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Center and Curricululm Overview     

Instructional Sequence of ESOL Lesson Plan     

The Prince George's County Public Schools ESOL/Title III Program is designed to provide appropriate, effective English language instruction and to facilitate cultural awareness for English language learners, grades K-12, as required by both federal and state regulations.

ESOL curricula have been developed to complement the total instructional program in Prince George's County.  ESOL classes are designed to teach the language skills of listening, speaking, reading, and writing by utilizing various ESOL methodologies and techniques; ESOL instruction supports the skills needed to perform satisfactorily on all federal and state mandated tests.  

ESOL instruction should reflect the instructional organization of the ESOL Lesson Plan Format from the Standards for Excellence.  The instructional sequence of the ESOL Lesson Plan consists of:

1.  Statement of Objective:  These activities include an anticipatory set or “warm-up” to focus students’ learning and to ensure on-task behavior by all students. During the warm-up, there is a minimum of teacher intervention. In addition, in this phase the teacher communicates the daily learning objective to students both orally and in written format.  
 
2.  Introductory and Developmental Activities:  Through these teacher-directed activities, new concepts or processes are introduced and/or students are aided in constructing meaning around new concepts. The teacher models new processes and procedures and assists students in organizing and storing new information.  
 
3.  Guided Practice Activities:  In this phase, students have an opportunity to use their new knowledge and skills through teacher-monitored activities. Moreover, this process offers students an opportunity to begin the extension and refinement of their skills through the use of critical thinking skills. 
 
4.  Independent Practice and/or Meaningful Use Tasks:  These activities allow students an opportunity to use their new knowledge and skills in meaningful ways. These activities and tasks may contribute to students’ independent or group-centered response to an ongoing project-based task involving one or more of the following:  decision making, problem solving, investigation, experimental inquiry, and/or invention. Independent activities may include homework.

5.  Assessment:  Through ongoing assessment, the teacher assesses student progress toward the attainment of the objective and students’ understanding and proficiency of new knowledge or skills. The teacher evaluates students’ accomplishment of the objective and makes necessary adjustments to instruction. 
 
6.  Closure:  Such an activity is designed to foster a sense of completion among student participants. It may be an essential part of the assessment process, or it can function as a stand-alone activity.

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