SIOP Model Lesson

SIOP MODEL PLANNING SHEET

NAME OF LESSON: A LESSON ON SYMMETRY

DATE: 8th April 2019

Common Core State Standards (or state standards):

First grade Standard and Lesson Objective:

Distinguish between defining features in shapes such as squares, triangles from non-defining characteristics such as color (Common Core Course State Standards Initiative ).

Content Objective

· The student will able to identify shapes with line of symmetry

· Students will be able to draw a line of symmetry

· Explain why a shape is not symmetrical.

Math Objective

· Define symmetry

· Identify shapes with a line of symmetry

· Use papers cutouts to show a line of symmetry.

Key vocabularies

· Symmetry

· Shapes

· Line of symmetry

Materials

· Paper cut outs, letters of alphabet on a cutout paper, various shapes.

Essential question(s)

· What is line of symmetry?

· Can you identify various objects that are symmetrical?

Higher order questions

Can students differentiate between shapes that are symmetrical and that which are not?

Student activities:

Scaffolding

· Modeling

· Guided

· Independent

Grouping

· whole class

· small group

· partners

· independent

Processes

· reading

· writing

· listening

· speaking

Strategies

· hands-on

· meaningful

· links to objective

Activities and strategies

The students will be asked to describe and differentiate various shapes with a point of symmetry and name other objects that can be grouped as being symmetrical.

Review and assessment

· Individual

· Group

· Written

· Oral

Formative Assessment

The students will be required to observe shapes and differentiate that which are symmetrical from those which are non-symmetrical.

Summative Assessment

By the end of the lesson students will be required to group various shapes and name objects with line of symmetry.

SIOP Model Reflection

The teacher formulates learning objectives prior to the start of a lesson. The teacher has to communicate the objectives of the lesson to the students so that they can prepare adequately before the lesson can start. SIOP model requires that the teachers must connect the background of the students to their experiences with the subject. However, they should be aware of the language mastery; therefore, teachers should use a simple language that enhances the understanding of the math concepts by the students (Short, 2017). Besides, the teacher is supposed to use support materials that learners can easily relate comprehensively to the lesson. Under strategies, interaction, and practice, the teacher is required to incorporating language mastery to mathematical concepts for easier understanding. The students’ observation and listening is important, and they demonstrate their understanding by carrying out a simple assessment based on the lesson. The delivery should use effective methods that will deliver content to the learner by engaging them for at least 90 percent of the total time allocated for the lesson. The student should also be able to review the math concepts that enable the teacher to assess how well the content of the lesson was mastered by the students. Besides, they help evaluate whether the lesson objective were covered (Short, 2017).

Sheltering instruction by the teacher means that the teacher is able to support instructions so that the learners can access the content of the lesson in the area of learning. As a result, the teacher is required to offer a careful evaluation of the language of the learner and connect it to the math concepts for easier understanding to improve comprehension among the learners. Through use of SIOP, the teacher is able to use a language that is easily understood by the learners to deliver mathematical concepts for the lesson. By so doing the learner is able to demonstrate comprehension of the lesson through carrying out simple definition of terms and concepts practically by solving math problems.