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- QUESTION
For this benchmark, create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Utilize strategies and classroom assessment techniques that are appropriate for all ELLs including ELLs with special needs and gifted ELLs.
Integrate the following:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
| Subject | English | Pages | 3 | Style | APA |
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Answer
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STANDARDS: Grade One
THEME: English Language Arts
LESSON TOPIC: Differences and Similarities
OBJECTIVES: Language: To enable the learner to showcase his or her background knowledge and understanding by using listening, reading, speaking and writing skills. Content: To enable the learner to define and explain critical details such as themes, plots, and themes. LEARNING STRATEGIES:
KEY VOCABULARY: similarities and differences such as (skin color, eyes, and hair), handicap
MATERIALS: learners will be provided with crayons and white construction papers. Each learner will also be given a self-portrait of the instructor. |
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MOTIVATION: (Building background) Intuitively, this idea assists ELLs to feel contended due to their cultural differences. Through this lesson, all learners will understand the need to accept others regardless of their cultural differences. Moreover, through telling stories, key vocabularies, as well as, drawing self portrait of their instructor, the learners will understand that everyone has a great qualities regardless of whether they have similar characters or not. Learners use background knowledge of intuitive understandings of people and use it to new concepts about the community and peers. PRESENTATION: Language Objective: To enable the learner showcase his or her background knowledge and understanding by using listening, reading, speaking and writing skills. Content Objective: To enable the learner define and explain critical details including themes and plots Comprehensible Input: By using observations, examples, visuals, groupings, as well as, positive feedback, learners get the necessary support to complete the lesson task. Moreover, they will have the opportunity to pose various questions they may have and share their views about the story, as well as, the instructor’s self-portrait using terms they can easily express. Strategies Strategy1. Think-Pair-Share: ELLs are accorded a chance offer their individual understanding of their selves in a more relaxed environment. They are allowed to share their views and ideas with their fellow students. The importance of this approach is that it will instill confidence in students and make them belief that they are different. Moreover, it will offer modelling on the ways of understanding and pronouncing English vocabularies while using their prior knowledge. Strategy 2: Rally/Round Table: Once they have read the story provided to them, learners will be put into groups of two. First, the instructor will pose a question that has many answers. However, in the second step, the instructor, a single learner in each group will document his or his answer on a piece of paper and pass the written response to the next learner. In the third step, the group that scores the highest marks will be rewarded. Essentially, this learning approach can be used with varied proficiency levels Interactions: given that the strategies outlined above are cooperative learning activities, learners will have the chance to partner and inspire each other, improving self-worth and confidence while using reading, learning vocabulary, listening, and writing skills. PRACTICE AND APPLICATION: Practice 1: Read the provided story and write the new terms on the board and deliberate on each term. Practice 2: Give out learning materials. Crayons and white construction. Using his or her self-portrait, the instructor discusses with the learner that constitute the tasks with the help of the terms written on the board. Practice 3: Put learners in small factions. Ensure that higher ELL learners are mixed with lower level ones. After that, use round/rally table and think- pair- share strategy discussed above. REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning) v Vocabulary Review: similarities, differences, and handicap. By using observation and rally/ round table or self-portrait activities, the instructor will clearly understand the specific skills and vocabularies that the learners have mastered or memorized. Moreover, holding class discussion will enable the teacher to observe speaking and listening skills that learners are developing. v Informal Assessment of Lesson Objectives: The instructor can use various self-portrait activities to examine learners’ understanding of major vocabulary. Together with class observations and discussions, the instructor can monitor learners speaking, writing and listening skills, as well as, cognitive ability to establish weakness and strengths concerning the objectives. v Formal review of Lesson Objectives: The instructor will gather and review learners’ writing part from the self-portrait activities. The instructor can use such information to evaluate learners’ understanding of spelling, major vocabularies, as well as, writing skills. From discussion held on class regarding individual portraits to observations made when learners are put in groups, the instructor can evaluate the comprehension of students and how they discuss with their fellow learners concerning differences and similarities among each other. |
References
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Appendix
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