SIOP (The Sheltered Instruction Observation Protocol) LESSON PLAN TEMPLATE

Lesson Title: When to use A vs An Teacher: Addie Goff

Date: 9/14 Duration: 55 mins Grade/Class/Subject: ESL 6/7/8
Unit/Theme: A Vs. An
Content Area Standards (list numbers only): There are no content standards for my classroom. They are all the English Language
Proficiency standards. ****STUDENTS WERE GIVEN A PRE-ASSESSMENT TO DETERMINE GAPS AND UNITS WERE
CREATED TO SUPPORT THEIR GAPS**** That is how the unit/theme was determined.

K-12 English Language Proficiency Standards:

L.1.2.a Follow simple three or four step oral directions to complete a classroom task.
L.4.2.a Understand key content area vocabulary supported by visuals and written text provided during classroom instruction
R.3.2.b Use meaning clues and language structure to expand vocabulary (pictures, background knowledge, context clues)
S.2.2.a Participate in social conversations with peers and adults on familiar topics by asking and answering questions and requesting
information
S.4 Use English to interact in the classroom
W.1.2.c Write simple sentences using keywords available in the classroom environment
W.2.1.b Use nouns (singulars and plurals), verbs (singular and plural), pronouns, adjectives, adverbs in writing

Content Objectives: Students will be able to correctly change singular words to plural and plural words to singular. SWBAT: correctly
identify singular and plural nouns. SWBAT: By using context clues, notice patterns in a dialogue to predict what a/an are used for.
SWBAT: sort vocabulary into groups of A or An. SWBAT: correctly use A vs An both verbally and in writing. SWBAT: ask and
answer questions using classroom vocabulary and the correct use of A and An.

English Language Development Objectives:

● I can correctly write vocabulary words as plural and singular.
● I can read a dialogue out loud to a partner and notice patterns in the conversation
● I can create complete sentences in writing and verbally using a or an correctly.
● I can identify which words need “a” or “an” by listening and looking at the word.
● I can create complete sentences by using a word bank.
● I can ask (speak) and answer (listening & speaking) questions
Materials: Do Now warm up sheet, dialogue sheet/study guide, 2 flashcards (different colors) per student with A on one and AN on
the other color, practice sheet, projector, vocab slide with pictures, and sentence stems on board.

Key Vocabulary: plural, singular, a, an, vowel, consonant the, cat, socks, windows, bananas, refrigerator, chef, backpacks,
bathroom, pot, iron, grandmother, city, hamburgers, bedroom, clock, lamp, ball, chair, spoon, fork, sofa, bed, television, bathtub, rug,
table, bowl, ice tray, butterfly, egg, dog, lemon, oven, hat, owl, ant, carrot, orange, pepper, umbrella, animal, country, fruit, city,
insect, sport

****main vocabulary is an and a for this lesson-- however, all the other vocabulary is being used throughout the lesson with pictures.
Some students know some of the vocabulary for others is it building knowledge. Students are mostly focused on using A/An correctly.

Connections: Activating Prior Knowledge/Building Background/ Previous Learning (e.g., links to experience, prior knowledge, etc.
Links to learning)
The warm up reminds students on their previous learning this week. The dialogue allows students to activate their prior knowledge on
an/a and create a connection to the lesson. The questions and conversations are things are connected to the students ability to
communicate with classmates, friends, and teachers in the English language.

Lesson Sequence/ Meaningful Teaching or Assessment/Next Step Adaptation of Content

