3: Reflection**
In a minimum of 500 words, write a reflection on planning integrated and targeted instruction for ELs and the use of AI tools in lesson planning. Include the following in your reflection:
· Specific examples of how you revised the output from at least one AI tool to improve the quality and adapt the content for your integrated lesson plan. Include a brief description of any inaccuracies, biases, or problematic content that required correction.
· The importance of reading foundational skills (e.g., concepts of print, phonological awareness, phonics, and fluency) for ELs and how targeted instruction can support their English language and literacy development.
· How you differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind. Include specific examples using the class profile.
**_Note_** _: This assignment may produce a high similarity index in LopesWrite._
Include a citation for your AI tools.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Integrated Lesson Plan – Section 1: Lesson Preparation**
13 points
**Criteria Description**
**5. Target**
13 points
Lesson summary and focus are specific. Classroom and student factors/grouping are skillfully summarized. Content and language objectives are purposeful and well-aligned with the chosen grade level ELA and ELP standards/performance indicators. Academic language and how terms will be taught are ideal. Resources, materials, equipment, and technology are innovative and enhance the lesson.
**. Unsatisfactory**
0 points
**Integrated Lesson Plan – Section 2: Instructional Planning**
32.5 points
**Criteria Description**
**5. Target**
32.5 points
Anticipatory set is designed to skillfully activate prior knowledge and engage students. Means of representation creatively presents content and specifies materials. Means of engagement innovatively allows students to explore, practice, and apply the content and academic language and includes sophisticated questioning strategies/questions to pose. Means of expression creatively includes alternative means for response, selection, and composition to accommodate all learners and summative/formative labels are proficient. Differentiation of materials, activities, and assessments meaningfully addresses the needs of diverse learners outlined in the template. Extension activity/homework thoroughly supports the learning targets/objectives.
**Unsatisfactory**
0 points
**Targeted Lesson Plan – Section 1: Lesson Preparation**
13 points
**Criteria Description**
**5. Target**
13 points
Lesson summary and focus are specific. Student factors of the Pre-Emergent/Emergent and Basic ELs are skillfully summarized. The language objective is purposeful and well-aligned with the chosen ELP standard/performance indicators.
**4. Acceptable**
11.31 points
Lesson summary and focus are detailed. Student factors of the Pre-Emergent/Emergent and Basic ELs are competently summarized. The language objective is suitable and appropriately aligned with the chosen ELP standard/performance indicators.
**Unsatisfactory**
0 points
Lesson summary and focus are incoherent. Student factors of the Pre-Emergent/Emergent and Basic ELs are incorrectly summarized. The language objective is erroneous or not aligned with the chosen ELP standard/performance indicators.
**Targeted Lesson Plan – Section 2: Instructional Planning**
32.5 points
**Criteria Description**
**5. Target**
32.5 points
Explicit instruction expertly addresses the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are advanced. Opportunities for student practice are substantial. Formative assessments and ways to monitor student progress during the lesson are sophisticated. Types of feedback provided to students throughout instruction are meaningful and adjustments for Pre-Emergent/Emergent students are convincing.
**4. Acceptable**
28.28 points
Explicit instruction appropriately addresses the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are effective. Opportunities for student practice are significant. Formative assessments and ways to monitor student progress during the lesson are effective. Types of feedback provided to students throughout instruction are significant and adjustments for Pre-Emergent/Emergent students are suitable.
**Unsatisfactory**
0 points
Explicit instruction fails to address the language objective and the specific needs of Pre-Emergent/Emergent and Basic ELs. Scaffolding strategies that support the ELP levels are incongruous. Opportunities for student practice are irrelevant. Formative assessments and ways to monitor student progress during the lesson are implausible. Types of feedback provided to students throughout instruction are irrelevant and adjustments for Pre-Emergent/Emergent students are incorrect.
**Reflection: AI Output Revisions**
13 points
**Criteria Description**
**5. Target**
13 points
Specific examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are convincing and compelling. Brief description of any inaccuracies, biases, or problematic content that required correction is specific and thoughtful.
**4. Acceptable**
11.31 points
Specific examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are credible and detailed. Brief description of any inaccuracies, biases, or problematic content that required correction is clear and reasonable.
**Unsatisfactory**
0 points
Examples of how the output was revised from at least one AI tool to improve the quality and adapt the content for the integrated lesson plan are irrelevant or incomplete. Fails to include a brief description of any inaccuracies, biases, or problematic content that required correction.
**Reflection: Reading Foundational Skills**
6.5 points
**Criteria Description**
**5. Target**
6.5 points
The importance of reading foundational skills for ELs is compelling and how targeted instruction can support their English language and literacy development is convincing.
**4. Acceptable**
5.66 points
The importance of reading foundational skills for ELs is solid and how targeted instruction can support their English language and literacy development is logical.
**Unsatisfactory**
0 points
The importance of reading foundational skills for ELs is irrelevant and how targeted instruction can support their English language and literacy development is incongruous.
**Reflection: Differentiated Instruction and Assessment**
6.5 points
**Criteria Description**
**5. Target**
6.5 points
Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are comprehensively described. Skillfully includes specific examples using the class profile.
**4. Acceptable**
5.66 points
Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are effectively described. Logically includes specific examples using the class profile.
**Unsatisfactory**
0 points
Differentiated instruction and assessment with ELs' language differences, giftedness, and special education needs in mind are incoherently described. Fails to include specific examples using the class profile.
**Format/ Documentation**
6.5 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
6.5 points
No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
**4. Acceptable**
5.66 points
Appropriate format and documentation are used with only minor errors.
**Unsatisfactory**
0 points
Appropriate format is not used. No documentation of sources is provided.
**Mechanics of Writing**
6.5 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
6.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
5.66 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**_Class_Profile_Grade12document.docx**
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**_Class_Profile_Grade31document.docx**
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**Class_Profile_Grade63document.docx**
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**Integrated_and_Targeted_Lesson_Plansfor12and3documents.docx**
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