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Writable Siop Lesson Plan

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Lesson Planning with SIOP: A Theoretical Base (Benchmark Assessment)

ESL 223N
December 4, 2013

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SIOP Lesson Plan

Date: | December 4, 2013 | Grade/Class/Subject: | Second grade Science | Unit/Theme: | Life Cycle of the Butterfly | | Content Standard(s): | “Strand 1: Inquiry Process”“Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results” (Arizona Dept. of Education, 2013). | “Concept 1”: “Observations, Questions, and Hypotheses”“Observe, ask questions, and make predictions” (Arizona Dept. of Education, 2013). | PO 1. “Formulate relevant questions about the properties of objects, organisms, and events in the environment.” (See M02-S2C1-01) (Arizona Dept. of Education, 2013) | PO 2. “Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the water cycle)” (Arizona Dept. of Education, 2013). | Key VocabularyLarva CaterpillarEgg ChrysalisPupa CycleButterfly live | Supplementary Materials * Butterfly Life Cycle poster * Book: “I am a Butterfly” by Stephen Swinburne * Printed butterfly work sheets * Power-point on butterfly life cycle * Paper * Pencil * Construction paper * The Children’s Butterfly Site * http://www.kidsbutterfly.org/faq | “SIOP Features” | “Preparation” | “Scaffolding” | “Grouping Options” | X | Adaptation of Content | | Modeling | X | Whole Class | X | Links to Background | X | Guided practice | X | Small groups | X | Links to Past Learning | | Independent practice | X | Partners | X | Strategies incorporated | X | Comprehensible Input | X | Independent | “Integration of Processes” | “Application” | “Assessment” | X | Reading | X | Hands-on | X | Individual | X | Writing | X | Meaningful | X | Group | X | Speaking | X | Linked to Objectives | X | Written | X | Listening | X | Promotes engagement | X | Oral | | | | | | | “Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to”… | “Contains”: “Prior Knowledge/Building Background/Previous Learning”Students have learned about how butterflies start out as a caterpillar and turn into a butterfly. | Content ObjectivesSW will be able to tell what they have learned about the development of butterflies.SW be able to understand and know the meaning of the vocabulary words when they are written in sentences.SW be able to say and know the developmental stages a butterfly goes through. | Meaningful ActivitiesSW work on worksheets which contain sentences where they will fill in the blank with the proper words.SW watch a PowerPoint about the story “I AM a Butterfly.TW use the overhead projector to show a power-point and read the story to the student’s.SW work together on a group project.TW establish the student’s prior knowledge and then review vocabulary with students about the growth of a butterfly. TW ask the students if they have ever seen a butterfly and what color the butterfly was.TW put the students in small groups and have them discuss the growth of a butterfly. SW be asked to write a story about a butterfly and describe what colors they think their butterfly will be. SW also have to draw a picture and color the butterfly the same way they described it in their story. SW need to know the definitions of the vocabulary words. .SW fill in the blanks on the worksheet that contains sentences that will use the vocabulary words.The Children’s Butterfly Sitehttp://www.kidsbutterfly.org/faq | Review/AssessmentSW have a vocabulary test, which will consist of spelling the vocabulary words as well as knowing the definition.TW have the students turn in their written paper as well as the pictures they drew and colored to ensure that students understood the stages of development that a butterfly goes through. SW have homework to take home which consist of sentences that they will fill in the blank with the proper words. | Language ObjectivesSW be able to restate the growth pattern of a butterfly.SW be able to retell the story they have read about butterflies. | | | Wrap-Up:TW go over the material that was discussed about butterflies at the end of the day and have the students restate what they learned about butterflies from memory. The teacher and students will discuss the growth pattern of a butterfly. TW also review the vocabulary definitions and spellings with the students at the end of the day. TW display the students work on the walls in the classroom and collect student’s homework the next day. |

Sample Work Sheet

("pictures of development of a butterfly - Google Search", n.d.)

Worksheet 1

Name________________
Read the sentence and circle the right ending. 1. The little egg is called a _________. (pupa, larva) 2. The caterpillar will turn into a _________. (butterfly, egg) 3. Butterflies fly through the ___________. (air, any) 4. The larva will turn into a _______ . (pupa, chrysalis) 5. Frogs _______ here, too. (live like)

("a butterfly is born - Google Search

("Learn About Butterflies and Moths | Children's Butterfly Website", n.d.)

("Learn About Butterflies and Moths | Children's Butterfly Website", n.d.)

("Learn About Butterflies and Moths | Children's Butterfly Website", n.d.)

("Learn About Butterflies and Moths | Children's Butterfly Website", n.d.)

