Lesson Plan for Learners with Oral Language Challenges

Section 1: Lesson Preparation Teacher Candidate Name: 
Grade Level:  The grade level for the fictional group is K-2. 
Date: Unit/Subject: Oral Language Development Instructional Plan Title: Lesson Plan for Learners with Oral Language Challenges
Lesson Summary and Focus: This lesson plan focuses on improving the oral language skills of four elementary students lagging behind their peers. Its design prioritizes their listening and speaking competencies while using diverse communication tools. Interaction with this lesson will improve their vocabulary awareness and refine their communication.  Classroom and Student Factors/Grouping: The identified students comprise boys and girls between ages 5 and 6 years old. Other unique student factors include the presence of a gifted learner, two English Language Learners (ELLs), and one with behavior concerns. These dynamics require the instructor to vary the planning, teaching, and assessment techniques to fit the unique learning needs of these learners and boost their oral skills growth through the lesson plan.   National/State Learning Standards: Arizona English Language Arts (ELA) learning standards focus on overseeing an education that develops diverse interpersonal competencies and oral communication skills for the learners. The standard addresses various learning initiatives that range from expressing and listening to ideas, collaboration with peers, information integration, and evaluation (Mesa Public Schools, 2018). ELA categorizes the standard for K-2 as K.SL.2 and outlines these key speaking and listening requirements. Educators determine performance through routine classroom questions and continuous assessments.  
Specific Learning Target(s)/Objectives: • The learners should accurately express presented ideas after listening to the provided media. • Given listening media, the learners should identify interesting vocabulary and describe them orally. • The educator expects the students to engage each other in discussions about provided visual displays in class. • Learners should describe keywords underlined in class presentations and relate them as required.• Before the end of the lesson, students should ask their peers well-phased questions related to class materials. Academic Language  Role-playing Storytelling Describing gestures Collaborate in small groups Spontaneous questions about a storyWhen teaching these terms, I will engage the learners in active discussions about their uses in a class, demonstrate, and ask students to repeat my demonstrations to their peers. Every lesson will include activities and questions for students to practice and display their understanding of vocabulary. Resources, Materials, Equipment, and Technology:  PowerPoint presentation with video clips Storybooks Velcro materials for pinning words on the board Posters with words and images Colored marker pensSection 2: Instructional PlanningAnticipatory Set• I will introduce the lesson with a video clip using the PowerPoint presentation of K-2 learners interacting about a storybook.• My first question will seek a description of what the students have seen in the video clip.• I will then introduce the storybook, recording specific vocabulary on cut-out papers using marker pens.• As I continue reading the story, I will use Velcro and ask students to pin leading words as we progress. • I will grab the children’s attention by periodically asking them to repeat a sentence in unison to ensure they are following the story. • After reading, I will ask each student to narrate a story based on the words pinned on the board using Velcro. • I will also ask students to identify words and images on the poster and relate them to the read storybook.  Time NeededOne weekMultiple Means of Representation• I will start by reading a page of the storybook and encourage each learner to read to their peers. Allowing them to practice reading is a progressive technique for improving their reading skills, which is fundamental in oral language development. • I will also use the poster with pictures and words related to the read storybook to narrate to the student and ask each learner to take turns conveying to their colleagues (Dieruf et al., 2019). This method will teach them skills for expressing ideas. • I will demonstrate a story creation by pinning words on the board using Velcro and allow the learners to practice the same process in front of their peers. • I will also teach them how to compare and contrast characters in the storybook using a Venn diagram organizer (Dieruf et al., 2019). • After presenting an example, I will request a learner to give another example. They can complete this exercise in pairs. • I will use marker pens to write a vocabulary, hold them up and describe their meaning in a sentence. I will also ask learners to practice this activity. Explain how you will differentiate materials for each of the following groups: • English language learners (ELL):I will ensure that students categorized as ELLs engage with materials with and without translations to test their understanding of vocabulary. For instance, the storybook will not have any translation, while PowerPoint presentations may include their local language translations to ease their understanding of concepts. • Students with special needs:Materials for learners with special needs will undergo differentiation to fit their unique impairments. For instance, pictorial illustrations would best suit deaf individuals, ...