SIOP Lesson Plan Template

STANDARDS:
LAFS.5.RI.4.10
LAFS.5.RF.4.4.a
LAFS.5.RI.4.4.b
LAFS.5.RI.5.1
LAFS.5.RI.5.6
LAFS.5.RI.5.9
THEME: English-Language Arts
LESSON TOPIC:
Identifying Text Structure

OBJECTIVES:
Content:
Students will be able to identify the text
structures of informational texts.
Students will be able to identify the features
that support the text structure.

Language:
Students will quote evidence directly from the
text in order to support their claim.

LEARNING STRATEGIES:
Text coding
Using text evidence to support students answers of the response.
KEY VOCABULARY:
Text structure
Chronological order
Compare and Contrast
Cause and Effect
Problem and Solution
Timeline
MATERIALS:
Journeys! Informational text (Zap! Pow!)
Text structure PowerPoint
Elmo
Computer
Projector
MOTIVATION/ANTICIPATORY SET (Building Background):
There was a homework assignment given a week ago to students on text structure so that students
could be familiar with the topic for this particular lesson.

Also, the homework was given to see where students were with grasping the concepts of different text
structures.
Students worked with text structure in the beginning of the year but havent touched on the topic in a
while so they have a little bit of background knowledge on the subject.

PRESENTATION/INPUT/MODELING (Language & Content Objectives, comprehensible input, strategies,

interaction, feedback):
Whole group instruction on text structure PowerPoint (Before we get into the text, students will have a
little review on text structure and will go through the PowerPoint with the teacher; students will take
notes on the different text structures we talk about.)
Shared reading- (Once we get to the text, the teacher will read the first two paragraphs with the class,
dissecting anything that can shows the text structure the author uses. Also will look at the timeline on
the bottom of the page and discuss its importance to the story and the type of text structure used.)
Independent reading- (Students will read the next two paragraphs on their own and text code, looking
for connections between the text structure used and the text; after each read their will be a turn and talk
so that students can talk about what they found with their peers.)
PRACTICE/APPLICATION (meaningful activities, interaction, strategies, feedback):
Partner work- ( For the last paragraph, students will work with their shoulder partners and read and text
code the last paragraph; students will turn and talk with the entire table group after finishing up with
their shoulder partners.)
Turn and Talks- (Will be implemented throughout the entire lesson, specifically after each paragraph
being read.)
Summative assessment- Extended response
Self-assessment- students will self-asses their extended response using a rubric that they have to check
off to make sure they met the requirements of the assignment.
REVIEW/ASSESSMENT (review objectives and vocabulary, assess learning):
Extended response (Students will answer the question, After reading the article, identify the text
structure the author uses. Use specific evidence from the text and discuss the features that support why
this structure is being used.)
Students will self-assess themselves using a rubric.
EXTENSION:
If students are struggling with the content, then I will pull a small group of those students and work
one-on-one with them.
If they finish really early, then students can independently read and find the text structures of the text
they are reading.