SIOP Lesson Plan #1

Alexa Armentano

 

Section I: Lesson Plan Template

Subject, Content Area or Topic

  • English Language Arts- understanding the verb to be in the present tense.

  • 2L5: Demonstrate understanding of word relationships and nuances in word meanings.

  • 2L5c: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Content Objective

  • Students will identify what a verb is.

  • Students will identify the verb ‘to be’ and the different forms of that verb.

  • Students will be able to use the verb ‘to be’ correctly in sentences.

 

Language Objective:

  • Students will orally produce sentences using the verb ‘to be’ in the present tense.

  • Students will write sentences using the verb ‘to be’ in the present tense.

  • Students will read sentences with different forms of the verb ‘to be’ in the present tense.

 

Student Population

  • Grade 2

  • Grouping - heterogeneously

  • The students in this group are English Language Learners.  There are a total of four students and their first language is Spanish.  The Language proficiency of ELLs vary from expanding to bridging.

 

Learning Community

  • Suburban

  • All students are ELLs whose L1 is Spanish

  • Elementary School

  • Four ELLs are in a pull-out lesson from their general education class.  This lesson takes place in the ENL teacher’s classroom.

  • Students are all sitting at a round horseshoe table with each other and the ENL teacher.

  

Materials/Resources

  • Whiteboard and markers

  • Sentence strips with examples

  • Sentence starters

  • Picture cards representing different pronouns and activities.

  • Word lists

  • Worksheet- fill in the blank

 

SIOP STEPS:

Preparation:

Write clear content and language objectives for the learners.

  • Language objectives: verb, present tense, am, is, are, I.

Choose content concepts that are appropriate for the age and educational background of the learners.

  • Students will be able to share how they are feeling.

  • Students will be able to understand how someone is feeling based off a photo of someone’s expression.

  • Students will be able to act out different feelings.

  • Students will be able to create sentences with a partner from visuals they are given.

  • Students will be able to fill in the blank of a sentence using the correct form of to be.

Identify supplemental materials (i.e., graphs, models, visuals)

  • Picture cards

  • Sentence strips

  • Word lists

  • Worksheet

Describe how to adapt content (i.e., text, assignment) to all levels of student language proficiency.

  • Students will be provided with sentence frames, word lists, lists with visuals to ensure ELLs are able to comprehend and understand the verbs and expressions within the lesson.

Plan for and describe meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice activities such as reading, writing, listening, and/or speaking.

  • Students will participate in a skit/charades activity to practice understanding regular verbs by acting out expressions on a picture card.

  • Students will construct sentences using regular verbs in the present tense with a classmate.

  • Students will fill in the blank of sentences using the correct form of to be.

 

 

Building Background

Describe how to explicitly link concepts to students’ backgrounds and experiences.

  • Students will be asked how they are feeling in the beginning of the lesson using the sentence frame “I am___”.  Students will pull from prior knowledge of their feelings, age, etc.

Describe how to explicitly link past learning and new concepts.

  • Students will already know what a verb is.  Students will be asked to define a verb and provide examples before the lesson focused on ‘to be’.

Describe how to emphasize key vocabulary.

  • Students will be provided with sentence frames that incorporate key vocabulary such as am, is, are. 

  • Students will have a fill in the blank activity using key vocabulary am, is, are, to complete sentences.

 

Comprehensible Input

Describe how to use speech appropriate for students’ proficiency levels (i.e., slower rate, clear enunciation, avoid idioms, avoid contractions, use shorter sentences, and avoid colloquial phrases).

  • Teacher will speak at a moderate pace, allowing students to process information.

  • Teacher will enunciate clearly, emphasizing key words, and pausing between phrases.

  • Teacher will avoid idioms and contractions that can cause confusion for ELLs.

  • Break down information into shorter sentences.

Describe how to clearly explain academic tasks.

  • Clearly articulate the purpose of the task using simple and direct language.

  • Provide step-by-step instructions while ensuring students are clearly understanding each step before moving on.

  • Use visual instructions to help students further understand instructions.

  • Continually check for understanding by asking questions like “Can you repeat the task in your own words?

Describe how to use a variety of techniques to make content concepts clear (i.e., modeling, visuals, hands-on activities, demonstrations, gestures).

  • Incorporate visual aids like picture cards to help understand expressions.

  • Engage students in a fun and interactive activity.

  • Demonstrate the use of to be in sentences through examples.

 

Strategies

Describe how to provide ample opportunities for students to use strategies (i.e., predicting, organizing, summarizing, categorizing, use of technology, etc.)

  • Engage students in a discussion about the lesson topic prior to new instruction and have students predict what they may learn.

  • Students will summarize the key points of the lesson in their own words.

  • Incorporating technology and the use of smartboards will keep students more engaged.

Describe how to use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level).

