SIOP Lesson Plan Assignment

California Regions Through Collaborative Learning

and Technology

Assessment of English Learners

By: Samantha Vanden Berge
Prof. Kris Lambert
August 2017
 SIOP Lesson Plan Template 2
Name: Samantha Vanden Berge Grade: 4th Highlight one: Teach now - Future -
Observation

Standards: (Social Studies) 4.1c, 4.1d, 4.1e

Theme: California Regions with Pokemon Go

Lesson Topic: California Regions

Objectives:

Language: SWBAT work with partners and take notes and learn about the different
regions by providing summaries on their “CA Regions Pokestop Notes” from the
information provided on the Gotta Catch ‘Em All Google map.

Content: SWBAT to interactively learn about the different regions of California

including their characteristics and physical environment.

Learning Strategies:

 Teacher Model

 Repetition

 Scaffolding

 Small Group

 Partner Work

 Technology
Key Vocabulary: 

 Manufacturing
 Tourism
 Region
 Harbors
Materials: Social Studies Textbooks, Social studies journal, iPads, document
camera, pencil

Motivation:

 TW ask students “Who likes Pokemon?” “Who has ever played Pokemon
Go!” As students raise their hands, tell students that today, “We are going to
collect Pokemon while learning about the CA Regions”

 Students will be motivated during this lesson because of two things:

1. It is a high interest assignment because of the popular Pokemon Go App.

Students will be motivated to want to try and catch the Pokemon and use
technology.

2. It is a group/collaborative lesson that forces students to be responsible for

their learning so that they may contribute to the group.

Presentation: (What the teacher says and does)

 Take out and open up students Social Studies book chapter 5 titled
“California Regions” (Short chapter-10-15 min read)

 READING: As a class read the chapter. After each section, have students
turn and talk to their shoulder partner and summarize the section (students
must switch who shares first after every section). (After the first section, the
teacher models how to properly summarize using correct language ex:
Based off of what I read, this section is about…)

 READING COMPREHENSION: After reading have students complete the

3-question page of the chapter in their Social Studies journal. (Teacher has
a small group of EL or low reading level students at the round table to help
answer the questions by scaffolding- Help with the first question, students
complete second question with little guidance, third question on their own).

 After 10 min, have students put away Social Studies book and journal and
have technology crew pass out iPads.
 TECHNOLOGY: Students Login to the Google classroom where a copy of
the “CA Regions + Pokemon Go” Page is located. (Tech crew should be
walking around helping students who have trouble logging in). (THUMBS
UP/DOWN after every direction to see if students understand what to
do)

CA Regions + Pokemon Go

 Students are placed into small groups with one Tech Crew member at
each group that helps with logging in, opening up notes, and sharing the
Google slide with the group.

 Once students have opened up the link, go over the directions and model
what to do and repeat the directions a second time if needed.
o Directions Partner/ Group work (EL students will be working closely
with teacher- TW do one or two Poke stops with them showing how to
summarize and take notes).

 TW: Click Pokeball to access the CA Pokemon Go Map (Model

on Document camera)

CA Pokemon Go Map

 TW: Teacher Reads: While exploring the different Pokestops

read the information and jot down important facts. Be sure to
collect the various Pokemon at each Pokestop!
 How to collect Pokemon: Using an iPad, long hold on the
image of the Pokemon and click copy image. Open the CA
Regions Pokemon Go notes Page by clicking the
Pokemon logo below, long hold again, and select paste to
add it to your collection. (TEACHER MODELS THIS)

 TW: Click on the Pokemon logo to open the CA Regions

Pokemon notes page. (Teacher models- Tech crew makes sure
everyone in group has made a copy)
 Make a copy to add it to your drive then rename it with
your initials + CA Regions
 Jot down notes in table (TW: Model this to students)
 Copy/paste Pokemon collected (TW: Model this to
students)
 CA Regions Pokemon Go Notes

 Group Work
 TW: TELL STUDENTS
o One member of your group needs to open a Google Slides.
(TECH CREW MEMBER) TEACHER MODELS
o Make a copy.
o Share it with the other members.
o TW: Tell students that together you will create a Google Slide
Presentation of California’s 4 regions using the information
you learned.
 Your Google Slide Presentation needs:
 Correct facts
 Pictures
 Creativity!

Group Google Slide Presentation

 When you finish, copy the link at the top and click on the
poke friends to paste your link into our Google Form.
Explore your other classmate’s Google Slides, providing
positive feedback!
Exit Survey

***REPEAT NECESSARY STEPS

 Teacher walks around and observes groups and help when necessary.

Practice/Application: (What the student does)

 Reading/Reading Comprehension: SW read the content as a whole
group and answers questions from the reading (small group from EL
and low level readers).
 Technology: SW explore the different regions of CA with a Pokemon
twist and jot down notes on the Pokemon notes page making sure
they summarize the information.
 Group Work: SW collaborate together to form a Google slide to
present information about the CA regions using the notes they found
from the Pokemon Google map.
 Exit Survey: SW complete a Google survey that list their favorite
region they studied and why.
Review/Assessment:
 TW walk around and listens to students/groups to see if they get it
 TW ask students for a Thumbs up/down to determine if they understand the
directions.
 SW have a Journal entry page to determine if students understand the
content read.
 SW create a Google slide presentation in their group.
 SW complete a Google Form survey