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Lesson Crituqe using the SIOP protocol

Created By: Brettani Berry Presentented on: December 7, 2010

Methods for English Language Learners EDRL 474-001 Robyn Covey, M.Ed.

NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom: Kindergarten, 21 students, 5-6 yrs. Old, 8 boys and 13 girls. 2 ELLs from Mexico, 1 disabled-wheel chair, and 1 learning disability.

Background: This is a lesson plan pulled from a 30 day unit on Nevada history. This lesson plan focuses on Nevadas climate and one of Nevadas symbols, desert tortoise.

Content Objective(s): 1) Students will learn about Nevadas climate and desert 2) Students will learn about the desert Tortoise.

Language Objective(s): 1)Students will discuss Nevadas climate and desert 2) Students will draw a picture of a real desert tortoise

Nevada Standards: History 1.0

Key Vocabulary:
1) Desert tortoise 2) Climate 3) Reptile

Preparation
x x x x

Scaffolding
x x x x x

Grouping Options
x x x

Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes

Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Whole Class Small groups Partners Independent Assessment

x x x x

Listening Speaking Reading Writing

x x x x

x x x x

Individual Group Written Oral

Teaching Strategies: - Desert book -Scaffolding

Warm Up Activity: For the warm up I will talk about the desert tortoise and
Compare the differences between a turtle and desert tortoise. I will also talk about the desert tortoise being Nevadas state reptile.

Lesson Sequence: Monday 10/11/10 -talk about desert and desert animals -Cut and staple book about desert -Draw a picture of a desert and desert animals 30min. Wednesday 10/13/10 -talk about desert tortoise - Show real life desert tortoise/ allow students to observe and touch tortoise -Draw a picture of the desert tortoise 30min.

Accommodations:
Use SIOP lesson plan to accommodate ELLS I will also use as much realia as possible. My co teacher will help my physically disabled student. When I am finished explaining each step, I will help my learning disabled student clarify each step.

Supplementary Materials: -Real tortoise -Paper -scissors -crayons, stapler -desert book. -real tortoise

Review/Assessment: I will assess students picture of a desert, desert animals, and desert tortoise.

Reflection: This week went well. Next week make sure to leave enough time for arts and crafts.

Part 1

1) A brief overview of the lesson including grade level/subject, activities, and expected outcomes

This is a lesson plan pulled from a 30 day unit on Nevada history. This lesson plan focuses on Nevadas climate and one of Nevadas symbol, Desert Tortoise. This lesson is for kindergarten/first grade. The content area is in social studies. The expected outcomes of this lesson is for students to have learned what a desert is and how the term connects to Nevada. Students will also have learned about Nevadas reptile, the Desert tortoise.

2) Discussion of critical teaching concerns related to the lesson based on your readings and experiences so far.

This lesson does address accommodations concerning ELLs, but there can still be some adjustments to fully accommodate the ELLs. For example, for the warm up the teacher will discuss the differences between a turtle and desert tortoise. The teacher will need to do more than just talk about the differences. From my experiences, it is very hard to compare and contrast two thing with out some form of realia. I would suggest to bring in two stuff animals, one of a turtle and one of a desert tortoise. While describing and giving facts of each reptile, hold up the stuff animal you are talking about. This gives the ELL a deeper connection between the two reptiles.

3) Explanation of how you would modify the lesson using at least two of the Supplementary Materials listed on pages 33-34.

To modify this lesson, I would use Multimedia and pictures to better connect the lesson. For example, I would find a clip or footage of a desert so the ELL can better understand the term desert. I have taught my class about the desert and they did not understand how or why Nevada is a desert being that there are buildings everywhere. So bringing in footage or pictures will allow you to tell and show them what Nevada looked like before all of the buildings and light and mention that there are places in Nevada that still looks like a desert.

4) Explanation of how you would make adaptations to the content based on at least of two of the Adaptation to Content suggestions listed on pages 34-38.

