1. Avoid making you modifications too general. (e.g. "I would speak 90% of the time to an LEP student at the Pre-production level, and use lots of pictures.) Instead, define what you would say and specify what pictures you would provide.
2. Avoid making plans that would be impossible to stick to. (e.g. I would translate everything that I am doing and label all classroom objects in the student's native language, and I would allow the student to work with another student that is bilingual in his/her language and in English). Instead, define exactly what you would provide translations for, and do not count on having another student help you.
3. Avoid making plans that you cannot accomplish without cloning technology (you are only one person ;-) ) e.g. "I will read a book to the class, and AT THE SAME TIME, I will help the preproduction students on matching words to pictures, and AT THE SAME TIME, I will help the early production kids with new vocabulary and spelling....
4. Be careful with assumptions that methods aimed at special education and early childhood children will work equally well with LEP students at all levels of proficiency and that no real modifications need to be made.
5. Be careful with assumptions about students at the Intermediate Fluency Stage. They may communicate very well orally, but may not be as able when it comes to written tasks, particularly CALP activities.
6. Your goal is to keep your ESOL students working to the full extent of their abilities in English on the same task as the rest of the class so that they can participate to the maximum amount possible. This keeps the students from falling behind academically in content areas, and reinforces vocabulary and structure by having them use English in meaningful ways and through social interaction. It also helps avoid academic and social isolation from the other students, thus promoting even greater English language proficiency.
7. The goal is NOT to write 5 lesson plans (one for native speakers and one for each of the stages of proficiency). It is to explain how you would modify what you are already doing to make it more salient to your LEP students. Much of the time, this will mean adding some more communicative features, such as realia and pantomime, to your instruction to the entire class, yet at other times it may mean that you wish to offer the LEP students a separate task that they can complete at their linguistic level, that is related to the lesson at hand, while the other children tackle something somewhat different and more linguistically complex.