Siop Lesson Plan

SIOP – ESL Lesson Plan

Teacher: Mrs. Carpenter Date: Week of 12/3 School / Grade / Subject: SWMS/ 6-8 / ESL Language Unit / Theme: What Not to Wear/ Arts Class, Newcomers Seasons/Weather/Clothing/Contractions

Common Core and WIDA Objectives:

Objectives for Diagramming Warm-ups: Objectives for the iPad project:

WIDA: WIDA:

ELD 2: ELLS communicate information, ideas and ELD 1: ELLs communicate for Social and concepts necessary for academic success in the content Instructional purposes within the school setting. area of Language Arts. ELD 2: ELLS communicate information, ideas and Common Core: concepts necessary for academic success in the content area of Language Arts. CC 6.RL & RI- 1: Analyze a text to determine events or actions that are stated explicitly and those that ELD 4: ELLs will communicate information, ideas and must be inferred. concepts necessary for academic success in the area of Science. CC 6.RL & RI - 5: Determine how a particular word, phrase or sentence fits into the overall structure of a Common Core: text and contributes to its meaning. 6-8W.4 – Produce writing that address a particular CC 6.RL & RI-10: Demonstrate understanding of a task or purpose. text while actively engaged in reading and listening to fictional text for clearly stated purposes. 6-8 W.5 – With guidance and support from adults, develop and strengthen writing by planning, revising CC 6-8.L -1A & B: Demonstrate understandings of and writing. Standard English grammar and usage when communicating…recognize when own message fails to 6-8 W.6 – Use technology to produce and publish convey intended meaning and use strategies to writing. improve expression. CCES: 7.E.1.4: SW predict weather conditions and CC 6-8.L-4 A & B: Demonstrate knowledge of new patterns based on information obtained from weather vocabulary drawn from ELA, MA, SC and SS data collected from direct observations. content.  Use context to identify which word in an array of content words are missing from a sentence. Content and Language Objectives:  Seek clarification and meaning support when unfamiliar words are encountered while reading CO: SWBAT identify common clothing items in or communicating. English. (coat, hat, sweater, bathing suit, etc.)

CC 6-8.L-6: Acquire and use general academic and CO: Based on an understanding of weather patterns domain-specific words and phrases. and climactic seasonal changes in the US, SWBAT to analyze which season given clothing items are likely to CC 6-8.SL-1A, B & C: Participate in communicative be worn in, and explain why. exchanges.  Come to discussion prepared to share CO: Based on learning from prior units, SWBAT information. synthesize appropriate English for seasons, weather,  With guidance and support from adults, follow and weather conditions into discussions and writing simple, agreed-upon rules for discussions. about clothing, specifically using negative statements.  Ask and answer questions specific to the topic, text, or issue under discussion. CO: Based on an understanding of social norms, SWBAT analyze whether or not specific clothing is Content and Language Objectives: appropriate for a given situation or occasion.

CO: Students will analyze pictures and vocabulary used in slides to make inferences and determine LO: Using the iMovie application on the iPads, SW meaning of text. read, write and record both video and oral responses on the content. CO: Students will identify parts of speech, break apart contractions, and diagram sentences with LO: Through the original iMovie they create, SWBAT correct spelling and punctuation. illustrate weather, seasons, and clothing items common to given seasons and weather conditions. LO: Student will draw diagrams of the given sentences. Students will read and say new content- LO: SW write complete and accurate negative related vocabulary in context. statements to describe their illustrations, using given key vocabulary related to clothing items, science weather words, and contractions.

LO: SW say their written sentences aloud with fluency and correct pronunciation.

 Ex: If it is cold outside, I won’t wear shorts.  He won’t wear those tan shorts in the snowy weather because his legs would be chilly.

Essential Question(s) H.O.T:

What is this clothing item called? Is it appropriate for the current weather conditions? Is it appropriate for the occasion?

How can I make a negative statement using a contraction? What parts of speech are hidden in the contraction?

How can I write a complete, correct sentence with weather and clothing words and one or more contractions?

What grade do I want on this project? How can I use the rubric to plan my project? How can I use the rubric to improve my project?

Key Vocabulary: common clothing items, an extensive Materials: list of contractions, and all the previously taught weather terms. (See What Not to Wear List of Project  You tube video of “What Not to Wear, Tanger Words) Outlet, Part 1 and 2”  Magazine cut outs of various clothing items  Index cards  Diagramming Powerpoint or Keynote on “What Not to Wear: Contractions”  iPads with iMovie access for each student SIOP Features Scaffolding Grouping Options Activities x__ Modeling x__ Whole Class x__Hands-on x__ Guided Practice x__ Small Groups x__Meaningful x__ Independent Practice x__ Partners x__Linked to objectives x__ Independent x__Promote student engagement

Language Skills Assessment Other x__ Reading x __Individual x_Links to background x__Writing x__Group __Links to past learning x__ Speaking x__ Written __Learning strategies x__ Listening _x_ Oral x__Comprehensible input DAY ONE: Motivation: (Building Background) Students will review weather vocabulary from the prior unit, discussing today’s weather and why they chose the particular clothing items they wore today.

SW watch a portion of “What Not to Wear,” with the teacher pausing to ask the names of common clothing items, and why the wearers might have chosen that item in relation to the weather/occasion.

Presentation: (Language & content objectives, comprehensible input, strategies, interaction, feedback) Diagramming with specific vocabulary teaching related to the unit. Using cut outs of outfits from magazines, TTW model how to write a negative statement using a contraction about the outfit. Ex: This man shouldn’t wear a tuxedo to work. Instead, he should wear casual business attire.

Practice / Application: (Meaningful activities, interaction, strategies, practices/application, feedback)  SW cut out pictures of various outfits, then write statements about the outfit that contain proper contractions.  SW read aloud their statements to a partner.  SW hang these on the concept bulletin board.

Review / Assessment: (Review objectives & vocabulary, assess learning) Thumbs up, thumbs down, ticket out the door. Extension:

Reflection:

DAY TWO: Motivation: (Building Background) TT&SW discuss today’s weather and their subsequent clothing choices in partner talk. Students will use weather and clothing words from their word list.

Diagramming with specific vocabulary teaching related to the unit.

TT&SW read and discuss essential questions and objectives from the board.

SW watch the second portion of “What Not to Wear,” with the teacher pausing to ask about why certain clothing choices might be preferred over others.

Presentation: (Language & content objectives, comprehensible input, strategies, interaction, feedback)

TTW play the iMovie model for students and discuss its features. TTW model HOW to use the iMovie app to create an original video.

Practice / Application: (Meaningful activities, interaction, strategies, practices/application, feedback)

SW make “dummy” iMovies in order to learn how to use the application.

Reflection:

DAY THREE: MAKING THE PLAN/ANALYZING THE RUBRIC

Motivation: (Building Background) Diagramming with specific vocabulary teaching related to the unit.

TT&SW discuss essential questions and objectives related to the rubric and self relection. TTW explain and model what a rubric is for newcomers.

TSW partner read the rubric, then discuss its content. Each team will share out what their partner said can be done to ensure that they will be successful on the project.

Presentation: (Language & content objectives, comprehensible input, strategies, interaction, feedback)

TTW explain directions, rubric, word list and model examples specific to the project.

Practice / Application: (Meaningful activities, interaction, strategies, practices/application, feedback)

SW begin cooperative work in their iPads within iMovie, creating their own and following the rubric directions.

Reflection: