SIOP Lesson Plan-Part II

Date:

(Additions and Changes in Blue) April 3, 2013,

Grade/Class/Subject:

Michael A. DePolis, Grand Canyon University TSL 540

Unit/Theme:

Grade 5 Life and Environmental Science

English Learners (EL) Low Intermediate/High
Intermediate English Language Proficiency mixed

Life! Characteristics of life, to cells- four to five periods

Content Standard(s): HI-SC.5.4 Structures and Functions of Living Organisms

AZ-ESL Stage III: Reading Standard 3: The student will read with fluency and accuracy. Low Intermediate (LI)-1: reading aloud passages from unfamiliar
content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation) High Intermediate (HI)-I: reading aloud passages from
unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation)
AZ-ESL Stage III: Reading Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas. LI-7: summarizing
the main idea and supporting details from text. HI-7: summarizing the main idea and supporting details from text using appropriate academic vocabulary. LI-8:
locating sequential/chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text. HI-8: locating sequential/chronological
order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text.
AZ-ESL Stage III: Writing Standard 1: The student will express his or her thinking and ideas in a variety of writing genres. LI-3: taking notes using teacher or
student selected formats based upon knowledge of oral or written text structures with instructional support (e.g., Student selects Venn Diagram for comparing
and contrasting text). HI-3: taking notes using self-selected formats based upon knowledge of oral or written text structures with instructional support. (e.g.,
Student selects Venn Diagram for comparing and contrasting text).
AZ-ELL Stage III: Listening/Speaking Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. LI-6: responding to
comprehension questions by analyzing the content for relationships among facts, ideas or events using appropriate academic vocabulary. (e.g., problem/solution,
cause/effect, compare/contrast, chronological order, sequencing, etc.) HI-6: responding to comprehension questions by demonstrating relationships among facts,
ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect,
compare/contrast, etc.) (Arizona Department of Education, 2013).

Key Vocabulary
Day One
Content Words: grow, respond, change, reproduce,
microscope, yeast, microscopic
Process/Function Words: first, next, finally, now, not long ago,
Venn Diagram, compare/contrast Number of words reduced to
lessen language demands of lesson (Echevarra, Vogt, & Short,
2008).

Supplementary Materials
Day One
measuring cup, water, 2 bottles for each group, funnels, spoons,
dry sand, sugar, balloons, yeast, journals, Venn Diagram template

SIOP Features
X

Preparation
Adaptation of Content

Scaffolding
Modeling

Grouping Options
Whole Class

X
X
X

Links to Background
Links to Past Learning
Strategies incorporated

X
X
X

Guided practice
Independent practice
Comprehensible Input

X
X
X

Small groups
Partners
Independent

X
X
X
X

Integration of Processes
Reading
Writing
Speaking
Listening

X
X
X
X

Application
Hands-on
Meaningful
Linked to Objectives
Promotes engagement

X
X
X
X

Assessment
Individual
Group
Written
Oral

Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to

Contains: Prior Knowledge/Building Background/Previous Learning
TW activate prior knowledge with class categorizing, What are the signs that something is alive? SW share experiences and classify
characteristics shared by things that are living. TW point/refer to class pet and potted plant (alive), and model airplane and plastic
plant (not alive). (comprehensible input) SW share experiences with living things, e.g. taking care of pets, gardens, or siblings. TW
write on transparency on overhead projector students ideas including characteristics which show that something is alive. (10 minutes)
Content Objectives
Meaningful Activities
Review/Assessment
TW display content objectives and
language objectives on the board and SW
and TW discuss explicitly what learning is
to be demonstrated.

TW and SW determine content objectives

of compare/contrast living/nonliving and
growing yeast experiment.
TW and SW determine language objectives
of illustrated vocabulary, shared text
reading, Venn Diagram for
compare/contrast, and function words.

SWBAT compare/contrast using the

scaffolding of Venn Diagram for birds
(Show pictures of birds.) and airplanes
(Show pictures of airplanes.). Which
shows signs of life? (comprehensible

In partners consisting of one low

intermediate ELL and one high
intermediate ELL, SW compare/contrast
birds and airplanes using scaffolding of
Venn Diagram template to decide, Is it

TW assess Venn Diagrams for

correctness.

SIOP Lesson Plan-Part II

input)

alive? (learning strategies- graphic

organizer) SW understand that something
is only alive if it shows 6 life processes.
(Change: Focus on only 3 life processes
for this first day; grows, responds to
change, reproduces.) Show on overhead
example pictures of a plant that grows in a
sequence of images, a mouse running from
a cat as he responds to change, and a baby
animal with parents to illustrate
reproduces. (comprehensible input)

SWBAT infer signs of life in the water,

sugar, and yeast bottles.

SW conduct an experiment. In groups of

four (two sets of partners) (interactiongrouping configurations) SW place sand
with sugar and water in a bottle. The other
bottle will have sugar, yeast, and water. Put
a balloon over each. SW infer that yeast is
alive, and sand is not alive. (After a while,
the yeast will have bubbles and expand.
The balloons will inflate.)
After, SW examine yeast cells under
microscope.
(30 minutes)

SW examine signs of life in yeast under

the microscope. (comprehensible input)

TW walk around room to see that

experiments being carried out correctly.
TW clarify understanding. If any group has
trouble, another group who is progressing
will clarify for the group having difficulty.
(comprehensible input- increased wait
time)

Language Objectives
TW and SW create visuals to illustrate
content vocabulary.

