Although English Language Learners (ELLs) are limited in terms of their proficiency in English, go to school with colossal disparity in terms of their home language skills, either from full literate and oral proficiency (Wright, 2010). These students also possess exceptionally limited skill sets; hence rich English-language instruction, which offers students written and oral access to their native languages, is at its core the epitome of effective and comprehensive instruction. This lesson plan focuses intently on students from the Filipino culture who speak Tagalog. In essence, the lesson will consider fourth grade students whose native or first language is Tagalog.
The proficiency of fourth grade Filipino students deters their effective access to complex English material and content, hence the need to appreciate their native language to present such material in their native language so as to assist the students grasp the content sufficiently in English. Teaching English language arts, as well as reading to ELLs entails a variety of elements such as reading, writing, research, listening and speaking and written and oral conventions. Reading essentially entails students interpreting and comprehending a wide array of informational and literary texts. Writing, on the other hand, entails students composing an array of written texts by following a concise idea, sufficient detail and coherent organization of written content. The lesson plan will also take into account the significance of research through which students are meant to become knowledgeable of effective ways of locating an array of relevant sources and appraising, amalgamating and presenting information and ideas. The lesson plan also appreciates the importance of speaking and listening in terms of teaching English language arts and reading to Filipino ELLs (Caine & Caine, 1994). Listening and speaking involve students listening and reacting to other people’s idea while