SIOP

Lesson Plan Template 1

Teacher: Meghann Cooper

Date: 12/4/2014

Unit/Theme: Charlotte's Web Unit--Character Lesson--Lesson 1/4

Grade/Class/Subject: 3rd, Reading

Standards: R.L. 3.1-- Ask and answer questions to

demonstrate understanding of a text, referring explicitly to
the text as a basis for the answers. R.L. 3.3-- Describe
characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the
sequence of events

Content Objective(s): SWBAT identify the characters in

Language Objective(s): SWBAT retell the names of the

Charlotte's Web. SWBAT describe their particular role and

contributions to the story. and use the vocabulary words by
correctly filling out the Character reference handout.

characters. SWBAT retell their particular roles. SWBAT use

the vocabulary words by correctly filling out the Character
reference handout.

K EY V OCABULARY : IDENTIFY, RETELL, ROLE,

S UPPLEMENTARY M ATERIALS : Character reference handout,

CONTRIBUTION, main character, protagonist, antagonist,

flat character, round character, dynamic character, static
character

Charlotte's Web book, whiteboard

SIOP FEATURES
P REPARATION
Adaptation of content
Links to background
Links to past learning
Strategies incorporated

S CAFFOLDING
Modeling
Guided practice
Independent practice
Comprehensible input

G ROUP O PTIONS
Whole class
Small groups
Partners
Independent

I NTEGRATION OF P ROCESSES
Reading
Writing
Speaking
Listening

A PPLICATION
Hands-on
Meaningful
Linked to objectives
Promotes engagement

A SSESSMENT
Individual
Group
Written
Oral

LESSON SEQUENCE: Students will have already begun reading Charlotte's Web (mostly read aloud by me and other classmates).
This lesson will begin with a discussion about the story and answer any questions students might have about the story.
Once questions are answered, I will begin my lesson by writing my objectives on the board (see above). Then I will write,
and say out loud, the list of vocabulary words (see above) on the board as well. I will then ask the class is anyone knows
what these words mean or if they've heard of them before. If they know the definiton and if it is correct, then I will write it on
the board. I will then write the rest of the definitions on the board and verbally define them in "kid friendly" words. After the
class is up-to-date on the definitions of the words, I will pass out the Character Reference handout. This handout will have
the names of all the characters in Charlotte's Web. Even though the handout provides all the names of the important
characters, students will be required to fill in a majority (about 75%) of the characters on the handout. As a class, we will be
going through some of the characters, giving a brief description of the charcter, and "assigning" a vocabulary word (ex.
protagonist, flat character, etc.) to describe that character. Ex. Wilbur is the pig, he's the runt of the litter and he lives on the
Zuckerman Farm, he's also the protagonist. I will model this on an ELMO device so the whole class can see what I'm
writing. The rest of the handout is up to the students to complete. Once I go through a few characters with the entire class, I
will have students work in groups of 2 or 3 to complete the rest of the handout. This is where students will need to work
together to complete the task. Discussion will be a key aspect of this activity because students will need to listen to my
instructions and watch me model what to do. But, it will also be important because students will need to work together to
complete the handout.
Adapted content: for ELL students, an easier version of Charlotte's Web will be given to them to read. One-on-one help with

myself will also be a resource for them if they find difficulty with the reading. I will also give them handouts that have
simplified language so it'll be easier for them to understand. Working in small groups with other students will be helpful to
them as well because they can ask questions and get help from their peers. Students will have time to complete the
handout in class; it will not be homework. Students who need additional time can come in during recess and I will be there
to help them complete it.
HOTS questions: I will ask this question at the end of the lesson. Students will write this down on an exit slip and turn it into
the homework basket on their way out of class. For ELL students, they can verbally tell me the answer and I will either write
it on the slip for them or help them write it themselves. QUESTIONS: 1) Compare how Wilbur changed from the beginning
of the story to the end of the story, using examples from the text. 2) Compare one of the characters in Charlotte's Web to a
person you know or a character you read about in another book. Be sure to include details about the character in
Charlotte's Web and the person you're comparing.