Rationale In order to accommodate the ELL students teachers have found that it is important to change the ways they are creating lesson plans. A good lesson plan consist of proper content standards and language standards. In the state of Arizona both standards can be found on the Arizona Board of Education web site. Teachers of ELL students can find many strategies and theories that can be used to help them create lesson plans. The first theory is called the scaffolding theory. This theory allows teachers to build from the student’s previous knowledge and it also provides support for the student. The scaffolding theory allows teachers to slowly limit the support that they give students and allows the student to learn the material on their own. Scaffolding is thought of as a slow release of the teacher’s responsibility and more responsibility on the student. The teacher in this lesson plan will use scaffolding before, during and after the reading. The teacher will focus on the student’s ideas and turning them into comprehensible sentences and start the students of with a beginning sentence. .One example would be “The caterpillar turns into a _______.” The students would need to fill in the blank with the right word and restate the complete sentence. During the time the teacher is reading the book the teacher will stop and ask the students questions about the stages of growth that the butterfly goes through. Also, after reading the story the students will be separated into small groups so that they may discuss the story they read while the teacher goes around the room offering ideas for discussion to the students. At this point the ideas will be stated in the form of a question. The teacher might ask one group “What form was the butterfly at the beginning of the story?” The second group might be asked “What did the butterfly look like at the end of the story?” Teachers use scaffolding to help students focus on the important details in the lesson. Comprehensible input is another important theory. This theory is determined by the teacher’s ability to send a message that is understandable to the students in the class. Teachers will need to speak slowly and pronounce words perfectly in order for the ELL students to have time to process all the new information. At times repetition will be required. When students are performing task the teacher needs to make sure they are understanding the task completely. For this lesson plan the teacher has placed the students into small groups so that they can discuss the story. It will not be required for all the student to write down the ideas from the group, but they should all be discussing the story. The group should pick one student from the group to write down ideas. Whenever it is time to draw their pictures, each student should draw their own picture. When ELL students are able to work in groups it gives them the opportunity to speak to other students instead of just talking to the teacher. In order to help ELL feel comfortable speaking English, they should have as many opportunities as possible to communicate with their classmates, it will also help them build their vocabulary. Even though the teachers input is helpful to the students, it is also important for the teacher to hear the students output. When students relay information back to their peers or the teacher this is called output. Output allows the teacher to assess how well the student is progressing whether it be linguistically or academically. Whenever the students produce output in comes out in the form of orally or written. This lesson plan allows the teacher to observe the students interacting in order to determine whether or not the students understand the lesson on their own or through the help of their peers. When a student is quiet it would benefit the student to ask them questions individually in order to assess their learning. When a student is quiet, it does not mean that he is not understanding, but at some time the teacher will need to reevaluate their methods of teaching and reword or simplify the lesson and try to reteach the students that is having problems. Teachers are finding out that they are having to be better prepared because of the growing amount of ELL’s entering into the school systems today. Important roles for teaching ELL’s are preparing lessons, making sure input is comprehensible, strategies the teacher use, interaction and plenty of practice. With a variety of techniques and methods of teaching this lesson plan can build content knowledge and help build English language skills if it is implemented successfully. This lesson plan will teach students about the life cycle of a butterfly and it will also teach the students how things aren’t always what they appear to be. By following the Arizona content and language standards this assignment will help students succeed in science. Kindergarten Observation I had the pleasure of observing Mrs. Reyna’s class for my first observation. Mrs. Reyna teaches kindergarten to ELL students at Rainbow Valley Elementary in Buckeye, AZ. There are 24 students in her class which are all English Language Learners. Each time that I went into Mrs. Reyna’s class, it was at 8:30 in the morning and I stayed to observe the class for two and a half hours each time. When I walked into the room I noticed that all the students were sitting on a large carpet and the teacher was sitting in front of the students. Mrs. Reyna was teaching the students the months of the year, days of the week, and how to count up to 100. The teacher had the children’s names on pop-sickle sticks and she would draw a name out each time she wanted them to come up and participate in the lessons. She would have one student come up and use the pointer to point to the days of the week as the entire class would say the days of the week. Then Mrs. Reyna would call on different student to come take the pointer and have them point out the months as students would say the name of the months of the year. Below the calendar on the wall, Mrs. Reyna had sentences that required the students to fill in the blanks, (Today is ____., Yesterday was _____., and Tomorrow will be ______.). In order to fill them in the teacher had the names of the days of the week written on paper that had a magnet on the back, so that the students could choose the right day and stick it in the proper place. Mrs. Reyna would call on different students to come up and fill in the blanks. The students appeared to do well on this assignment and those that struggled were allowed to let the other students help them with the answers. When it was time for the students to count to 100 they would gather into a circle and they would all count along with a song that the teacher played on the tape recorder. After they would all count together the teacher would pick a student’s name out of the can with the pop-sickle sticks and that students would have to stand up and try to count to 100. If the students was successful the teacher would write their name on the list under the numbers chart, so that she would know who had succeeded in counting to 100. If they were not able to count all the way to 100 they would have to sit down and let another person try. The teacher had 10 names on her list that were able to count to 100 without difficulty. The other students would get a chance to count again on another day, until they can successfully do it. The teacher also had the students learning how to count by having then count how many days they had attended school so far this year. She would use straws and have the students count them by 10’s and 5’s and 1’s. The students had already learned that they had been in school for 65 days so far, and that they had 6 bunches of 10 straws wrapped in a rubber band and 1 bundle of 5 wrapped in a rubber band. After the students counted the straws they would go to the numbers chart and find the number 65 and start counting backwards until they got to zero. The teacher also had sentences for the students to fill in, (What number comes before 65, ______? What number comes after 65, ______?). I noticed some students struggling with this assignment, but overall most of the students did well and all of the students were enjoying the lesson and were paying complete attention to the teacher. The students that were called up to fill in the answers were able to get assistance from their classmates when they needed it. 1st Grade Observation The second class that I observed was a 1st grade ELL class at Rainbow Valley Elementary in Buckeye, AZ. The teachers name was Mrs. Larm, This class had 20 students in it and all the students were English Language Learners. During Reading time Mrs. Larm would exchange students with other teachers, depending on which level of reading the students were. Mrs. Larm had 6 students in her reading group. She would have them get into different groups and sit in different labs. One lab had a computer for the students to work on and the other groups would gather around the table and read with the teacher, while another group of two students would listen to a story on the tape recorder. The students would come sit with the teacher and read a book together and then the students would have to read alone. When the students got done reading by themselves, the teacher would have them reread the story and look for the vocabulary words for the week in the story and the words that had the sounds of the week in them. Each time the student would find one of the words they would hold their hand up to let the teacher know they had found one. Some of the students did very well at reading alone, while other struggled a little. The students that struggle received Mrs. Larm’s assistance in pronouncing the words and reading the stories. When they could not pronounce a word the teacher would tell them (My turn, Animal. Your turn,) and the child would have to try to say the word for the teacher. Mrs. Larm also had her entire class read the story “Where Do Frogs Come From”. After the class had read the book out loud as a group, the teacher had the students write sentences that described what they thought a frog looked like. The students were told to draw and color a picture of what they thought their frog looked like. The students did very well on this assignment, because the teacher had started them of with the beginning of their sentences by giving them a starting sentence (My frog looks like _____.) The student would have to fill in the rest of the sentence and add two more sentences that described their frog. Mrs. Larm had also reminded the students that a sentence always starts with a Capital letter and the ending of the sentence always has a period, or questions mark so that people will know that the sentence is done. Watching the students perform this assignment was great. This activity allowed me to see how a child uses their imagination to be creative. The students in Mrs. Larm’s class were very observant and followed her directions completely and they appeared to be enjoying Mrs. Larm’s style of teaching.

