HB Chin (Week 6 found at end of lesson plan)

EDES 640 WK 5 & 6 SIOP Model

SIOP® Lesson Plan Template 2
Duration: 50 min/day for about 2 weeks for Reading, Writing, Communication for this
assignment. All three components are integrated into other subject areas throughout the year.
I have a difficult time creating a lesson plan from just the CDE grade-level standards without
having a reference, so I used a book I have at home that I thought might work.
STANDARDS: CDE 3rd grade Reading Standards
Key Ideas and Details to: Reading
i. Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers. (CCSS: RL.3.1)
iii. Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the
text. (CCSS: RL.3.2)
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events. (CCSS: RL.3.3)
THEME: Legend of the Bluebonnet
LESSON TOPIC: Explain fables and recall.
OBJECTIVES:
Language- If possible, a translation of the book will be available. The student will have
access to Google Translate and retell the story to a partner using a story map
The student will be able to have in writing before asking questions.
Content- Student will be able to explain the folktale.
LEARNING STRATEGIES: Introduce Native Americans and how they lived off the lands to
survive. Stress the importance of rain for their food source. Listen to teacher reading the book,
shared reading with partner, reading on own, vocabulary list, pictures, Questions in writing.
KEY VOCABULARY: Legend, Bluebonnet, drought, famine, Shaman, selfish, sacrifice, spirits,
possession.
MATERIALS: The Legend of The Bluebonnet by Tomie Depaola
Story Map
 PowerPoint of story
Word list
Pictures in book
MOTIVATION: Explain what folktales are and have students recall similar stories they may
know (especially from their native country).
(Building background)
PRESENTATION: The classroom will be welcoming and organized. Desks will be arranged
in pods for easy sharing and collaboration. Materials such as paper, pencils, and sharpener
will be made easily assessible. Homework assignments will be posted clearly and visible in the
classroom. Make inferences based on book cover and pictures. Write key words on board. Listen
to story. Read with partner and student write vocabulary words they do not know. Search
definition on iPads. Partner read, and alone read. I will provide a summary of the story to ELL
students after listening/reading the book using fill-in-the-blank method.
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
PRACTICE/APPLICATION: Partner reading and vocabulary list with definitions.
(Meaningful activities, interaction, strategies, practice/application, feedback)
REVIEW/ASSESSMENT: Check for understanding by reviewing their questions and answers,
have students share their questions to the class, model and have student repeat vocabulary words
and definition, provide rubric for story map.
(Review objectives and vocabulary, assess learning)
EXTENSION: The arrival of the white people and loss of their land.

