A SIOP-Based Lesson Planner Following the SIOP Model, here is a lesson template that provides fairly detailed structure

of what to think about (based on materials by MaryEllen Vogt, with some minor adaptations by teachers in Forsyth Co. and by me): UNIT/THEME: GPS Standards/ Content Objectives: WIDA Standards/ Language Objectives: Key Vocabulary for students to understand material: Content Concepts, taking into consideration the following: a. L1 literacy: (below, at, above grade level?) b. L2 proficiency: (beginning, intermediate, advanced?) c. L2 reading ability: (below, at grade, above grade level?) d. Cultural and age appropriateness of L2 materials: e. Difficulty level of the material to be read: f. Task Analysis: This is what the student must know in order to understand what will be taught: 1. 2. Supplementary Materials: a. Hands-on manipulatives: (i.e. microscopes, globes, Cuisinaire rods, blocks) b. Realia: real life objects c. Pictures: photographs, illustrations, magazines, hand drawings d. Visuals: transparencies, models, graphs, charts, timelines, maps, props bulletin board displays e. Multimedia: tape recordings, PowerPoint, videos, DVDs, interactive websites, interactive maps, CD-ROMS

f. Demonstrations: modeling expectations, step-by-step directions g. Related literature: fiction and non-fiction, class libraries, trade books h. Adapted text: complicated, lengthy sentences with specialized terminology are rewritten in abbreviated form with definitions given for difficult vocabulary Adaptation of Content: a. Graphic organizers: story or text structure charts, Venn diagrams, story or text maps, timelines, discussion webs, word webs, clusters, thinking maps, etc. b. Outlines: teacher-prepared, partially or fully c. Leveled study guides: brief summaries of text with manageable to challenging questions and tasks depending on level of student. Requirements are different for learner level. d. Highlighted text: Overriding ideas, key concepts, important vocabulary and summary statements are highlighted prior to students using the books. e. Taped text: Key portions (such as highlighted text just mentioned) or the entire text is recorded and students listen to the tape while reading along. f. Adapted text: involves rewriting selected sections of text that contain key concepts and information. g. Marginal notes: print marginal notes (the ones found in teachers guides) directly in the margin of the textbook pages or duplicate notes on a handout. h. Native language support: text written in L1, native language websites, translators Activities that link concepts to students background: a. Questioning and Relating Have you ever well, today were b. Situational scenarios: Activities that link past learning and new concepts: a. Discussion/Brainstorming b. Graphic organizers c. Written reminders

d. Book walks e. Songs, games f. TPR (Total Physical Response), Drama g. Painting Activities that build background knowledge: a. Videos b. Experiments c. Projects d. Interview e. Research f. Field-trips g. Graphic organizers h. Pretest i. Internet websites j. Outlines k. Review Key Vocabulary emphasized through use of: a. Picture Dictionary b. Contextualizing c. Vocabulary Self-Collection Strategy (VSS) d. Personal Dictionaries e. Word Wall f. Concept Definition Map

g. Cloze Sentences h. Word Sorts i. Word Generation j. Word Study Books k. Vocabulary Games l. Dramas m. Interest inventory n. Childrens literature Interaction: a. Grouping: individual work, partners, triads, small groups, cooperative learning groups, whole-group, heterogeneous or homogeneous b. Opportunities: literature circles, think-pair-share, jigsaw readings, debates, science experiments, dialogue journals, etc. Practice and Application: a. Hands-on manipulatives: organized, created, counted, classified, stacked, experimented with, observed, rearranged, dismantled, etc. b. Content: divided into parts; new learning, several short practice periods scheduled close together; older learning, short practice periods scheduled farther and farther apart. c. Application of content and language knowledge: clustering, graphic organizers, solving problems in cooperative learning groups, writing a journal, engaging in discussion circles, etc. Lesson Delivery: a. Teacher presentation of material
o o o

Content objectives Language objectives Vocabulary

b. Tasks to be performed by student

Review: a. Key Vocabulary: analogy, multiple exposures, paraphrasing, word study books, semantic maps, drawing pictures, physical gestures, playing Pictionary and charade-like games, etc. b. Key Concepts: informal - who remembers?, assessing predictions, outcome sentences, etc.; formal summarizing, listing key points, writing a journal, etc. Assessment: a. Grouping: individual work, partners, triads, small groups, cooperative learning groups, whole-group, heterogeneous or homogeneous b. Informal: teacher observations, anecdotal reports, teacher-to-students conversations, student-to-student conversations, quick writes, brainstorming, etc c. Authentic: written pieces, audiotapes, student and parent interviews, videotapes, observations, creative work and art, discussion, performance, oral group responses, etc. d. Other Assessment: multiple choice, true-false, completion, matching, performancebased task, portfolio, project, etc.