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EDUC 359 Live SIOP Lesson

Meghan Locker, Kelsey Goodson, and Kimberly Wall

Live Lesson SIOP ELA Lesson Plan


Teachers: Kim W. Kelsey G, & Meghan L.
11/18/2015
Lesson plan title: Live Lesson SIOP ELA
Subject Area(s)/Topic: ELA Poetry

School: University of Scranton


Class: EDUC 359
Estimated Time: 30 Minutes

Date:
Grade: Fifth

Title of Unit/Theme:
African American Poetry
States Standards Met:
CC.1.1.5.E: Read with accuracy and fluency to support comprehension: Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or
self-correct word recognition and understanding, rereading as necessary.
CC.1.2.5.F: Determine the meaning of words and phrases as they are used in grade level text, including interpretation of
figurative language.
Objectives:
Language Objective:
The student will be able to demonstrate the meaning of new vocabulary words based on the context of the poem they
appear in.
Content:
The student will be able to linguistically and non-linguistically summarize the purpose of the poem.
Materials Required:
"The Final Deployment" poem, dice game, construction paper and crayons, lined paper, picture flashcards, dry erase board,
dry erase marker.
Learning Strategies:
Hands on activities, personal experiences as related to the poem, creating a visual representation of the key terms, and
sharing/discussions.
Vocabulary:
sprint, proclaim, and champion
Summary of Lesson:
Introducing vocabulary terms from the poem, The Final Deployment.
Procedure:
Before: (approx. 5 minutes) Anticipatory set, Motivation, & Building Background
The teachers will ask the student when he has "come home" before in relation to the poem.
The teachers will ask the student whether or not he has ever read a poem before and what a poem means to him
personally. (Does he like poetry? Why or why not?)
The student will then list words on a mini white board that remind him of poetry.

EDUC 359 Live SIOP Lesson

Meghan Locker, Kelsey Goodson, and Kimberly Wall

During/Presentation: (approx. 10 minutes) Language and Content Objectives, Comprehensible Input, Strategies, Interaction,

and Feedback:
The student will read the poem, "Activation and Motivation" and the teachers will ask him whether or not the words
he initially listed still apply.
The student will be asked to list the new words that relate to the poem, "Activation and Motivation."
The student will then draw a picture that he feels represents the meaning and or purpose of the poem.
The teachers will then hone in on the three vocabulary words: sprint, champion, and proclaim.
The teachers will ask the student to identity what the words mean based on the context of the poem and their
purpose within the poem.
Practice and Application: (approx. 10 minutes) Meaningful Activities, Interaction, Strategies, Practice and Application Feedback:
The student will be showed image flash cards that non-linguistically represent each of the three words.
The teachers will ask the student if he thinks the word still means what he initially thought.
The student will be asked to think of synonyms and antonyms for the word.
The student will then be given a vocabulary dice game that allows the student to roll a large dice so that he may land on a
variety of scenarios ranging from: "define the word," "draw it!", "something that means the same", "act it out", "what does it
remind you of", and "something that means the opposite."
After/Review and Assessment: (approx. 5 minutes) Closing, Review Objectives, Review Vocabulary:

The student will be assessed throughout the lesson based on his ability to contextually define the vocab words and
to reflect on the purpose of the poem.
The student will then be assessed based on his ability to write three sentences using the three vocabulary words
that relate to the concept of "coming home."
The student will also be asked to orally state what the poem was about.

Extension:
Content Achieved: The student will examine the implementation of figurative language and how said language creates
images in the reader's mind. The student can discuss and explore how figurative language creates a tone in a poem.
Content not achieved: Introduce supplemental videos that represent the meaning of the word, implement a more thorough,
in-depth step by step discussion of what the poem may mean. The student will finally be introduced to a Glogster that
breaks down the vocabulary words into accessible components.