I would adapt the Venn Diagram to the content to further their comprehension of the differences between Desert Tortoise and Turtle. On the left circle I would write facts about the Desert Tortoise and hold up the desert tortoise stuff animal for a final visual and on the right I would do the same with the turtle. In the middle I would write the things that both reptiles share in common. I think that reading the book on the desert was great strategy but, I would adapt Jigsaw reading to the content as cooperative learning. This is also good for ELLs who have difficulty reading text. Part 2: Revised SIOP Lesson Plan

NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom: Kindergarten, 21 students, 5-6 yrs. Old, 8 boys and 13 girls. 2 ELLs from Mexico, 1 disabled-wheel chair, and 1 learning disability.
(Lesson Preparation)

Background: This is a lesson plan pulled from a 30 day unit on Nevada history. This lesson plan focuses on Nevadas climate and one of Nevadas symbols, desert tortoise.
(lesson preparation)

Content Objective(s): 1) Students will learn about Nevadas climate and desert 2) Students will learn about the desert Tortoise.
(Lesson preparation)

Language Objective(s): 1)Students will discuss Nevadas climate and desert 2) Students will draw a picture of a real desert tortoise
(Building background) &( comprehensible input)

Nevada Standards: History 1.0

Key Vocabulary:
1) Desert tortoise 2) Climate 3) Reptile

Preparation
x x x x

Scaffolding
x x x x x

Grouping Options
x x x

Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes

Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Whole Class Small groups Partners Independent Assessment

x x x x

Listening Speaking Reading Writing

x x x x

x x x x

Individual Group Written Oral

Teaching Strategies: - Desert book (Interaction) & ( building background) -Scaffolding(strategy)

Warm Up Activity:
For the warm up I will talk about the desert tortoise and compare the differences between a turtle and desert tortoise using a Venn Diagram. I will bring in two stuff animals of a desert Tortoise and turtle. I will put on a puppet show with the desert tortoise and turtle and include facts about each reptile. I will also talk about the desert tortoise being Nevadas state reptile. (building background) & ( lesson delivery)

Lesson Sequence: Monday 10/11/10 -talk about desert tortoise - Show real life desert tortoise/ allow students to observe and touch tortoise -Draw a picture of live tortoise (practice/application)&(review/assessment) -talk about desert and desert animals (review/assessment) -Show a clip of a desert -pass around pictures of a desert -Use graphic organizer to make a bubble map of facts about a desert (interaction) & (comprehensible input) -Cut and staple book about desert -Adapt Jigsaw text reading while reading as a class. (practice/application) &(interaction) -Draw a picture of a desert and desert animals (practice/application)&(review/assessment) 60min. (lesson delivery) Accommodations:
Use SIOP lesson plan to accommodate ELLS I will also use as much realia as possible. My co teacher will help my physically disabled student. When I am finished explaining each step, I will help my learning disabled student clarify each step.

Supplementary Materials: -Realia-Real tortoise -Multimedia- video clip of a desert -Visuals- Puppet turtle and desert tortoise -Picture of desert -Adapted text- Desert book

Review/Assessment:
I will assess students picture of a desert, desert animals, and desert tortoise. I will also use a discussion rubric to assess our group discussion on what we have learned

Reflection: This week went well. Next week make sure to leave enough time for arts and crafts.

Part 3: Reflection
Create a SIOP lesson plan was a wonderful experience. Knowing that a couple of tweaks and adjustments can put ELLs on a road to become successful learners, lets me know that the hard work is worth it. Over the last couple of months, I have been learning about ELLs and what they go through learning English and how they feel. I am so empathetic to ELLs. In this course we have been put through different obstacles and situations so that we can better identify with ELLs. Going through that helped me to realize that as these ELLs come into my classroom, I need to make sure that I am doing what ever it takes to educate them and get them as close to grade level as possible. They say that it only takes one teacher to make a difference in a students life, and Robyn, you are that one teacher who made a difference in my life. Because of your emotional connection to the ELLs, you were able to teach us the importance of the TESOL program on a different level. I have decided to get a degree in TESOL and I owe it all to you. I liked the Interaction component of the SIOP model because it allows students to interact with peers and get any unanswered questions answered by peers. Sometimes peers can explain things better to each other than teachers. I did not like the building back ground component because the lesson plan I chose was for Kindergarten and it is hard to link past experiences to a lesson for the simple fact that they havent live long enough. Most of the Kindergarteners are hearing a lot of the terms for the first time. Using the 8 components is very important for native English speakers as well. Native English speakers will benefit from the 8 components (identified as best practices for ELLs) because the 8 components allow each student to make a deeper connection of the content.