Section I: Language Development and Learning Dynamics

Artifact 2: Biography Driven Lesson Plan

TESOL Domain & Standard:

- Domain 3 Planning and Managing Instruction. Candidates know, understand, and use
standards based practices and strategies related to planning, implementing, and
managing ESL and content instruction, including classroom organization, teaching
strategies for developing and integrating language skills, and choosing and adapting
classroom resources
o Standard 3.a. Planning for Standards-Based ESL and Content Instruction.
Candidates know, understand, and apply concepts, research, and best practices to
plan classroom instruction in a supportive learning environment for ESOL
students. Candidates serve as effective English language models, as they plan for
multilevel classrooms with learners from diverse backgrounds using standards
based ESL and content curriculum.

I considered the CLD Student Biography when planning this lesson by creating language
objectives that support the continued practice of the CLD students L2 using academic
vocabulary related to the content standards. Each of the 3 students from Section 1 Artifact 1 are
at almost identical levels of English fluency, with only slight lesson modifications needed for the
three of them. During the Linking Language lesson activity, the modifications I made for the CLD
students were that the students could use their social language to describe academic language
and that they could use their L1 when completing the activity, but none of the three ended up
using their L1 during the activity, which was probably due to their level of fluency in English.
When it came time to complete the Document-Based Question (DBQ) Essay related to this lesson
(this was the main assessment piece for this lesson), Student 1 was given primary sources that
were more advanced (higher than grade level) since Student 1 is in the Gifted program and his
Gifted IEP calls for more challenging materials when completing assignments and assessments.
Student 2 was given primary source materials that had been modified to their current grade level
since they are reading/writing in English at grade level. Student 3 was given primary source
materials that were one grade level lower based on their reading comprehension needs.
I have used the Linking Language activity multiple times since taking the Methods course
and learning about the strategy. I have used this activity as my main introduction activity to new
academic vocabulary at the start of a new unit, and my students have become more insightful
with the links they make between their past knowledge and what the images represent (their
future knowledge). At the beginning of each of my units I switch my student groupings based on
the needs and abilities of my students, so when the students are completing this activity, they
are working in new small groups and each group is put together so that each student has a
support partner who can help guide them through a lesson as needed. Using the Linking
Language activity and tying it to an primary source essay assessment is something that is new,
but by having the images at the beginning of the mini unit, the students have a visual they can
relate the written words back to.

Section 1 Artifact 2 Caption 1

 This artifact aligns with what I wrote in Section 1 of my portfolio platform because in
section 1 I discussed the importance of letting CLD students use their L1 in the classroom and I
discussed how CLD students should be allowed to use their social language skills to describe the
academic language. The lesson activity, Linking Language, is one that I mention in section 1
because it provides students with the opportunity to use their social language to describe
academic vocabulary, and because it provides students with the chance to use their L1 to make
connections between what the image is to what they think the academic vocabulary is. This
artifacts activity allows students of all SLA levels to participate, and it is an activity that utilizes
TPSI to promote CLD students linguistic, academic, cognitive, and sociocultural growth.

CREDE Standards for Effective Pedagogy

After reviewing my artifact, I feel that it closely aligns with the Language and Literacy
Development aspect of the CREDE Standards for Effective Pedagogy. I would rate myself as
Enacting on the Standards Performance Continuum for this artifact because this lesson
provided students with frequent opportunities for expression and academic language
development. I also rated myself as enacting because my CLD students could use their L1 while
completing the Linking Language activity during the beginning of this lesson. I could use this
lesson and specifically the Linking Language activity portion of the lesson as a pre-assessment
activity for any unit that I teach in the future. This activity is flexible, utilizes TPSI grouping that
promotes growth in all areas for CLD students, and it is an activity that can be used in any unit in
a Social Studies class.

Section 1 Artifact 2 Caption 2