REFLECTIONS: Assessment will be informal. Students will turn in their Character reference handout for me to "quick check". I
will make sure all the necessary components are there and return them to students the next day. They will also be
assessed on the exit slip, which will tell me if they comprehend the lesson. They will earn a if they complete the exit slip
and have a well thought-out response. If they don't, I will go over the HOTS questions with them one-on-one to see if they
can answer it verbally or with some extra help.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP Model.

SIOP

Teacher: Meghann Cooper

Lesson Plan Template 1

Date: 12/4/2014

Unit/Theme: Charlotte's Web--Vocabulary Lesson--2/4

Grade/Class/Subject: 3rd, Reading

Standards: L.3.5- Demonstrate understanding of word

relationships and nuances in word meanings
L.3.4-- Determine or clarify the meaning of unknown and
multiple-meaning word and phrases based on grade 3
reading and content, choosing flexibly from a range of
strategies.

Content Objective(s): SWBAT create a "Spider Web" by

Language Objective(s): SWBAT correctly define given

correctly defining a given vocabulary word.

vocabulary words from Charlotte's Web by creating a

"Spider Web" with their group members, and present them
to the class.

K EY V OCABULARY : Define, present, create. LIST OF

S UPPLEMENTARY M ATERIALS : dictionary (both English and

VOCABULARY WORDS FROM CHARLOTTE'S WEB:

provender, waddle, pummel, rodent, topple, delectable,
jubilee, spruce, sneer, rotten

other languages to English), Charlotte's Web book (regular

and simplified text), computers, poster paper, markers, glue,
scissors, magazines, whiteboard/whiteboard marker

SIOP FEATURES
P REPARATION
Adaptation of content
Links to background
Links to past learning
Strategies incorporated

S CAFFOLDING
Modeling
Guided practice
Independent practice
Comprehensible input

G ROUP O PTIONS
Whole class
Small groups
Partners
Independent

I NTEGRATION OF P ROCESSES
Reading
Writing
Speaking
Listening

A PPLICATION
Hands-on
Meaningful
Linked to objectives
Promotes engagement

A SSESSMENT
Individual
Group
Written
Oral

LESSON SEQUENCE: I will begin the lesson by writing my objectives on the board and saying them outloud (PRIMARY
LANGUAGE SUPPORT) to make sure everyone is on the same page of what we will be doing. Next I will explain what a
"Spider Web" is by saying, "A Spider Web is a way to SHOW a definition, rather than just writing one. You will begin by
getting into groups of two of three that I have already assigned. Then you will receive the vocabulary word I have chosen for
you, after which you will need to find out what it means by looking it up in the dictionary or researching it on the computer.
Next, you will grab a piece of poster paper, glue, scissors, markers, magazines, etc., and return to your group. You will write
the word on the top of the paper, and draw a spider web around it, with lines branching off so you can write on the outside
of the web. The branches off the web will be used for you to draw pictures or cut them out of a magazine that will define the
word in the middle of the web. You will also need to write the definition of the word on the back of the poster so that I know
you know the definition, but so the rest of the class doesn't see it when you present." After I verbally explain (PLS) the
instructions, and before I release the students to work in their groups, I will model the activity on the whiteboard so they can
see what they need to do in order to correctly complete the task. I will then ask if there are any questions and break
students into groups. I will give students ample time to complete the task in class, and extra time if needed (PLS). I will also
be walking around during work time, offering help to any of the groups who may need assistance. Once task is completed
by all groups, each group will present their Spider Web to the class and the students who aren't presenting will try to guess
the definition based off the pictures. This activity promotes engagement by having each student work on a Spider Web in
their small groups and by having students try to guess the definition. They will all be expected to particpate and contribute,

but I will be walking around the room to make sure they do so.
Adapted content: For ELL students, I will verbally give them the definition of their word in kid friendly and simplistic words
(Primary Language Support). I will help them to get ideas of drawings and pictures they can use for the Spider Web. They
will also be placed in groups with helpful students so they can ask questions and contribute to the completion of the task
with help from their peers (Primary Language Support), as well as myself (Primary Language Support). They will be given
more time if needed to complete the task as well.
HOTS question: (At the end of the lesson) On a piece of paper, write a sentence that includes your vocabulary word. Make
sure the sentence uses the vocabulary word correctly.