  • Begin by modeling how to construct a sentence using the verb to be. As I demonstrate, I will think aloud so students can hear my thought process on how to choose the correct form.

  • There will be sentence frames or starters that guide students in constructing sentences.  As students become more proficient, these will gradually be taken away.

  • Opportunities will be provided for peer support.  Students will be paired up to work together depending on proficiency levels. 

  • Effective feedback will be provided in a timely and specific manner to improve the students use of to be.

Describe how to use a variety of question types including those that promote higher-order thinking skills.

  • Recall questions will be used to ensure students understand the concept. “Can you tell me what ‘to be’ means?”

  • Application questions will be asked that require students to apply their knowledge. “Can you create a sentence using ‘to be’ or a form of ‘to be’?”

  • Analysis questions will be asked. “Why did we use this form of ‘to be’ and not another one?”

  • Evaluation questions will be asked to make sure students are understanding. “Why do we use ‘am’ with ‘I’ but ‘is’ with ‘he’ and ‘she’?

Interactions

Describe how to provide frequent opportunities for interactions between teacher/student and among students (i.e., pairs, triads, small groups).

  • Teacher- student interaction: Begin the lesson with a whole-class interaction, such as a class discussion about feelings using the verb ‘to be’.

  • Student-student interaction: Incorporate pair group activities where students can practice constructing sentences together. Use turn and talk strategies allowing students to discuss ideas with a partner.

  • This lesson will take place with a small group. The small group will work together during a skit, or charades part of the lesson to act out feelings using forms of the verb ‘to be’.

Describe how to use group configurations that support language and content objectives.

  • Pairs will be made based on proficiency level.  Pairing ELLs with other ELLs who have a higher proficiency level will provide extra support throughout the lesson.

Describe how to provide sufficient wait time for student responses.

  • After asking questions, there will be a set time of wait time before expecting a response.  This will allow students the opportunity to process and formulate their thoughts.

Describe how to give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text.

  • Students will be encouraged to seek clarification in their L1 when needed.  Bilingual aids will be provided with visuals as well.

  • Fostering a supportive environment where students feel comfortable asking peers and teachers for help ensures they will get the support they need and won’t be uncomfortable asking for a clarification.

 

Practice/Application

Provide hands-on materials and/or manipulative for students to practice using new content knowledge.

  • Students will be provided sentence strips with pronouns and corresponding forms of ‘to be’.  They can manipulate these strips to create correct sentences which provides a hands-on activity.

  • Students will use visual aids such as picture cards that has different expressions on them.  They will use these cards to create sentences using different forms of ‘to be’.

Provide activities for students to apply content and language knowledge in the classroom.

  • Students will work independently or in pairs to create sentences using the verb ‘to be’. Prompts will be provided if needed.

  • Students will act out different sentences with expressions and other students will have to guess what the sentence is.

  • Students will have to complete a fill in the blank worksheet using different forms of the verb ‘to be’.

Provide activities that integrate all language skills (listening, speaking, reading, writing).

  • Students will listen to the teacher and other classmates using the verb ‘to be’.

  • Students will share and speak their sentences using the verb ‘to be’.

  • Students will read the expression that is written on the picture cards to know what they are going to act out.

  • Students will write sentences using the verb ‘to be’.

 

Lesson Delivery

Describe how to clearly support content objectives.

  • The lesson will begin with clear instruction about the content objectives.  The learning goals will be stated, and teacher will explain how they will relate to the lesson.

  • Modeling will be used to demonstrate how to use ‘to be’ in sentences.

  • Content objectives will be further supported with visuals and real-life examples.

  • Guided practice activities will be used where students can apply the knowledge with support.  For example, sentences will be created as a group or one-on-one with the teacher.

Describe how to clearly support language objectives.

  • Provide sentence frames or sentences starters that support the use of academic language related to ‘to be’.

  • Emphasize key vocabulary related to the language objected.  Repeat important words like ‘am’, ‘is’ and ‘are’ and pronouns consistently throughout the lesson.

  • Implement clarification techniques such as rephrasing, or using synonyms and gestures to ensure language objectives are understood.

  • Encourage peer interaction and discussions that promote the use of language.

Describe how to engage students approximately 90-100% of the period (most students taking part and on task).

  • Interactive activities such as the skit/charades activity will ensure students are engaged.

  • Incorporating a mix of instruction strategies to cater to diverse learning styles will engage students more thoroughly.

  • Pause frequently to check for understanding and to ask questions to ensure students are following along.

  • Create an environment where all students feel comfortable contributing.

Describe how to appropriately pace the lesson.

  • Plan clear transitions between different sections of the lessons.  Smooth transitions help maintain the flow of the lesson.

  • Manage time effectively by allocating specific timeframes for each activity.  It’s important to stay flexible but having a rough draft of a schedule will help the lesson stay on track.

