SIOP Model Lesson

Running head: SIOP MODEL LESSON PLAN 1

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EDU 321: Introduction to Serving English Language Learners

SIOP Model Lesson Plan

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SIOP MODEL LESSON PLAN 2

SIOP LESSON PLAN TEMPLATE

Name of Lesson/Subject/Grade:

Date:

Topic:

Common Core State Standards (or state standards):

Content Objective(s):

Language Objectives:

Key Vocabulary:

Materials:

Essential Question:

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 the science or social studies lesson, you will have to go to your state’s department of education website and locate the state standards fo r these

two subjects. Here is a link to find the CCSS in math and reading: http://www.corestandards.org/read-the-standards/

**NOTE: PLEASE REVIEW INSTRUCTOR FEEDBACK ON WEEK 4’S ASSIGNMENT**

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.educationoasis.com/curriculum/LP/LP_resources/lesson

_objectives.htm

**NOTE: PLEASE REVIEW INSTRUCTOR FEEDBACK ON WEEK 4’S

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/ **NOTE: PLEASE REVIEW INSTRUCTOR FEEDBACK ON WEEK 4’S ASSIGNMENT**

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. **NOTE: PLEASE REVIEW INSTRUCTOR FEEDBACK ON WEEK 4’S ASSIGNMENT**

Think about all the materials you would need for this lesson plan, including those you might use when differentiating your instruction so that your ELL students will have equal access to the content. Write this in a list format.

**NOTE: PLEASE REVIEW INSTRUCTOR FEEDBACK ON WEEK 4’S ASSIGNMENT**

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

**NOTE: PLEASE REVIEW INSTRUCTOR FEEDBACK ON WEEK 4’S ASSIGNMENT**

SIOP MODEL LESSON PLAN 3

Higher Order Questions:

Teacher Activities

Building Background

Comprehensible Input

Strategies __Modeling __Guided Practice __Independent Practice (Check all that apply and describe)

Interaction __Whole class __ Small group __Partners __Independent (Check all that apply and describe)

Practice/Application __Hands-on __Meaningful __Linked to objectives __Promotes engagement

Integration of Processes __Listening __Speaking __Reading __Writing (Check all that apply and describe)

Lesson Sequence:

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. **NOTE: PLEASE REVIEW INSTRUCTOR FEEDBACK ON WEEK 4’S ASSIGNMENT**

Using your instructor’s feedback on Week 4’s SIOP Model Planning Sheet, describe how you plan to link past experiences of students and their prior knowledge to your lesson plan. Consider questions you may ask or instructional strategies, such as a KWL chart to activate prior knowledge.

Using your instructor’s feedback on Week 4’s SIOP Model Planning Sheet, describe the two or more strategies you will use in y our lesson plan to make the content comprehensible for your ELL students in this lesson plan.

Using your instructor’s feedback on Week 4’s SIOP Model Planning Sheet, describe at least two strategies that you plan to use in your lesson to support your ELL student towards academic success. Remember, the strategies should provide modeling, guided practice, and/or independent practice. Be sure to specifically describe how these strategies are used in the lesson plan. For

example, you may use graphic organizers, a graffiti write, or even note-taking to name a few.

Using your instructor’s feedback on Week 4’s SIOP Model Planning Sheet, describe how students will be interacting in this lesson plan. This can include the interactions between student and teacher and student and student. It is very important that ELLs have the opportunity to practice their oral proficiency through the discussion s of their ideas and thoughts. Also, think about how you plan to group your students; will it be done heterogeneously or homogenously and why. Be sure to select each type of interaction tha t will

be part of this lesson plan and be specific in your explanation.

Using your instructor’s feedback on Week 4’s SIOP Model Planning Sheet, describe how will students have multiple opportunities

to practice their new found knowledge . How will you include opportunities in this lesson that are meaningful and provide hands-on experiences? How might students have an opportunity to apply what they have learned while also integrating listening, speakin g, reading, and writing? Be sure that the practice/application is aligned with your content and learning objectives. Consider how you

can incorporate a game to make it meaningful or perhaps have some type of other engaging activity.

Here you will describe the sequence or procedure of your lesson plan. Imagine that your instructor was a substitute for your class;

your lesson sequence should be detailed enough that your instructor could implement this revised lesson plan. Feel free to write this sequence in a bulleted or numbered format.

SIOP MODEL LESSON PLAN 4

Review and Assessment (Check all that apply and describe) __Individual __Group __Oral __Written Formative Assessment:

Summative Assessment:

Case Study Student

Additional Instructional Accommodations or Modifications for Case Study Student

SIOP Model Reflection

Adapted from Making Content Comprehensible for English Language Learners, 2nd/ 3rd editions

Using your instructor’s feedback on Week 4’s SIOP Model Planning Sheet, describe the formative assessment that will be used i n this lesson plan. Remember, formative is ongoing, which means that you may not necessarily use it for a grade, rather it is a way to guide your own instruction. Examples of formative assessments include observations, discussions, exit tickets, and thumbs up/

thumbs down.

While you may not use a summative assessment in this particular lesson plan, it should always be a thought on how you plan to assess your students to determine content mastery. Remember, it is essentially a summation of what knowledge the student has retained as you complete your unit on a particular topic. This can include performance based assessments such as presentations,

written essay/report, debates, etc. It could also include more traditional methods of assessments that include a multiple c hoice test. Do remember, you want to ensure that the assessment is appropriate for your ELL students to show what they have learned where challenges with language proficiency are minimized.

Copy and paste the case study student you selected where you plan to make specific accommodations or modifications to meet

their individual needs.

Based on your selected case study student, here you will describe at least two additional instructional accommodations or modifications to support your specific ELL. Consider what additional supports or changes you might make to this lesson to make it more accessible to your particular ELL student. It is important in this section that you use evidence from the text to support your

reasons for the accommodations or modifications you recommend for your case study student. Here are some additional modifications and /or accommodations you might want to consider

 Native Language Supports

 Graphic Organizers, Note-Taking

 Visuals

 Use of technology

 Using books that are on student reading level

 May include reading and or writing strategies more applicable to their stage of development

Using a minimum of 250 words, reflect on the following question: Do you think the SIOP model is realistic for teachers to follow? Why or why not? Be specific by providing at least two reasons for your opinion. Be sure to provide evidence from the text and/or scholarly source to validate your reasoning.

SIOP MODEL LESSON PLAN 5

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