REFLECTIONS: Students will be assessed informally based on the completion of the Spider Web poster. They will be assessed
based on if they defined the word correctly and if the pictures they chose to define it make sense. I will just check to make
sure they have the necessary components (correct definition on the back, included and relevant pictures, and student
contribution). Students will turn in their HOTS response for extra points. I will check the responses to make sure they are
correct. If they are not, I will give them back to the student, and explain to them what would make them correct, and have
them try again to ensure full comprehension.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP Model.

SIOP

Teacher: Meghann Cooper

Lesson Plan Template 1

Date: 12/4/2014

Unit/Theme: Charlotte's Web--Plot Timeline

Grade/Class/Subject: 3rd, Reading

Standards:

Lesson/Sequence Words-- Lesson 3/4

RL.3.5-- Refer to parts of stories, dramas, and poems when
writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive
part builds on earlier sections.
SL.3.1-- Engage effectively in a range of collaborative
discussions (oneonone, in groups, and teacherled) with
diverse partners on grade 3 topics and texts, building on
others ideas and expressing their own clearly.

Content Objective(s): SWBAT create a "timeline" of

Language Objective(s): SWBAT write a summary of 5 major

Charlotte's Web, consisting of at least 5 major events from

the story and using sequence words in a small group of 4.

events in Charlotte's Web using a timeline.

K EY V OCABULARY : Sequence words, timeline, summarize,

S UPPLEMENTARY M ATERIALS : Charlotte's Web book, timeline

sequential order

handout (see attachment), ELMO,

SIOP FEATURES
P REPARATION
Adaptation of content
Links to background
Links to past learning
Strategies incorporated

S CAFFOLDING
Modeling
Guided practice
Independent practice
Comprehensible input

G ROUP O PTIONS
Whole class
Small groups
Partners
Independent

I NTEGRATION OF P ROCESSES
Reading
Writing
Speaking
Listening

A PPLICATION
Hands-on
Meaningful
Linked to objectives
Promotes engagement

A SSESSMENT
Individual
Group
Written
Oral

LESSON SEQUENCE: This lesson will begin by writing my objectives for the lesson on the board and saying them aloud.(PLS)
Then I will explain what a sequence word is (words that help us understand the order of events that are happening in the
story) and then asking students to think of some sequence words to share out. I will then call on the students who have a
word and write them on the board. Then I will explain what a timeline is (a way to show the order of what happens in a
story) and tell them they will be making one for Charlotte's Web with a group of 4 that I have assigned. I will then put the
handout on the ELMO and model (PLS) a timeline with another familiar story so I dont give them the answers when they
do their own. (see handout) (ex. Cinderlla story-- 1. First, she wanted to go to the ball, but her step mother said no. 2. Then,
the fairy godmother made her a dress and she got to go to the ball. 3. Next, she met the prince and danced with him, but
left her shoe behind. 4. Finally, the prince found her and lived happily ever after). Once I finish modeling the task, I will ask
students if there are questions. Then I will put students into groups and pass out the handout. I will give them ample time to
complete the activity, and additional time if necessary.
Adapted content: ESL students will be able to verbally tell me the timeline of the story and I will write it down for them, or
help them to write it themselves. They will also be able to draw pictures of the events if that is easier for them. They will be
placed in groups, though, that will have students who are helpful and encouraging of the ESL students to try their best and

to answer questions they might have.

HOTS: "What is another way to show the sequential order of a story that is different from the handout?" This question will
be asked at the end of the lesson. It will simply be a discussion starter for the class, in which we will talk about different
ways to show sequential order (ex. making a plot diagram)

REFLECTIONS: Assessment will consist of the checklist that is on the bottom of the handout. Students will know what they need
to do in order to earn the total possible 10 points. The assessment will be based on if they understood the activity. Students
will be working in groups, but they will need to complete and turn in their own handout for points.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP Model.

