Lesson Plans & Journals

Weekly Submission Protocols & Google Drive Management

All required documentation must be submitted directly into the designated Google Drive subfolder for your role by the end of the day every Friday.

Submission Mandate: Save your completed copy straight into the Drive. Do not email files or send them as attachments. Emailed submissions will not be accepted or reviewed.

Standard Operating Procedures for Digital Files

1. Duplicate the Master: Open the master template and navigate to File > Make a copy to save it into your own folder. Never edit the master template.

2. Standardized Entries: You must use the exact wording provided in the Standardized Terminology section below for campus, grade, subject, role, and scaffolds. Strict consistency is required for data tracking, so you must type these entries exactly as they appear.

3. Create Weekly Tabs: For each new week, right-click the data tab, select Duplicate, and rename the new tab to "Week of [Date]". Always preserve the original tab.

4. Enforce Naming Conventions: Save the file into your specific role's subfolder (1. Lesson Plans, 2. Teacher Journals, or 3. Aide Journals) using the following strict naming convention:

   • [Last Name]_[Template Type]_[Week of Date]

   • Examples: Cosgun_LessonPlan_WeekOf-09.08.26 or Rivera_AideJournal_WeekOf-09.08.26

Required Forms & Documentation Types

1. ESL Pull-Out Lesson Plan

• Who: ESL Teachers.

• Purpose: For pull-out/stand-alone instruction only.

• Requirements: A comprehensive, day-by-day plan (Monday–Friday) for classes taught outside the general education classroom. Must include objectives, academic vocabulary, warm-up, I Do / We Do / You Do, closure, differentiation, materials, and post-lesson reflection.

• Note: Do not use this form for push-in support. Integrated support must be documented in the journals below.

2. ESL & Bilingual Teacher Push-In Journal

• Who: ESL & Bilingual Teachers.

• Purpose: To log integrated (push-in) support.

• Requirements: One row per class period you push into. Must include the subject, lesson objective, scheduled vs. actual arrival time, your role that period, scaffolds used, and the mandatory two-sentence narrative. Daily entries, submitted weekly.

3. Bilingual Aide Push-In Journal

• Who: Bilingual Aides.

• Purpose: To log daily classroom support.

• Requirements: One row per class period. Must include the teacher supported, lesson objective, arrival time, your role that period, support type provided, scaffolds used, and the mandatory two-sentence narrative. Daily entries, submitted weekly.

The Mandatory Two-Sentence Frame

Journal entries require a highly specific, evidence-based format. General summaries are unacceptable. You must write two real sentences featuring a specific action and a concrete outcome.

Privacy Rule: Always use student initials in journal narratives. Never use full names.

• Sentence 1 (Action): [What you did] with [student initials or group] on [topic].

• Sentence 2 (Outcome): [What happened / the evidence].

Example: "I modeled sentence frames with M.R. and J.T. while they compared two characters' motivations. Both used the frame independently on the exit ticket, correctly identifying one similarity and one difference."

WIDA Level Quick Reference

Instructional input and output expectations must align with the following proficiency levels:

• 1. Entering: Relies on visuals, gestures, and single words or phrases; may respond in the home language.

• 2. Emerging: Uses short phrases and memorized chunks; needs heavy visual and graphic support.

• 3. Developing: Uses general and some specific academic language; benefits from sentence frames and modeling.

• 4. Expanding: Produces more complex language with occasional errors; can write short paragraphs with support.

• 5. Bridging: Performs close to grade-level peers with light support; most abstract content is accessible.

• 6. Reaching: Uses specialized and technical language comparable to peers; requires little to no support.

Standardized Terminology

To ensure data integrity across all campuses, you must type the exact wording below into your digital journals and lesson plans.

• Role This Period (Teacher): Co-Taught/Actively Assisted; Led Whole-Group Mini-Lesson; Small Group Pull-Aside in Room; One-on-One Support; Monitored & Redirected Behavior; Circulated & Checked for Understanding; Observed Only; Did Not Attend.

• Role This Period (Aide): Actively Supported Students; Assisted Teacher with Materials/Logistics; Provided One-on-One Support; Provided Translation/Interpretation During Lesson; Monitored & Redirected Behavior; Circulated & Checked in with Multiple Students; Observed Only; Did Not Attend.

• Support Provided (Aide): Small Group Instruction; One-on-One Support; Translation/Interpretation; Material/Text Adaptation; Behavior & Classroom Support; Assessment Support; Other.

• Scaffolds Used for MLs: Sentence Frames/Starters; Visuals/Realia; Graphic Organizers; Native-Language Support/Translation; Pre-Taught Vocabulary; Peer/Partner Support; Chunked/Simplified Text; Other.

• Group Size (Lesson Plan): Whole Class; Small Group (2-3); Small Group (4-6); Pairs; One-on-One; Station Rotation; Other.

• Curriculum Resource: Connect (K-5); English 3D (6-12); Other.

Scan the QR code to access the lesson plan and journal templates