SIOP Lesson Plan: Of Mice and Men Teacher: Kerton | Date: 4/18/2018 Grade/Class/Subject: English 11-1 Unit/Theme: Of Mice and Men Standards: RL.11.1, W.11.2, Content Objective(s): | can cite information to support my claim, can speak to and listen to members of my group. | can write information about a novel. Language Objectives(s): know I've got it when | can work with my group to find quotes in Of Mice and Men that supports my ideas about how to achieve the American Dream. Key Vocabulary: ‘Supplementary Materials: pdf version of Of Mice and Men, ‘American Dream student ipads, Googledocument, Preparation Scaffolding Group Options ‘Adaptation of content 2A Nodeling ole Class ZA Links to background 2& Guided Practice 2 Small Groups 7 Links to past learning Independent Practice Q Partners AF Strategies incorporated 22 Comprehensible Input independent Integration of Processes Application Assessment 7A, Reading (2&7 Hands-on Q Individual Writing ZL Meaningful Ja Group peaking Linked to objectives AC Witten Listening (Ja Promotes erigagement 0 Oral Lesson Sequence: Prior to this lesson, students will have finished reading Of Mice and Men. The beginning of class time is used to finish watching the movie adaptation. This lesson prepares students for the final assessment with this novel in which they will write @ how-to essay. Their essay will be addressing how to achieve the American Dream and will use citations from the novel to support their claims. 1) Students will divide themselves into groups of 3-5. 2) A.googledoc will be posted on the googleclassroom for the groups to access. Each group will choose a font color to add their citations to the google doc. Students will look for three ways in which the novel shows how-to achieve the American Dream. After identifying their detail, they will find a quote to support their claim. They will also find two ways in which the novel shows how not-to achieve the American Dream, 3) Prior to group work time, the teacher will write an example on the board for how to achieve the ‘American Dream and how not to achieve the American Dream using The Great Gatsby. This novel was in the last unit, so all students are familiar with the story and will be able to model their work off the teacher example.4) Students will be given work time to complete the assignment. Teacher will monitor student work and work with specific groups or students to support their progress. Reflections: Google Doc: How to achieve the American Dream: Example Quote from the novel How n Example Quote from the novelLAB Student SIOP Observation Rubric Student Teacher: ec LO) | [seroo: “Zeelond Zast [Pate ANIA Observer: Grade / Class: W" Gade Cralish Title oflesson: OC Mice + Men AO 2 Pclvenre Ale Amecitan ‘Well-constructed lesson plan for: ‘Comment: [PKspale / Academic instruction in English Dest O Bilingual Class CEfficient routines Materials ready Ti Cognitive engagement of students Cl Appropriate appearance ‘Student motivation and involvement Diaffective engagement of students Professional behavior oF Pisowssied A Fper— OF MGs What I saw: PSUTRDVE Moma amin (Rok « pissie) Questions: Baws Do eo TH TR Ges) RCA Elsa Kudos: SETA PLU \s THES STAG URS E9ou) = prlingsted ‘Suggestions: ‘Concerns: His 4SKOW Sia] issice Stina Instn [ils/ Het — oie Ws STrace veil S Pee eST/sp] Goals for [a observation: Peps FNC iPATIOd,The Sheltered Instruction Observation Protocol (SIOP) (Echevarria, Vogt, & Short, 2000; 2004) Observer: Teacher, Le hoy Date. ANT 1% EAOQAORA COST Grade: {1% Ped jorM@eeo Class: S aalign Het wyaltidaysySingle-day (circle one) Din ns: Cirle the number that best reflects what you observe in a sheltered lesson. You may give a score from 0-4 or NA. Cite under “Comments” specific examples of the behaviors observed. Total Score: % Score: PREPARATION 4 3 2 i 0 NA 1. Clearly defined! Content objectives No clearly defined content objective for students content objectives for students. implied. for students. Comments: + 2. Clearly defined \\| Language No clearly defined language SB objectives for language objectives for students implied. objectives for students, students. Comments: 3. Content Content concepts Content concepts concepts somewhat inappropriate for appropriate for appropriate for age and age and 3 eand educational educational eftucational background level background level Inte ackground level of students. of students. of students. Comments: : i CasToby SEI spy srr Sir Ts es LO) Sas Since +) UCT? Med Sndsd 4. Supplementary Some use of No use of materials used to supplementary supplementary a high degree, materials. materials. making the lesson clear and meaningful (e.g., graphs, models, Hivisuals). Comments: 5. Adaptatioret | Some adaptation No significant content (e.g., text of content to all adaptation of assignment) to all levels of student content to all levels of student proficiency. levels of student proficiency. proficiency. ‘Comments, Asy Recomm ARRAS Ks VP Sila? | vee CIS As i8 , 6. Meaningful Meaningful No meaningful activities that activities that activities that integrate lesson Integrate lesson integrate lesson concepts (e.g., concepts but concepts with surveys, letter || 3 provide litle language practice. writing, portunity for simulations, lahguage practice constructi itn opportunities models) with for reading, language practice writing, listening, opportunities for and / or speaking. reading, writing, listening, and / or speaking. ‘Comments: BUILDING BACKGROUND |—— 3 2 1 0 NA 7. Concepts Concepts loosely Concepts not explicitly linked linked to students’ explicitly linked to students’ background students’ background experiences. background experiences. experiences. | SsWoskis chpwuspecvd TR Sete Themes