SIOP

Lesson Plan Template 1

Teacher: Meghann Cooper

Date: 12/4/2014

Grade/Class/Subject: 3rd, Reading

Unit/Theme: Charlotte's Web-- New Endings/Skits Lesson-

Standards: SL.3.IA.4- Perform dramatic readings and

Lesson 4/4--TWO DAY LESSON

presentations.
RL.3.3- Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.

Content Objective(s): SWBAT create their own ending to

Language Objective(s): SWBAT rehearse and act our their

Charlotte's Web.

own ending to Charlotte's Web

K EY V OCABULARY : create, rehearse, alternative,

S UPPLEMENTARY M ATERIALS : Charlotte's Web book, props,

brainstorming, elaborate

student-made scripts

SIOP FEATURES
P REPARATION
Adaptation of content
Links to background
Links to past learning
Strategies incorporated

S CAFFOLDING
Modeling
Guided practice
Independent practice
Comprehensible input

G ROUP O PTIONS
Whole class
Small groups
Partners
Independent

I NTEGRATION OF P ROCESSES
Reading
Writing
Speaking
Listening

A PPLICATION
Hands-on
Meaningful
Linked to objectives
Promotes engagement

A SSESSMENT
Individual
Group
Written
Oral

LESSON SEQUENCE: I will begin the lesson by writing my objectives on the board and saying them outloud. Next I will explain that
students will be placed in groups to come up with their own alternative ending to Charlotte's Web and perform them in front
of the class. Students will need to include characters from the story. They will make their own scripts and can use a variety
of props that I will provide. Day 1 of this lesson will consist of the groups brainstorming ideas for their ending and writing the
scripts for the ending. Day 2 will consist of students making final corrections to their skit and then each group will perform
them in front of the class. We will then have a class discussion on the activity where students can share their thoughts and
opinions. An exit slip will be given at the end for students to reflect on why they chose their ending. Before I release the
students to begin working, I will model the task by creating my own ending to Cinderella, and then act it out in front of the
class. Ample time will be given for students to complete the assignment, and extra time if needed.
Adapted content: ELL students will be given more time to complete their script and extra help writing it from myself, as well
as their peers. They will also be provided with a more simplisitic edition of Charlotte's Web and I will model for them what to
to complete the task.
HOTS: On an exit slip, I will ask students "Can you elaborate (explain further) why you chose your new ending? How did
you come up with the idea? They will turn this in at the end of the lesson once everyone has finished acting out their skit of
their ending. I will also ask for their feedback on the activity, whether they liked it or not, or what they suggest for the future.

REFLECTIONS: This activity will be informally assessed based off the exit slip. This activity is a way to wrap up the unit on

Charlotte's Web by doing something fun and allowing the students to be creative. I will just be checking the exit slip to see if
they answered the questions with an appropriate response, and just to see if they enjoyed it or not, and what I could do to
change it or improve it for next time.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP Model.

Meghann Cooper
Intro to ESL
12/4/2014


Character Reference Handout


1. Wilbur
Description of character:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Role in story (protagonist, flat character, etc.):

____________________________________________________________________________________

2. Charlotte

Description of character:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Role in story (protagonist, flat character, etc.):

____________________________________________________________________________________

3. Fern Arable

Description of character:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Role in story (protagonist, flat character, etc.): ____________________________________________________________________________________

Meghann Cooper
Intro to ESL
12/4/2014


Timeline Handout

1. First
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________.

2. Then
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________.

3. Next
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________.

4. After
_________________________________________________________________________________________
________________________________________________________________________________________.

_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________.

5. Finally
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________.





Checklist:

______ Events are in sequential order (3 pts.)
______ At least 5 events are written (2 pts.)
______ Character names are included (2 pts.)
______ Clear description of events (3 pts.)

Total points earned: _________/10