[MUSIC] Hi and welcome back to lesson planning with ELL in mind. Today we are going to take a detailed look at an eighth grade math pre-algebra lesson plan. This particular lesson is on average it is designed for a 50 minute class. The ELL standards and adaptations are made for a low intermediate ELL student. I suggest that you download the lesson plan and materials prior to continuing this video. It will help you follow along as I annotate the lesson. This lesson meets one Common Core math standard for finding the center or average for a set of numbers. Unfortunately the eight grade textbook that this lesson draws from is not yet Common Core compliant. And so the standard it meets is from the sixth grade. I have identified a range of ELP standards that are met in this lesson. The first set of ELP standards include listening and speaking, specifically following a particular set of directions. The second set of ELP standards focus on language and include the use of imperatives, prepositional phrases and the use of academic content related vocabulary. These standards will be explored throughout the lesson in activities and materials presented. Let's review the learning outcomes of this lesson. To begin by the end of this lesson the students will be able to apply basic principles of mathematics to find a solution to average math problems. Next they will be able to express the process of finding the solution. Finally they will be able to calculate missing numbers within an average equation. Remember that the language objectives reflect the skills that the ELL students will be able to demonstrate in addition to those presented in the learning objectives. By the end of this lesson, ELL students will be able to follow written directions, express steps in a solution, understand and use imperative verbs for math problem solving, and understand and use prepositional math phrases within a word problem, and talk about average in an academic context. For this particular lesson the inputs supported needed will be related to the Content-Obligatory vocabulary, which is drawn from the textbook. And analyzing the text for language demands, I can identify that the Content-Obligatory vocabulary is average and sum. The Content-Compatible words are those words in the text that are necessary for understanding but are probably somewhat familiar including cardinal numbers, fractions, decimals, and the words divided and times or multiply. There are no identified collocations for this lesson. The high frequency words include the prepositional phrases that end with a familiar noun for which the students are to calculate the average. For example, find the average of the stacks of pancakes. The grammar structure necessary for understanding the input and completing the task include imperatives and conditional if-statements. I will provide my L1 students with sentence frames to support their use of these grammatical structures throughout the lesson. The language functions and learning skills will be taught and practiced in context as well as students complete the various tasks individually or with a partner. This particular lesson includes aspects on the first three levels of the depth of knowledge and is supported by the following open ended discussion questions what can we do to make the bags of candy equal? Are there any other ways to do so? And for what daily activities can we apply the process of finding averages. We will need the following materials for our lesson, bags of candy with a different amount in each bag, some will have two, some will have six, etc., totaling a number evenly divided by the total number of groups that you have. The desks in your classroom should be arranged in groups of four. We will also need the sentence frames for our ELL students and the text book pages. Let's take a look at the lesson's activities. The lesson begins with an interactive activity during which the student will have an opportunity to talk with a small group and negotiate with a class. The students are in a sense, applying the concept they are about to learn, without having really learned it yet. The ELL will be supported through this activity with the use of sentence frames. At the end of this activity, bridge to the text by introducing our math concept for the day, average. The remaining activities come from the textbook where the students will be introduced to the mathematical concept for finding average and they will have practice with this concept by completing the activities in the book. Though the language in the problems provided in the text is simple enough to not need adaptation, continue to monitor your ELL's comprehension of these ideas. Remember to consider language modification if you find a language of the text too difficult for your ELL. Hopefully this example gives you some ideas for text to material adaptation for your ELL students in a math class. Happy lesson planning.