Csy Sed Cites & Links explicitly \ | Few links made No links made made between tween past between past past learning a xy leatging and new learning and new new concepts. conckpts. concepts.Pee‘Comments: Zt %. Key vocabulary Key vocabulary Key vocabulary emphasized (e.g., introduced, but not emphasized. introduced, not emphasized. written, repeated, i and highlighted for students to Sl l Comments: \Q0EDS PENiBNsY) [STA OPAL | NuisvAbuy COMPREHENSIBLE INPUT 4 3 2 1 o NA 10. Speech ‘Speech sometimes ‘Speech appropriate for | inappropriate for inappropriate for student’ | students’ students’ proficiency level proficiency level. proficiency level. enunciation, an ‘Comments: ae LENISLED LERIRING |. : 11. Explanations Explanations of Explanations of of academic tasks academic tasks academic tasks ‘clear. somewhat clear. | unclear. Comments: Spoons A TIES 8h Bang! He Ises a variety Uses some Uses few or no techniques to techniques to techniques to fmake content make content make content concepts clear concepts clear. concepts clear. (e.g, modeling, visuals, hands-on activities, demonstrations, estures, body language). DISKS oy Gsm AIS Po :‘Comments: ~ STRATEGIES AB. Provides Provides students No opportunity ample with inadequate for students to opportunities for opportunities to use strategies. students to use use strategies. strategies (see Comments: NGlossary). | PRAY SPPNTTNTTVSS , insistent use Occasional use of No use of 7 offcaffolding scaffolding. scaffolding. | ‘throughout lesson, assisting and supporting Glossary). Comments: j LUNGS SS TSCANIQUES USEY, = feacher uses a Teacher Teacher does not fariety of questian infrequently poses pose questions types including questions that that promote those that promote higher- higher-order | promote higher- order thinking thinking skils. | order thinking skill. i skills throughout 1e lesson (e.g., literal, analytical, and interpret ad | questions) Comments: telceUsT Urs OF Qachs, INTERACTION 4 3 2 1 0 NA 16. Frequent Interactions Interactions‘opportunities for interactions and mostly teacher- dominated with some opportunities for students to talk about or question lesson concepts. primarily teacher- dominated with no opportunities for students to discuss lesson } concepts. P\ scoss(s dS EriGiWertsy? key concepts in L1 (see Glossary) as Needed with aie peer, orlitext. | key concepts in ua. Grouping Grouping configurations ‘configurations configurations do support langua > {unevenly support not support the and content the language and language and objectives of th content content. lesson (see objectives. objectives. Glossary). ‘Comments: a Occasionally Never provides provides sufficient sufficient wait wait time for time for student student responses. responses. ‘Comments: h ) ‘Ample Some ‘No opportunities ‘opportunities for opportunities for for students to students to clarify students to clarify clarify key concepts in L1. ‘Comments: AlLinys SEP OTT. WITS ) PRACTICE / APPLICATION 4 3 2 1 oO NA 20. Provide hands- Provide few Provide no hands- ‘on materials and / hands-on on materials and / | | | |or manipulatives materials and / or ‘or manipulatives for students to manipulatives for for students to practice using new students to practice using new content practice using new content knowledge. content knowledge. knowledge. Comment sto WHeris, Ngpres ARG ie Provides \ Provides activities Provides no Activities for for students to activities for students to apply | apply either students to apply content and \ content or content or language language language knowledge in the / knowledge in the knowledge in the classroom, classroom, classroom. Coreen 7 eer > } y 22. Uses activities Uses acti Uses activities that integrate all that integrate that apply only language skills some language one language skill. (ie, reading, {| seis. | writing, listening, , and speaking). Comments: Ee a SUAS Gitetl CbchINi LESSON DELIVERY a 3 2 1 0 23. Content, Content. Content objectives. | objectives objectives not ‘dearly \| supported supported by sUpgorted somewhat by lesson delivery. lessotrdelifery. lesson delivery. ‘Comments: Va, 5 J ~ i 24. Language’ Language Language objectives objectives objectives not dearly supported supported by ‘supported by somewhat by lesson delivery. lesson deliver lesson delivery. )Comments: 25. Students | ‘Students ] ‘Students engaged engaged \ | ‘engaged less approximately \ | approximate! than 50% of the 90-100% of the | 70% of the period. period (see period. Glossary). it comment: Soe Nie” STRESS | SiG ESAS J Some AKT Pacing of Pacing generally Pacing fhe lesson appropriate, but inappropriate to propriate to at times too fast the students’ the students’ or too slow. ability level. abillity level. AVE Lect! REVIEW / ASSESSMENT 27. \ Uneven review No review of Comprehensive of key key vocabulary. re vocabulary. vo Comments! 28. \ Uneven review No review of Compreherisive of key content key content review of key concepts. concepts. content / concepts. Comments: 29/ Regularly inconsistently Provides no provides \ provides feedback to feedbackto | feedback to students on studentson | students on their output. thelr output / (e.g, Nanguage, content, work). their output.4, Comments: 30,€onducts Conducts Conducts no Gsessment of assessment of assessment of student \, student student comprehensi comprehension comprehension and learning of and learning of and learning of all lesson . some lesson lesson objectives (e.g, \ objectives. objectives. spot checking, | | | ‘oup response) fhroughout the lesson (see Glossary). Comments: 7 ApPRyZziRS ASsessimeat Ss) ‘Source: Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn & Bacon. Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.