Essential
Questions
DETAILS
Miss Lacey Weiner
ELA
2
2 class periods, 60 minutes each
Writers write stories to tell a moral or message about
life.
PA/Common
Core/Standards
Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
CK
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
SUPERVISING
TEACHERS
SIGNATURE
Explicit
Instructions
CK
Activating Prior Knowledge
When was a time you were curious about something?
SEI (2) For ELLs What was one American custom you
wanted to learn more about when you moved here?
(For example, the Fourth of July)
Hook/Lead-In/Anticipatory Set
To hook my students into this lesson, I will read to them
Goldilocks and The Three Bears. SIOP (1): To
accommodate for not only my ELL students, but to
help the comprehension of all my students, I will
utilize Total Physical Response throughout my
reading.
Big Idea Statement
CALP: SIOP (2): The Big Ideas will be written on
the board, and the teacher will ask the students to read
the ideas once to themselves, and then once in the form
of choral reading.
Essential Questions Statement
The teacher will write the essential questions on the
board along with the big ideas. The teacher will describe
the questions that students should be able to answer by
the conclusion of the lesson. The teacher put extra
emphasis on telling his or her student to think about
how Goldilocks and the bears are feeling throughout the
story so that the ELL can make better (SIOP 3) text-toself connections. For example, imagine how sad baby
bear was when he found that his chair was broken, have
you ever broken a toy and felt very sad?
Objective Statement
The teacher will write and orally describe to the students
what their ultimate goals of the lesson are. The teacher
will show the students examples of the story map, as
well as all of the premade pictures that will be used to
place the events of the plot in sequential order.
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
Transition
Stomp like bears to your seat in the circle.
Key Vocabulary
Character: Who the story is about.
Characterization: How the author shows who the
characters are, what their personalities are, what they
want, etc.
Narrative: Words that tell a story.
Plot: The order of events in a story.
Problem/Solution: A type of story structure where the
author presents a problem and then gives one or more
solutions to it.
Setting: The time and place in which a story happens.
PreAssessment of Students
The teacher will ask students if they have ever read a
story that has taught them a lesson. For example, The
Rainbow Fish teaches students the importance of
sharing.
ELLs will discuss lessons they think should be taught in
books. (Sharing, helping, caring)
The teacher will explain that there is a lesson to be
learned in this story as well, and to think about what
that lesson may be. The teacher should stress that there
can be more than one correct answer.
Modeling of the Concept
SEI (3): The teacher will model how to correctly fill
out the story map while he or she reads the story.
Guiding the Practice
At the beginning of the story the teacher will also pose a
question to think about as he or she reads the story. The
question is: What lesson (s) do you think the author
wanted to teach through the writing of this story.
SIOP (4): After the question is asked, the teacher
will go over all of the key vocabulary terms that
students should be listening for and remembering
from the story. This will help students with their
assessment after the reading is complete.
While reading the story the teacher will fill out his or her
own story map. For example, when Goldilocks is first
introduced the teacher will write her name under the
characters section in the story map. When the story
explains that it takes place in the forest the teacher will
write forest in the setting section of the story map, etc.
SIOP (5): ELL students will be given a booklet of
questions that they will be able to utilize while
the teacher is teaching. Some students may feel
uncomfortable explaining that they are confused
in front of their entire class, so this booklet is
supposed to help the student to communicate to
Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection
http://www.esc1.net/cms/lib/tx21000366/centricity/doma
in/63/linguistic_scaffolding_strategies_for_ells.pdf
http://www.d11.org/Instruction/Science/Curriculum/912/Pages/SIOP-Strategies.aspx
http://soe.unc.edu/news_events/news/2009/090917_esl_
workshop/4_Overview_of_SIOP_model_Thrower.pdf
https://storymaps.arcgis.com/en/ 1