  • Monitor student engagement and adjust the pace of the lesson accordingly.

 

Review/Assessment

Describe how to give a comprehensive review of key vocabulary.

  • Students engaging in the skit/charades activity and using the key vocabulary related to the lesson will provide an opportunity for a comprehensive review.

  • A vocabulary chart will be displayed that has the key terms from the lesson and these terms will be reviewed throughout the lesson.

  • Encourage repetition and reading of key vocabulary words.

Describe how to give a comprehensive review of key content concepts.

  • Recap and summarize the main content concepts at the end of the lesson.  Students will be asked to share their understandings of the main ideas using both verbal and written responses.

  • Implement peer teaching opportunities where students take turns explaining the key concepts to their peers.

Describe how to provide regular feedback on student output.

  • Immediate feedback will be provided during activities, discussions, assignments, etc.  Address correct responses positively and offer constructive feedback for errors.

  • Incorporate peer feedback by having other students share with the student if their work was incorrect or correct.

Describe how to conduct assessments of student comprehension on all objectives.

  • Integrate formative assessments throughout the lesson such as exit tickets, brief discussions, etc.

  • Summative assessments will be provided as the worksheet where students need to fill in the blank with the correct form of the verb ‘to be’.

  • Questions will be asked consistently throughout the lesson to check for comprehension.

  • Observe student participation, engagement, interactions, etc. throughout the lesson and each activity.

 

Extension/Homework

List and describe any extension activities and how they link to the lesson.

  • Students will be asked to create a short story using the verb ‘to be’ in the present tense.  They will be encouraged to incorporate a variety of pronouns and actions in their narratives.  This relates to the lesson because it reinforces the use of ‘to be’ in a broader context and encourages creativity and expanding students’ language skills.

  • Provide students with a set of incorrect sentences using ‘to be’ in the present tense.  They will be challenged to correct the sentences into different forms.  This links to the lesson by identifying the mistake and finding the correct form of ‘to be’ for each sentence.

List and describe any homework activities and how they link to the lesson.

  • Students will be encouraged to keep a daily journal for a week, writing about their feelings, activities, or experiences using ‘to be’ in the present tense.  This homework activity reinforces. The use of ‘to be’ in personal expression and helps students integrate the instruction into their daily writing.

  • Students will interview a family member asking questions that prompt the use of ‘to be’ in responses.  This homework activity provides real-life application of ‘to be’ in communication and strengthens students’ speaking and listening skills. Students will write the responses from the interview.

 

 

Lesson Plan Commentary/Reflection:

 

            This lesson plan focuses on teaching elementary grade English Language Learners the present tense of the verb ‘to be’.  This reflective analysis of the lesson plan reveals notable strength and areas for improvement, providing valuable insights for future teaching practices.  This lesson plan was created to ensure students will be engaged, while also learning the important aspects of this topic. 

            The clarity of the content and language objectives is a strength in this lesson plan to know exactly what the goals and targets are.  Aligning objectives with visuals and interactive activities effectively facilitated comprehension.  The lesson provides opportunities for interactions through pairs and small group activities with the use of appropriate speech for students’ proficiency levels.  This lesson effectively incorporated hands-on activities that apply content and language knowledge.  Clear support for content and language objectives was maintained throughout the lesson using multiple approaches for students to engage in the instruction and apply it to different activities.

To improve this lesson, incorporating additional real-life scenarios and diverse examples could strengthen students’ grasp of the concept. Incorporating more hands-on materials will ensure further student engagement and a more immersive learning experience.  Providing an opportunity for the students to participate in self-assessment can be beneficial as well.  Students can identify what they are struggling with to ensure their needs are met, and what they need extra support in is identified.

Overall, this lesson is effective, and students have opportunities to engage in multiple activities.  Students will have fun participating in the skit/charades activity while also learning and applying instruction.  Students will have the opportunity to write sentences, create sentences, read, sentences, etc. to ensure all student needs are being met with multiple approaches.  Lessons can be improved once they are implemented and teachers can analyze what went well, and what might need improvement.

 

 

 

 

Sentence Frames:

I ____ happy.

She ____ sad.

We ____ playing.

I ____ angry.

He ____ scared.

We ____ silly.

I ____ excited.

She ____ shy.

We ____ disgusted.

I ____ confused.

He ____ nervous.

We ____ eating.

 

  

 

 

Fill in the Blank Worksheet:

Name: _________________________

Present Tense Verb: ‘To be’

Am          Is             Are            I             He/She            We

 

 

1. I ___________ happy.

2. ___________ are excited.

3. He/she _____________ sad.

4. ___________ am shy.

5. We __________ sleepy.

6. ___________ is nervous.

7. I ___________ angry.

8. We ___________ silly.

9. He/she ___________ confused.

10. __________ are learning.

Picture Cards: