Evaluating Lesson Plans

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EvaluatingLesson Plans

This paper will evaluate lesson plans obtained from the ShelteredInstruction Observation Protocol (SIOP) model, which is used in theteaching of English learners.

Lesson Plan 1– 8th Grade Language Arts


The lesson plan involves analysis of TV Commercials where thestudents utilize persuasive essays to determine the various methodsemployed by writers in persuading their audiences. This lesson plansufficiently integrates SEI strategies, as analyzed through thefollowing SEI components: policy, structure, and classroom. Policy inthis lesson plan relates to standards employed by the state ofMassachusetts concerning English Language Arts. The plan identifiestwo policy requirements relevant to the lesson content. Structuretypically consists of multiple elements such as time and schedulingallocations, class size and grouping process standards, classroomcontent, program entry and exit, and teacher qualificationrequirements, all of which are amply covered in this lesson plan.

Academic vocabulary is sufficiently addressed in this lesson plan. Bythis instructional level, the learners are expected to be familiarwith vocabulary such as analyze, describe, purpose, topic, and formaudience. The new vocabulary that the learner is expected to befamiliar with in this lesson includes testimonial, celebrityendorsement, slogan, logo, aural techniques, visual techniques,message, and target audience. The instruction of this vocabulary isprimarily aided by the provision of definitions, as well as examplesor pictures that will help the learner in recalling the particularword or phrase. At the lesson`s end, the teacher will conduct anassessment or review to test the learner`s grasp of the newvocabulary. The teacher will randomly select students and requirethem to provide not only a definition of one of the new keywords, butalso use it in a sentence.

Lesson Plan 2– High School Language Arts – Introducing Irony


A well designed SEI strategy will comprise of three components asearlier identified: policy, structure, and classroom. This lessonincorporates the learning of irony as an element of language with themain objective being the identification of three different forms ofirony. The policy aspects are guided by the Virginia state educationpolicy, as well as the Arlington School District education andlanguage learning policies. The structure component is not covered inextensive detail since the plan does not include factors such asteacher qualification requirements, program entry and exit, classsize and scheduling allocations. However, aspects of the structureare demonstrated in detailing of supplementary materials and theexplanation of group processing standards.

With regards to academic vocabulary, there are various new words thatthe learner is expected to internalize which include irony, verbal,dramatic, and situational. The latter three words define thedifferent types of irony. The primary way in which this newvocabulary is addressed is through the provision of definitions bythe instructor. The uptake of this new vocabulary is enhanced throughthe use of situation cards which depict various types of irony.Through these cards, the student will identify and describe the formof irony depicted, thus helping to cement their comprehension of theterm. This activity according to the lesson plan is carried out inboth group and individual settings. In extension, the learners willfurther be expected to identify real life examples of the newvocabulary from outside the classroom. The learner can then use aliterary analysis to explain the encountered from of irony in a storyformat.