References
Arizona Dept. of Education (2013). The Science Standard Articulated by Grade Level. . Retrieved December 4, 2013, from http://www.azed.gov/standards-practices/science-standard/ Learn About Butterflies and Moths | Children's Butterfly Website. (n.d.). Retrieved December 4, 2013, from http://www.kidsbutterfly.org/faq Pictures of Development of a Butterfly - Google Search. (n.d.). Retrieved December 4, 2013, from
http://www.google.com/search?q=pictures+of+development+of+a+butterfly&espv=210&es_sm=93&tbm=isch&tbo=u&source=univ&sa=X&ei=-5mgUqfmEdLxoATX-4Bw&ved=0CCsQsAQ&biw=160…...

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...EEI Lesson Plan Template Client Organization: Telephone: Main Contact: Fax: ____________________________________ _ Email Address: Date: VITAL INFORMATION | Author | ..... | *Subject(s) | Behaviorist | Topic or Unit of Study | Behaviorist, Parts of animal cells. | *Grade/Level | 4-6 | *Summary | Name any parts of a cell that you can list of from the top of your head. | STANDARDS AND DIFFERENTIATED INSTRUCTION: | *Standards | Will match the cells parts to the right place on the animal. | DifferentiatedInstruction | | EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED: | Objective | The objective for this lesson is for the children to be able to label the distinct parts as accurately as they can. | Anticipatory Set | The main goal for the class is to have the students be able to place the distinct parts as accurately as they can.  | Teach Lesson / Model | Divide the students up in a group, Hand each group a picture of a cell with separate cut outs of animals parts. Have children place as many as they can within seven minutes. After time is up look over who got the most and reward them. | Guided Practice | Students will be in small groups to see if they can handle working together, they will work together to get the parts of the cell right to win the piece of candy at the end of the lesson. | Independent Practice | After the lesson plan, have the children turn to their......

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Lesson Plan

...Lesson plan |Objective: Understanding WEAK VERBS | |Date |Time |Duration |Site & rooms | |28/05/2012 |10.45 |45 Mins |Main Library | |Course |Subject: VERBS | |Arabic Language | | |No. of students |Topic | |Seven 7 |WEAK VERBS | |Lesson aims: To cover WEAK VERBS fel naqis, this lesson will focus on understanding the salim,ajwaf,naqis,and mutal verbs. When would | |the radical letter be omitted. Also discuss the diminutive noun,ie noun which indicate smaller size, fuail. and to continue | |improvement of pronunciation. | | ...

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