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Addie Goff

EN 558
Cheryl Corpus

SIOP® Lesson Plan Template 1


5/31/2017 08 Social Studies
Date: __________________________________________ Grade/Class/Subject: ____________________________________
U5.2 Civil War 8 – U5.2.3 ** See bottom of page **
Reform
Unit/Theme:_______ Movement in the 1800s
Civil War—Vocabulary
_____________________________ Standards: English language learners communicate information, ideas and concepts necessary for academic success
in the content area of Social Studies
Content Objective(s): I can create a definition for emancipation, draft, and habeas corpus using context clues

Language Objective(s): I can create a definition for emancipation, draft, and habeas corpus from pictures, listening to videos, and through
discussion with a partner.
__________________________________________________________________________________________________________

Key Vocabulary Supplementary Materials


CONTENT: emancipation, draft, habeas corpus
- powerpoint, videos, images, and lined paper for
ACADEMIC: context students.

SIOP® Features

Preparation Scaffolding Grouping Options


__×_ Adaptation of Content ___ Modeling __×_ Whole class
__x_ Links to Background __×_ Guided practice __×_ Small groups
___ Links to Past Learning ___ Independent practice __×_ Partners
_×__ Strategies incorporated __×_ Comprehensible input __×_ Independent

Integration of Processes Application Assessment


_×__ Reading _x (tpr)__ Hands-on __×_ Individual
__×_ Writing _×__ Meaningful _×__ Group
__×_ Speaking __×_ Linked to objectives _×__ Written
__×_ Listening __×_ Promotes engagement __×_ Oral

Lesson Sequence:
 Announcements and good news share out

 SSR-- read 22.4 in the textbook.

 Warm up-- Online textbook question—students independently write their answers (5 minutes)--- share your answer
with your table partner. GO OVER

 Connect: teacher leads connection between the SSR/Warm

 Objectives: Go over objectives--- and directions for the activity.



 Vocabulary Activity: Teacher: puts pictures on the overhead with a sentence starter ( From the pictures, I think
emancipation means ___________) (3 mins) Students finish the sentence starter--- turn to your table partner—
compare answers and discuss why you thought that. (2-3 students share out what their partner said and if they agree
or not) Students then watch a short video and listen for clues to what the word means. Students then change or
modify their definitions--- turn to table partner and discuss any changes you made and why. (2-3 students share out
what they think or what their partner thinks the word means)—whole class comes up with a class definition and we
check to see the textbook definition—we then create a TPR movement for the vocabulary word—practicing it 5 times.
REPEAT FOR ALL WORDS!!
 Test movements: Teacher test students by saying the vocabulary word and students do the movement. Teacher can
also do the movement and have students say the word/defintion.

 Assessments: Warm up and vocabulary activity are on a piece of paper that is turned in. Teacher does spot checks as
while students are working on warm up. Teacher listens to the students conversations during the turn and talk
moments. Teacher will continue to use TPR movements and work through the unit. The final vocabulary test will be
the final assessment on these words.

(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short (2008), Making Content Comprehensible for
English Learners: The SIOP®
Model.

**Standards: Examine Abraham Lincoln’s presidency with respect to • his military and political leadership • the evolution of his
emancipation policy (including the Emancipation Proclamation) • and the role of his significant writings and speeches, including the
Gettysburg Address and its relationship to the Declaration of Independence (C2)

REFLECTION

I know that my students like to be moving, talking, and for the lesson to be interactive, especially when
learning vocabulary. By having students explore what they think the words mean using different context clues
to help their investigation students are excited and engaged to see if their predictions are correct. Students are
able to use their classmates to help them form a good understanding of the vocabulary words. I also know that
many of my students are levels 1, 2, and low 3s. TPR, pictures, and videos are great ways to get those students
interacting and understanding the words. Students were able to read at the beginning of the class for 10
minutes, and then work through a matching question for that reading. This is a big hit in my class because the
students are able to try it on their own, but then see and understand how the correct answers and how to find
them in the reading (clues). I also provide opportunity for my students to interact and talk with their
classmates using the vocabulary words, sentence starters, and their own thoughts. Students were able to look
at pictures, listen and watch videos, and then discuss with their partners to make meaning of the vocabulary
words. Students were very engaged in this activity and my early assessments of their understanding are
positive. I really do think this lesson went well—my students were engaged and participating (over 90%).
With TPR I do require 100% participation before we can move on—it doesn’t take much though. My lower
level ELs are always participating and really seem to enjoy the TPR and whole class talking moments. I really
enjoyed covering my vocabulary this way. I think for the future I would use the same method. It does take a
while to cover each of the words, so this might really only work for the big vocabulary words.