SIOP Model Planning Sheet (Lesson Plan)

Name of Lesson/Subject/Grade:

Date:

Common Core State Standards (or state standards):

Content Objectives:

Language Objectives:

Key Vocabulary:

Materials:

Essential Question:

Higher order Questions:

SIOP Model Planning Sheet

Based on the lesson plan you selected, you will then determine what Common Core State Standard(s) that would align

with the lesson. Remember, CCCS are only for math and English language arts, so if you choose the science or social

studies lesson, you will have to go to your state’s department of education website and locate the state standards for

these two subjects.

Here is a link to find the CCSS in math and English language arts: http://www.corestandards.org/read-the-standards/

Here you will list the content objectives (1-2) for your

selected lesson. Some lessons may have them, but the

expectation is that you will formulate them so they are

measureable. Begin all content objectives with:

The students will be able to…

See Section 8.2 of your text and here is an additional

resource to support the development of content objectives:

http://www.educati onoas i s .com/curri cul um/LP/LP_res ources /l es s on_o

bj ecti ves .htm

The language objectives are based on the English Language

Development standards that address the four language domains:

reading, writing, listening, and speaking.

It is required that you provide at least one language objective covering

one of the four language domains. Begin all language objectives with:

The students will be able to….

See Section 8.2 of your text and the following website might be helpful

for you when developing your language objectives:

http://www.colorincolorado.org/article/49646/

List all key vocabulary necessary for your ELL students to have success with this lesson. Remember, academic vocabulary is

essential for our ELLs in helping them to acquire both content and language development.

Think about all the materials you would need for this lesson plan, including those you might use when differentiating your in struction

so that your ELL students will have equal access to the content. Write this in a list format.

From your EDU 382 course, you should have learned about forming essential questions. Remember, these are not questions that have

definitive answers, rather engage students in critical thought, deepen their understanding. Here is an example:

Non-Essential: What are the parts of a plant?

Essential: Why should we save the rainforests?

Here is an additional link to support your understanding:

http://www.ascd.org/publications/books/109004/chapters/What-Makes-a-Que stion-Essential%A2.a spx

Write at least two questions that you would ask your students throughout your lesson plan that would engage them in higher or der

thinking questions. Using the verb list from Bloom’s Taxonomy, focus on asking questions that address analysis, synthesis, and

evaluation. http://www.cte.cornell.edu/documents/Assessment%20-%20Bloom s%20Taxonomy%20Action%20Verbs.pdf

For example:

Describe the difference among vascular and non-vascular plants and the purpose of these differences that allows them to survive in

their environment.

Student Activities:

Scaffolding:

 Modeling

 Guided

 independent

Grouping:

 whole class

 small group

 partners

 independent

Processes:

 reading

 writing

 listening

 speaking

Strategies:

 hands-on

 meaningful

 links to objectives

Activities and Strategies:

Review and Assessment:

 Individual

 Group

 Written

 Oral

Formative Assessment Summative Assessment

SIOP Model Reflection:

Select all that would

apply regarding the

four areas of student

activities.

Discuss the following and use this link to help you formulate your ideas: http://hopemiddle.weebly.com/-8-components-of-siop.html

1. Building Background Knowledge: How might you activate prior knowledge and link to prior knowledge ?

2. Comprehensible Input: How might you make content comprehensible? List at least two strategies as it relates to your

lesson plan.

3. Strategies: List two strategies you might use to support students in providing proper scaffolding.

4. Interaction: How will students be interacting in this lesson with other students and with you?

5. Practice/Application: How will students have meaningful experiences where they can apply what they have learned using

hands-on activities? How will they have multiple opportunities to practice?

Select all that would

apply in how you plan

to assess your

students.

Describe how you plan to

evaluate your students using

a formative assessment.

Examples include exit tickets,

discussions, journaling,

thumbs up /thumbs down.

Describe how you plan

to evaluate your

students using a

summative

assessment.

Using a minimum of 250 words, respond to the following reflection:

Examine the eight components of the SIOP framework: preparation, building background, comprehensible input, strategies,

interaction, practice application, lesson delivery, and review/evaluation. Explain why each of these eight components support s the

language development of our ELLs while also acquiring content knowledg e. What does it mean for a teacher to “shelter” his or her

instruction? How might these components be effective for all students? Be sure to utilize your text and the videos to support your

reflection.

Reference(s)

You must reference your text that should have been cited in your reflection. If you have additional sources used, be sure to list them here as well using APA formatting. Here is a link to Ashford Writing Center support: https://awc.ashford.edu/cd-apa-reference- models.html