[MUSIC] Hi, and welcome back to Lesson Planning with the ELL in Mind. Today's lesson is going to cover writing learning outcomes and how you as a content teacher can include both content and language learning objectives in your lesson plan. First, let's take a look at the important aspect of a learning outcome. Learning outcomes should be learner focused. They need to be achievable and measurable. And finally, learning outcomes could and should be written for the entire course, a unit, a lesson, or even an activity or a specific text. In your own lesson planning, we will separate learning outcomes into two categories, learning objectives and language objectives. The learning objectives will be the outcomes expected from the whole class. The language objectives support the language acquisition of your ELL students. We can further break down learning outcomes into the types of learning they measure. The first type of learning outcome measures what the student should know upon completion of a text activity, lesson, or unit. An example of this type of learning outcome is, by the end of this lesson the student will know that figurative language and literature is used to create meaning and nuance. A second type of learning outcome measures what the student should be able to do. This is usually aligned to your higher order thinking skills, or your HOTS, which we discussed in the last module. An example of this type of learning outcome is, by the end of this lesson, the student will be able to interpret figurative language in context. The third type of learning outcome measures the application of learning skills learned. This reinforces the focus on the emotional growth of your ELLs as well as content mastery and language acquisition. An example of a learning outcome to measure the learning skill is, by the end of this lesson, the student will be able to guess meaning from context. When considering writing content learning outcomes, there are some specific questions we want to address. The first is, what will students know or be able to do at the end of the lesson that they did not know or were not able to do before the lesson? The second question is, which content will students revisit and which content is new? Of course you want to keep in mind that revisited content material might be new content for your ELL students and require additional support and more explicit teaching. The next question is, what task will the students be able to do at the end of the lesson for an assessment or an assignment? The following question to consider is, what materials will be available and used to access the content? And finally, how will learning be assessed or evaluated? Again, this is content based. We can ask ourselves a series of questions in considering the language learning outcomes. These are going to be fairly specific to your ELL students, so you want to write them based on your students' ability and level as they are defined by your school. The first question to consider is, what communication will take place and how will your ELL students need to communicate within that class, unit, or text? The second question is, what learning skills are needed to access and master your content? And finally, what language support will be needed to access the content, the communication tasks, the cognitive tasks, and for learning to happen? So in considering these questions and considering your texts and your required standards, let's take a look at an example of some learning outcomes, both learning and language objectives in an example lesson. We're going to be looking at a probability lesson. This is a math lesson for a seventh grade class. By the end of this lesson, the students will be able to recognize vocabulary, express probability, understand and apply basic concepts of probability. Predict theoretical and experimental probabilities, assess theoretical and experimental probabilities, analyze probable outcomes, and create probability based word problems. These are the learning outcomes for all students to be achieved and measured by the end of this lesson. This lesson's language objectives for ELLs looks something like this. By the end of this lesson, ELLs will be able to use vocabulary related to probability to discuss math problems and solutions, report probability as a ratio, decimal and percentage, and finally, negotiate solutions with classmates. These are the language objectives for your ELL students to be achieved and measured by the end of the lesson and within this context. In our next video, we are going to look at how to connect these language outcomes to your school and state standards, keeping in mind the ELL students and their success in your classroom.