Partners or triads of one low intermediate

with one high intermediate proficiency
students will write key content vocabulary
in journals- 3 column notes, column oneword, column two- definition, column
three- illustration of concept. (interaction,
comprehensible input, grouping
configurations)
Microscope, microscopic (TW demonstrate
use as an adjective.), reproduce, grow,
respond, change (refer to teachers prior
visual examples), yeast (to be drawn from
yeast growing experience)

SWBAT read a text lesson on

characteristics of life. (learning strategiessetting purpose for reading) TW use
repeated reading to ensure concepts and
vocabulary are reinforced.
High Intermediate level English learners
will read the passage as Low
Intermediate level students repeat
reading. (interaction) (comprehensible
input)

Partners orally talk about the text as they

listen to each others ideas as they read
with breaks at given intervals. Partner
grouping will be one high, with one low.
(Clarification of concepts in L1 as needed)
(learning strategies- metacognition)
(learning strategies- question, predict, read,
respond, summarize)

TW score with the Student Oral Language

Observation Matrix (SOLOM) after
reading as he walks among groups to
continually assess that objectives are being
learned. (learning strategies- questioning at
different levels of questions, higher order
thinking)

TW scaffold through demonstration

understanding of process/function words:
first, next, finally, now, and not long ago,
Venn Diagram, compare/contrast. SW use
these words in their descriptions of living
things and experiment.

TW assess journals and Venn Diagrams

for correctness and understanding.

SWBAT write characteristics of life in a

scaffolded Venn Diagram format. Low
Intermediate ELs assist with the
completion of Venn Diagrams.
Compare/contrast living/nonliving.

TW score speaking/presentation with the

SOLOM.

SIOP Lesson Plan-Part II

(interaction) (learning strategiessocial/affective)
High Intermediate ELs will orally share
diagrams to class. Low Intermediate
contributing as able and willing.
(interaction) (learning strategiessocial/affective)
SW successfully use process/function
words in their descriptions/notes (words
from above).

High Intermediate English learners will

summarize orally. Low Intermediate
English learners will help by orally sharing
with partners. Partners will
compare/contrast using Venn Diagram.
(learning strategies- cognitive) Low
Intermediate English learners will
participate with group by helping to
complete Venn Diagram.
TW and SW practice use of
process/function words, first, next,
finally, and so on (see above words) in
appropriate contexts throughout the
experiment and in writing their notes.
(15 minutes)

TW quiz vocabulary, in writing context

and within the Venn Diagrams.
TW assess appropriate use of
process/function words within students
oral and written language.

Wrap-Up: Extension:
(This is only Day 1 of lesson.)
Discussion: Yeast are one-celled creatures. We will explore more living things that are very small tomorrow when we visit a pond to
get some pond water.
SW watch to see whose bottle has the balloon which blows up the most!

Reflection
This lesson explicitly builds upon the background knowledge of the students. All of the students have an awareness of living
things, and how they differ from nonliving things. Building upon this knowledge, the ELs are able to categorize specific things which
can be identified as characteristics which are exclusive to life, thereby increasing academic vocabulary as well as learning strategies,
such as categorizing and comparing/contrasting. The lesson further builds upon the previous knowledge that there are very small units
which make up living things, such as very small animals, viruses, bacteria, and yeast used in baking bread.
As the lesson continues, the students will build further background knowledge through a video of single-celled animals, such
as amoeba and paramecia. With luck, they will find their own to examine under the microscope from the pond water. All of this prior
knowledge will lead to the discovery of the cell as the smallest unit of life. Then, the lesson will build to tissues, organs, body systems,
and later to the five kingdoms of living things. Without background knowledge, there would be gaps in the ELs learning, making it
difficult to make these connections.
Without this previous knowledge of the students activated, many ELs will be lost in the reading and unable to perform the
learning tasks. Without explicitly sharing the content and language objectives with the students, the ELs might not know why they are
doing any of the activities, and without the reading and vocabulary support, they may not comprehend the lesson.
The students background knowledge is important to the content of this lesson because it provides relevance to their learning. It
gives the students something to connect, or attach the new learning to what they already bring to the lesson.
Reflection (Part II)
A number of strategies have been added to the lesson to increase comprehensible input. The amount of content-related
vocabulary and process/function vocabulary was decreased to allow for a lesser linguistic demand without decreasing the academic
rigor of the lesson. Various real-life examples were discussed, pointed out, and referred to as to increase access to prior knowledge.
More explicit examples, visuals, and modeling were added, making the content more accessible to the low intermediate proficiency
ELs. Teacher modeling was dramatically increased.

SIOP Lesson Plan-Part II

Specific learning strategies were added, such as added scaffolding, metacognitive and cognitive (setting the purpose for
reading, predicting, summarizing, and graphic organizers), social/affective opportunities to demonstrate understanding through
interaction, and different levels of questioning to enhance comprehension.
Student interaction was evident in the lesson (Part I). Many interactive supports were added to increase ways in which the low
intermediate proficient ELs were able to participate fully and use academic vocabulary of content and function words. More
scaffolding was added throughout the lesson.
All of these added strategies of comprehensible input, specific learning strategies, and techniques to support further student
interaction, including various grouping configurations, further support the Arizona state reading, writing, and speaking/listening
standards by making the content and academic language of the lesson more motivating, relatable, and accessible to English learners at
their appropriate grade level.
The strategies align to each of the content and language objectives by providing supports throughout. Realia, visuals, teacher
modeling, student interactions of appropriate groupings, and a variety of specific learning strategies all lead toward successful meeting
of the objectives. Making the students aware and comfortable at the start with exactly what the objectives outlined for the students to
be able to achieve further supported the success of this lesson (Echevarra, Vogt, & Short, 2008).

References
Arizona Department of Education (2013). Retrieved March 27, 2013, from www.azed.gov.
Echevarra, J., Vogt, M. E., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP model (3rd ed.).
Pearson Education, Inc.