SIOP Planning Outline

Subject: 6/7/8 ESL Date/Period: 9/26/18

Content Objectives: I can explain what a Language Objectives: I can correctly

homophone is by giving examples. I can identify the correct their/there/they’re to
correctly identify which their/there/they’re use in a sentence.
to use in a sentence.

Key Vocab: their, they’re, there, Materials: videos, overhead, practice sheet,
homophone lyrics

Outline of lesson:
Lesson Prep.
1. Warm up--- Teacher will ask if students know what a homophone
is?
a. To help students-- T will give an example-- read and red
Building b. teacher will push for examples and class will come up with
Background the beginning of a classroom list and a classroom definition.
c. Then S will watch
https://www.youtube.com/watch?v=s1rNY9H9ybU and try
Comprehensi to come up with more examples-- and finalize/edit our
ble Input definition as a class. -- IF NECESSARY!

2. Teacher will then put on the board the words “there, their, and
Strategies they’re”. Today we are going to focus on these homophones.
Students will be asked to THINK-PAIR-SHARE what they think
the words mean.
a. Students will first just see the words. (30 second-- individual
Interaction
brainstorm)
b. Then students will be shown/hear example sentences (1
minute individual)
Practice/Appl c. Students will then discuss what they think and then some
ication students will share out. (1 minute with partner)

3. Students will then watch

Lesson https://www.youtube.com/watch?v=5tK6bu37N5Q&t=3s. Students
Delivery will have the lyrics to the video passed out/practice sheet. We will
run through the video at least 2 times-- students are encouraged to
sing along the second time. (a third time is depending on time.)
Review and Quick check in-- different than you thought?
Assessment
4. S will then work through a practice sheet with a partner-- using the
song to help them remember. (5 mins) GO OVER!
 5. Game: Students are in two teams. The students will see a picture,
see a fill in the blank sentence, and hear me say the sentence. Then
the two teams compete to be the fastest at hitting the correct word
choice. Students then must explain why that is the correct choice
(think fly swatter game)

6. Exit ticket: What is a homophone? Which they’re, there, or their

usually means in that place? Which they’re, there, or their is the
contraction for “they are”? Which they’re, there, or their is the
possessive pronoun meaning “belonging to them?” (IF TIME-- or
warm up for tomorrow)

Accom
modatio
ns: for
each
round of
the game
there will
be
different
pictures
to help
the lower
level
ELs, and
the
sentence
for them
to see if
necessary
.
Alternati
ve game
or
extension
game:
Students
are in
pairs.
Chairs
are back
to back to
each
other.
One
student
can see
the
board.
The
student
who can
see the
word,
need to
create a
sentence
(or use
the
provided
sentence)
the
student
who can
not see
needs to
spell the
correct
use of
their,
there,
they’re
(their
practice
sheet can
be in
front of
them) at
least 2
times
(ideally
2-4 each
 side).
Sentence
starters
for the
exit
ticket.

Cultural Considerations: Providing different opportunities for students to

show their understanding, providing time to work with others and work
individually to accommodate different learning styles. Wait time is also key
for my ELs. The multimedia aspects also connect to different learning styles.
Growth mindset is fostered by helping students to understand their mistakes
and how to fix their mistakes.

SIOP Features Used:

☐ Content Adaptation ☐ Variation of Grouping Options
⭐Links to background/past knowledge ⭐Independent practice
⭐Modeling ⭐Hands-on activities
⭐Guided Practice ⭐Various learning styles
⭐Comprehensible Input ☐ Motivation strategies
⭐Reading ⭐Writing ⭐Speaking ⭐Listening

Written Reflection (see syllabus for instructions):

The three areas that I needed to focus a little more on were linking concepts to students’
background experience, opportunities for interaction, and providing hands on
opportunities for learning. In order to help link more to students’ background I am
providing an opportunity for students to share what they already know and connect a new
vocabulary term to their prior knowledge. I also provided think-pair-share time to help
with interaction. By having students participate in singing along with the song I am
providing opportunity for students to interact with the whole class in am comfortable
environment. I am also having students work through the practice sheet with another
student to have students interacting with their peers to practice the work together. Having
students interact during the hands-on interactive game. The hands on game gets students
moving, and interacting with the material in a physical way. Students are interacting with
each other to support their team in expressing their understanding. My partner also
commented that a visual cue for getting quite would be a good thing for my students. I
have began introducing a visual cue to help students remain focused.