How do specific features of the lesson support ELLs’ ability to express their understanding of the science concepts through the successful completion of authentic tasks?

ESOL-Modified Physical Science Lesson Critique
The States of Matter
For this assignment, you will critique an English Speakers of Other Languages-modified physical science lesson designed specifically for beginning and low-intermediate English language learners. This is an appropriate lesson for learners in grades 5–9.

Step One: Use the Internet to access the reading for this CALLA lesson plan from the links below.

Solid Basics. http://www.chem4kids.com/files/matter_solid.html
Liquid Basics. http://www.chem4kids.com/files/matter_liquid.html
Looking for a Gas. http://www.chem4kids.com/files/matter_gas.html
Plasma Basics. (This is an additional section; not a core portion of the lesson.) http://www.chem4kids.com/files/matter_plasma.html

Step Two: Read the Physical Science CALLA-Modified Lesson Plan carefully and follow the logic of the lesson’s phases that are intended to guide ELLs in a mainstream physical science class to build academic vocabulary and content area knowledge through the activation of research-based instructional strategies.

Step Three: In a well-written critique, address all of the following items. Refer to the Web site readings, the lesson plan and instructional materials, and provide research-based answers that indicate what you have learned from the course materials and other academic writings. Please refer to and properly cite your sources using APA style.

Identify the Standards: After reading through the lesson plan, look up the physical science (or general science) standards from your state. (If unavailable, you may use the Common Core State Standards.) http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfWhat two (or perhaps three) standards or benchmarks will this lesson best address? Identify these in your introduction for this assignment.

English Language Development:
Examine the five phases of the lesson plan and explain how the lesson and other instructional materials (such as handouts and graphic organizers) support ELLs in acquiring academic English vocabulary and in demonstrating their ability to use new English vocabulary and language patterns. Cite examples from the lesson.
Academic Content Development:
Reread the Physical Science CALLA-Modified Lesson Plan, focusing on the content area concepts.
To what degree is there sufficient focus on the development of grade-appropriate academic content knowledge and understanding?
How do specific features of the lesson support ELLs’ ability to express their understanding of the science concepts through the successful completion of authentic tasks?
Evaluating and Improving Instructional Resources to Address Linguistic and Academic Proficiency Development:
A key element of the CALLA model is to employ strategies to develop students’ metacognitive, cognitive, and socio-affective capacities.
Study the graphic organizers selected for use in this lesson and how they are implemented within the CALLA model. How do they support ELLs’ development of metacognitive, cognitive, and socio-affective capacities?
Is the plan complete in achieving this for students? What might make this a more effective outcome of the lesson?
Conclusions on the Application of Learning Theory, Approach and Methodology:
Based upon your studies of CALLA, draw conclusions as to the lesson design. In your critique, explain your conclusions with clear and meaningful references to what you have studied throughout this course.
Is the structure and content of the lesson a valid representation of the CALLA model?
Does the lesson design make the Web site reading comprehensible to an ELL and allow the student to demonstrate linguistic and academic proficiency through success with completing authentic activities?

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