STANDARDS: CDE 3rd grade Writing Standards

Writing and Composition: Write opinion pieces on topics or texts, supporting a point of
view with reasons. (CCSS: W.3.1)
i. Introduce the topic or text they are writing about, state an opinion, and create an organizational
structure that lists reasons. (CCSS: W.3.1a)
ii. Provide reasons that support the opinion. (CCSS:W.3.1b)
iii. Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons. (CCSS: W.3.1c)
iv. Provide a concluding statement or section. (CCSS:W.3.1d)
v. Brainstorm ideas for writing
THEME: She-Who-Is- Alone from The Legend of the Bluebonnet
LESSON TOPIC: Why did the girl give up her doll?
OBJECTIVES:
Language- ELL students will write their opinion on Word to access translation and spell
check before sharing with their partners.
All students will support their opinion with reasons.
Content- The students will write their opinion and reasons in a rough draft before writing
a final draft.
LEARNING STRATEGIES: Model how to create an outline with topic at top and supporting
reasons below. Then write complete sentences using the outline using key words. Also, teach
introduction, middle, and summary.
KEY VOCABULARY: Because, therefore, since, for example,
MATERIALS: Power Point with example of what an outline looks like, key words with
definitions, examples of key words used in sentences.
MOTIVATION: Use an example of a child explaining to their parent why they gave away part
of their lunch to someone else. List reasons why just like listing reasons why the girl gave up
(sacrificed) her doll.
(Building background)
PRESENTATION: Display an example of an outline. Provide a fill-in-the-blank outline to ELL
students.
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
PRACTICE/APPLICATION: Provide scaffolding with outline and summary until student can
successfully accomplish task on their own. opinions with small group, write opinion with
reasons, create photo book with drawings or from on-line to learn sequencing. Allow ELL
students to use Word for rough draft but must hand-write summary.
(Meaningful activities, interaction, strategies, practice/application, feedback)
REVIEW/ASSESSMENT: Provide rubric and in class observation. Post goal of assignment.
Provide mastery-oriented feedback on assignment.
(Review objectives and vocabulary, assess learning)
EXTENSION: Teach/review CAPS in writing.
SIOP® Lesson Plan Template 2
STANDARDS: CDE 3rd grade Communication Standards
Communication- Oral Expression and Listening:
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace. (CCSS: SL.3.4)
b. Distinguish different levels of formality
c. Speak clearly, using appropriate volume and pitch for the purpose and audience
d. Select and organize ideas sequentially or around major points of information that relate to the
formality of the audience
e. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to emphasize or enhance certain facts
or details. (CCSS:SL.3.5)
f. Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (CCSS: SL.3.6)
g. Use grammatically correct language for the audience and specific vocabulary to communicate
ideas and supporting details
THEME: Legend of the Bluebonnet
LESSON TOPIC: Oral summary and presentation.
OBJECTIVES:
Language- Students will sequence the story to their partner orally. ELL students may
create notes and refer to them.
Content- Students will present to the class an oral summary of the story to show
comprehension. Audio, video, or oral reading of power point will be allowed.
LEARNING STRATEGIES: Model appropriate behavior, language, speech, tone of oral report.
KEY VOCABULARY: Formal vs informal presentation, eye contact.
MATERIALS: Index cards for notes, power point, video camera
MOTIVATION: Compare mom talking to child, teacher in front of a classroom, and a
presidential speech for different types of speeches.
(Building background)
PRESENTATION: Provide a sample video of student making oral presentation. Teacher can
model appropriate behavior.
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
PRACTICE/APPLICATION: Provide class time to create power point, and video. Assign
buddies to help how to use computer, and allow time to practice in front of buddy before
presenting to class.
(Meaningful activities, interaction, strategies, practice/application, feedback)
REVIEW/ASSESSMENT: Provide rubric and observe in class.
(Review objectives and vocabulary, assess learning)
EXTENSION: Create lyrics to existing songs about the story. Can work individually or as a
group, sing to class or video tape and present to class.
Universal Design for Learning (UDL) is a framework focused on meeting the needs of all
students including ELL students through multiple means of Engagement, Representation,
and Expression. Engagement includes multiple ways to self-regulate and increase
motivation. Representation include multiple options for comprehension, language
expression, and perception of information. Multiple means of expression provide options
for executive function, communication, and physical action.
The lesson plan for my inclusive classroom with ELL students include multiple ways to
engage students using a project- based assignment. An audio book of a folktale will be used
to model the lesson. This lesson will be project based with reading, writing and then an oral
presentation at the end. I will have each group read a different folktale. Visuals of notes on
power point and options for the final student presentation will be offered. Paired work
during this assignment will keep the students engaged. Language learners will have
support using technology and partners.
Multiple means of representation will include the use of technology such as video, power
point, and audio. Access to Google Translate and an on-line dictionary will be utilized.
Using technology will enhance comprehension for language learners as vocabulary words
will be identified and defined. As a method to customize information for ELL students,
they will have access to fill-in-the-blank worksheets with word banks to help them learn
sentence structure and essay writing.
Multiple ways for expression will include rubrics, rough draft writing, and options for the
final presentation. The paired group will consist of an ELL student and general student.
The ELL student will benefit from being able to make a presentation to the class by
reading from their power point or making a video. The classroom will have flexible seating
arrangements for students to comfortable sit and work in small groups allowing ELL
students opportunities to socialize.
My ELL students will benefit from the SIOP, CRP, and WIDA frameworks implemented
into the lesson plan with slow speech by teacher and other students, emphasis on academic
language and echoing when one-on-one, and with opportunities to practice reading, writing
and speaking. Paired or group work will provide time for social language. Different
cultures will be celebrated through the folktale from around the world project.