Objectives Learning Activities
Addressed (e.g., teaching strategies,
interaction strategies, student
practice/application strategies,
etc., including materials used)
Planning (e.g., modifying teaching
(e.g., Assessing student activities/sequences/content based on
learning results based on students’ ELD level, including
both content and differentiating teaching/learning
language objectives, materials)
designing next step
teaching)
Beginning of the When entering class will be given Assessment: Teacher will Teacher will model the instructions for
Lesson a “Do Now” assignment. Students be walking around whole class before beginning any
a) Content will individually complete a warm looking at papers and assignment.
Objectives up on the singular and the plural talking with students
Students will be which is the lesson they were during warm up-- Teacher will check in with lower WIDA
able to correctly previously working on. (7 formally assessing their level Els at the beginning and help get
change singular minutes) knowledge on the them started. The materials are already
words to plural and previous lesson. levelled for all student levels. If a student
plural words to Student will then pair up and needs a modification teacher will provide
singular. SWBAT: compare answers-- discussing any Based on the teacher’s choices to help the student.
correctly identify differences they have. (5 minutes). formative assessment the
singular and plural students may need to have SIOP Component: Interaction: The
nouns. Whole class will go over the another day of practice or partnering up allows the students to
answers. (3 minutes) review. interact and share their knowledge.
b) Language Students need to be able to explain their
Objectives answers if their answers do not match up.
I can correctly A discussion about the rules of singular
write vocabulary
and plural allows students to practice the
words as plural and
singular. language we have used for the last week.
Main Teaching Introduction to the next lesson-- The teacher will be able SIOP COMPONENTS:
Section A vs An. to formatively assess Building Background: By using the
a)Content through observation and warm up to go over singular and plural I
Objectives Students will have an example listening. am activating that knowledge. The
SWBAT: By using dialogue using a/an correctly. 2 dialogue reading will help students to try
context clues, notice students will demonstrate reading Teacher will provide and connect what they read to what they
patterns in a the dialogue with partner (2 additional support the think (when do we use a vs an?). Asking
dialogue to predict
minutes) lower WIDA levels in the the question and providing wait time.
what a/an are used
for. room. Additional
SWBAT: sort Students will switch partners from scaffolding and support Comprehensible input: Students are
vocabulary into their warm up. Then they will will be provided as being provided with materials at their
groups of A or An. practice reading the dialogue with needed. WIDA level or slightly above to scaffold
SWBAT: correctly each other-- switching roles half their learning. Students are also being
use A vs An both way through (6 minutes (ish or scaffolded with modeling, whole class
verbally and in
until all students have read both Students will be assessed review, partner work, and then given a
writing.
parts at least once) on their practice sheets chance to practice.
and provided feedback.
b) Language 2 groups may read the dialogue in This will help with next Strategies: Students are being provided
Objectives front of class (if time permits). steps of planning to strategies on when to use A vs An.
I can read a provide data to support Strategies on how to use the images to
dialogue out loud to What do we know about A/AN?? moving forward to the help connect vocabulary.-- this is a little
a partner and notice What do we think we know based next lesson or if a review more subtle- but the strategies will still
patterns in the on those dialogues? is necessary. be used today.
conversation
Then Teacher will then go over Interaction: Students are interacting with
I can create the different parts of the study each other using the vocabulary during
complete sentences guide with the whole class.(Goes the dialogue readings. Students are
in writing using a over rules/strategies to know when supporting each other by helping read
or an correctly.
 to use a/an) and speak correctly.
I can identify which
words need “a” or Students will be asked how they Practice and Application: Students are
“an” by listening
think this connects to singular and provided a chance to practice on their
and looking at the
word. plural-- do we use a or an for own.
plural words? What do we use?
I can create
complete sentences Students will then participate in a
by using a word sorting activity with the whole
bank. class-- teacher will read the word
and students will decide if it needs
an A or an AN-- they will show
their choice by raising the right
color of paper. (7 minutes)

Students then have the opportunity

to practice it individually by
completing a two sided practice
sheet. Teacher will be walking
around and providing support. (15
minutes)
 Extension/ Closure Students will then get into a circle Teacher will formatively SIOP COMPONENTS:
a)Content at the end of class. The person assess based on students Comprehensible input: Students are
Objectives with the ball is the only one who ability to create their own being provided with sentence starters and
SWBAT: ask and should be talking. The teacher will a questions and their vocabulary words to use. This is a great
answer questions start with a question (e.x. Do you ability to answer using scaffold for students. Those who maybe
using classroom have a dog?). I will toss the ball to a/an correctly. This is a don’t need the support can push
vocabulary and the a random student they will answer good time to check for themselves to use more vocab or
correct use of A and(yes/no, I do (not) have a dog.) singular and plural usage different stems.
An. Then the student must ask a as well.
question and pass the ball until all Interaction: Students are interacting with
b) Language students have gone or until class each other using the vocabulary. Students
Objectives ends. The words and some Moving forward: The are supporting each other by helping read
I can ask (speak) sentence stems will be on the teacher will be able to and speak correctly.
and answer board for support. Students may know if an additional
(listening & also bring their papers into the lesson is necessary on the Practice and Application: Students are
speaking) questions circle to help support them. formative assessment, and being given time to practice listening and
Students are also using vocabulary the assessment on the speaking A/AN correctly.
I can create from the singular/plural lessons. students practice sheets.
complete sentences (10 minutes) Review: Students are getting to review
in writing and the new knowledge from this week.
verbally using a or
an correctly.

Accommodations (Some ELLs are LD or have an IEP. What is your plan to address the needs of such students?):
Teachers only has 2 students with IEPs total.

For both of them, teacher will re-read directions, and instructions. Teacher will individually support the students and provide
additional scaffolds (like provide limited choices for fill in the blanks). One student will be given a 5 minute break halfway through
class. Student both are provided fidget widgets to support. All other accommodations are provided for testing only.
Rubrics (If applies) No rubric necessary.