Differentiation

A lesson that lets English learners do the thinking while they build language.

Get an ESL / ELL lesson with scaffolds. Enter content topic and language level.

Plan my esl lesson

What you'll get

An ESL/ELL lesson with language supports

ESL / ELL Lesson & Scaffolds, scroll to preview

Inputs the user provides

[[Proficiency Level (Entering, Emerging, Developing, Expanding, Bridging)]]
[[Topic or Content Focus]]
[[Grade or Age]]

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Deliverable

ESL / ELL Lesson — [[Topic or Content Focus]]

Proficiency Level: [[Proficiency Level (WIDA-aligned)]]
Grade / Age: [[Grade or Age]]
Content Objective: Students will be able to [[grade-level content goal]]
Language Objective: Students will be able to [[specific language function + support — e.g. "describe observations using comparative language and sentence frames"]]

SIOP Features Highlighted

Content and language objectives posted and reviewed
Building background / activating prior knowledge
Comprehensible input (visuals, gestures, slower speech, repetition)
Strategies (scaffolds, interaction, practice & application)
Review and assessment

Lesson Structure

Opening / Building Background (8-10 min)

Activate prior knowledge with image or object related to [[topic]].
Vocabulary front-loading: 5-7 key terms with images, gestures, and simple definitions.
Sentence frame on board: "I notice __ and _. It looks / sounds / feels __."

Input / Presentation (10-15 min)

Short teacher or video input with lots of visuals and gestures.
Think-aloud modeling the language objective.
Check for understanding with thumbs or whiteboards (non-verbal options).

Guided Practice (10 min)

Partner talk using sentence frames and word bank.
Teacher circulates and provides targeted support.
One or two students model for the class with positive feedback.

Independent or Collaborative Application (15-20 min)

Task differentiated by proficiency:
Entering/Emerging: Label diagram + complete sentence frames orally or in writing.
Developing: Write 3-4 sentences using target language and content vocabulary.
Expanding/Bridging: Write a short paragraph or record an oral explanation using comparative language and evidence.
Visual support and word bank remain available.

Review and Assessment (5-8 min)

Quick oral or written exit ticket using the language objective.
Self-assessment: "I can..." statements with fingers (1-4).
Teacher notes one strength and one next step for the group or individuals.

Scaffolds by Domain and Level (Summary Table)

Domain	Entering / Emerging	Developing	Expanding / Bridging
Listening	Visuals + gestures; slower speech; repeat key phrases	Visual supports + note-taking template	Note-taking with key terms provided
Speaking	Single words or short phrases with frames; partner rehearsal	Sentence frames + partner feedback	Extended responses; academic vocabulary
Reading	Picture-supported text; highlighted key words	Graphic organizer + glossed text	Original text with annotation guide
Writing	Labels, lists, sentence frames	Short sentences / paragraph with organizer	Full paragraph or short response with rubric

Comprehensible Input Strategies

Total Physical Response (TPR) for key verbs
Realia and manipulatives when possible
Consistent routines and signal words
Repetition and rephrasing without dumbing down content

Materials

Word bank and sentence frames (large print + individual copies)
Visual vocabulary cards
Graphic organizers
Exit ticket slips
Timer and attention signal

Assumptions

Proficiency level, topic, and grade from user input.
All scaffolds follow SIOP and WIDA Can-Do philosophy: support access to grade-level content while building language.

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Implement with the posted objectives visible, plenty of visuals, and time for interaction. The language objective is just as important as the content objective.

Template — swap in your exact content topic, specific frames, and materials.

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Illustrative preview, your actual result is generated from your inputs.

How it works.

Provide content topic, language level, time and get a complete ESL / ELL lesson with scaffolds in minutes — including language objectives. Free AI workflow, no signup required to preview.

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Plan my esl lesson

ESL lesson: content + language objectives, vocab, scaffolds by phase, structured talk/write tasks, CFU, extension.

Format & standard

What good looks like.

What it must include

Criteria

01WIDA/ELPS proficiency level (Entering to Bridging) named with language objectives separate from content objectives — the plan does not pretend all ELLs are the same.
02Scaffolds (sentence frames, word banks, visuals, realia, native-language support) tiered to the proficiency levels actually present — one-size scaffolds are avoided.
03The four domains (listening, speaking, reading, writing) addressed with intentional balance — the lesson does not collapse to 'read and answer questions'.
04SIOP features and comprehensible input / total physical response strategies built in — the design uses research-based sheltering rather than just 'speak slowly'.
05Differentiated output expectations by level — the same objective is reached through different linguistic demands so all students can show what they know.
06Vocabulary front-loading with multiple exposures planned — key terms are taught before they are needed in context, not defined on the fly.

Signals of expertise

Quality

✦Pairs a content objective with a language objective using WIDA Can-Do descriptors — the writer understands that language development is not automatic just because content is 'simplified'.
✦Uses tiered scaffolds by proficiency level and SIOP features named — the plan is specific enough that a co-teacher or sub can deliver the supports correctly.
✦Plans differentiated output (not just 'write less') while holding the content objective — shows the author refuses to lower cognitive demand for language learners.

Common mistakes

Pitfalls

×One-size scaffolds ignoring the actual proficiency spread in the room — beginners drown and advanced students are bored by the same supports.
×No language objective, only content — language growth is left to chance and the lesson becomes a content lecture with pictures.
×Simplifying content instead of supporting access — students are denied grade-level ideas because the teacher lowered the bar rather than the language load.
×Treating all 'ELL' students as a single group without level data — the supports miss the mark for both ends of the spectrum.

A lesson that lets English learners do the thinking while they build language.

How it works.

Plan my esl lesson

What good looks like.

What it must include

Signals of expertise

Common mistakes

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