Name:_________________ SIOP LESSON PLAN TEMPLATE

Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to:
Topic: Unit 2 : Home and Family Grade/Cl ass: 5th grade elementar y school Date: April 9th 2012 Content Objective (s): Qu ali fyi ng adj ect ive s of hi gh fre qu en cy Po sse ssi ve pr on ou ns Ke y vo ca bu

Language Objectives:
SWBAT:

Speaking: Employ the verb to be in present simple form, while introducing their family (this content was taught in unit 1 ) Vocabulary: Qualifying adjectives (small, tall, pretty, nice, short, big, fat, thin) and all the words related to the topic family (mother, father, sister, brother, aunt, uncle, grandmother and

lar y rel ate d to the un it ho me an d fa mi ly Materials (includin g suppleme ntary and adapted): Videos, images, songs, work sheets, markers, white board, colored cards. Higher Order Questions : What is it important to respect your family? What kind of activities do you do

grandfather) Grammar: possessive nouns (my, your, his, her, our, their, your)

with your family in your free time? Teacher Activities : Building Backgrou nd
Links to Students Past Experience: Do you remember .? Have you ever see/listen/ .? Verb to be in present simple tense and affirmative form. Past Experience: Do you have.? Yes I do. No I dont Teacher links to Prior Learning: Ask them about families that they would know. The Simpsons family: Do you know Simpsons family? Phineas & Ferb: Do yo know Phineas and

Ferb family?

Key vocabulary: Members of the family: Mother, Father, Sister, Brother, Aunt, Uncle, Grandmothe r, Grandfather .

Compreh ensible Input

This component comprises some of the features that make SIOP instruction different from just good instruction. Check those that apply and describe below. Include those selected to the lesson sequence section below. _1_Speech appropriate for students proficiency level _1_Clear explanation of academic task _1_Techniq ues used to make content

concepts clear for: 1. Beginning 2. Early Intermediat e 3. Intermediat e 4. Early Advanced

Scaffoldi ng
__Modeling _x_Guided Practice __Independ ent Practice Verbal Scalffolding Procedural Scaffolding: Instructiona l Scaffolding:

Interactio n
_x_Whole class _x_ Small group _x_Partners _x_Indepen dent Description of Cooperative Learning Structure/s: Three minute review: during the class the teacher will stop the discussion in any time and give teams three

minutes to review what has been said, ask clarifying questions or answer questions. Think-pairshare Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. Use of Students Primary Language/s: Use L1 if students cant get the information easily, if some of the information isnt clear at the second time that youre explaining, use L1 to clear the

information.

Practice/ Applicati on
_x_Handson _x_Meanin gful _x_Linked to objectives _x_Promote s engagement

Integratio n of Processes
_x_Listenin g _x_Speakin g __Reading __Writing Description of Hands-on activity: Role Play activity: each group of 4 or 5 students will create a presentation of a family explaining to the rest of the class which person represent a particularly member of a family, using qualifying adjectives to describe them.

Lesson Delivery
_x_Pacing _x_Student engagement __Content objectives __Language objectives

Description of Lesson Delivery components : Using creative materials we can motivate students. Find an appropriate pace to teach the content to the students, you have to take into consideratio n that not all can acquire the knowledge at the same pace, so you have to teach it according to the students skills. You have to give the instructions clearly, allow the students to know the direction of the lesson, plan the lesson time according to the activities so you can full fill everything that you have plan, the contents should give the students the opportunity to apply the learning in their lives, making it meaningful

and according to the students needs.

Time:

Lesson Sequence

Notes regarding differentiation

Review and Assessme nt (Check

all that apply and describe) __Individua l _x_Group _x_Oral __Written

Review Key Vocabulary: Family members: mother, father, brother, sister, grandmothe r, grandfather, aunt and uncle.

Review Key Concepts: Are the students able to identify each family member of their own family? Are the students

able to describe using adjectives the members of their family? Are the students able to use the vocabulary learned in classes? Provide a correct feedback to students Adapted from Making Content Comprehensible for English Language Learners, 2nd/ 3rd editions