TSL 503

SIOP Lesson Plan Template 1

Teacher: Susanne Beydoun Date: 3/1/2017 Grade/Class/Subject: 3rd Grade/Speaking
Unit/Theme: Writing Unit/Describing Emotions
Context for Learning: My classroom is unique as it consists of a wide variety of learners. Not only do I

have ELs, I have students that are mainstream. My students are ranged in many different types of

proficiency levels spread out across the spectrum. Some of my students have been in the country for a

year, a couple years, or their entire lives. All take the WIDA except two students. As this lesson would be

inappropriate for my higher level speakers, I will have them completing a different task. I will

differentiate for them by setting up an assignment on google classroom where they will be writing a

personal narrative about a time they felt a certain emotion. I will use this speaking lesson with my 1-2

proficient students. I am aware of what an EL classroom should look like and how to meet the needs of all

proficiency levels. However, I have students who are not ELs and this lesson would not meet their needs.

Since this is the nature of my classroom, I will differentiate as such to best meet the needs of all learners

in my classroom environment.

Standards:

CCSS.ELA-Literacy.SL.3.6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or

clarification.

CCSS.ELA-Literacy.W.3.8

Recall information from experiences or gather information from print and digital sources; take brief notes

on sources and sort evidence into provided categories.

Content Objective(s): I can apply the new emotion words I learn to describe my feelings by speaking,

writing, and sharing sentences describing how I feel and what makes me feel that way to one or more

students in the classroom.

Language Objective(s): I can orally discuss my feelings and emotions by using the sentence frames:
A time I felt (emotion) was when I

I felt (emotion) because

Socioaffective Objectives: I can participate in class discussion by describing my own feelings and what

makes me feel that way to others and recognizing others may feel similarly or differently than I.

Learning Strategy/ies

Focus on beginning and ending sounds while speaking and reading

Be able to compare and contrast feelings with others

Make connections with feelings to real life experiences

KEY VOCABULARY:
Angry Silly Surprised
Sad Tired Scared
Happy Worried Cranky
SUPPLEMENTARY MATERIALS:
Glad Monster, Sad Monster by Ed Emberley and Anne Miranda
Feelings Anchor Chart
T-Chart for Monsters/Me
Sentence Word Card
Writing Publishing piece
Paper plates for mask
Crayons/markers, construction paper, glue, scissors
Presentation review sheet
My Feelings from A-Z picture
 SIOP FEATURES USED ARE HIGHLITED
PREPARATION SCAFFOLDING GROUP Guided Practice
OPTIONS Independent Practice
Adaptation of content Comprehensible Input
Links to background APPLICATION
Links to past learning Hands-on
Strategies incorporated Meaningful
INTEGRATION OF PROCESSES Linked to objectives
Reading Promote engagement
Writing GROUP OPTIONS
Speaking Whole Class
Listening Small groups
APPLICATION ASSESSMENT Partners
Hands-on Independent
Meaningful ASSESSMENT
Linked to objectives Individual
Promotes engagement Group
SCAFFOLDING Written
Modeling Oral
LESSON SEQUENCE:

1. Recall previous lesson as this lesson is a continuation of the last. Previously, the lesson was

called Sometimes I feel. As a class, we brainstormed different types of feelings. They were

written on an anchor chart as students listed feelings and wrote them in their own note books.

Students were taught basic words to describe a specific emotion and how to use each word in a

sentence by saying, sometimes I feel Now students will be able to apply the words they

learned to express themselves in depth.

2. Display the feelings anchor chart. Ask students to meet at the carpet with language notebook.

Students have assigned carpet spots sitting next to their A-B partners. To invite students into the

lesson and tap into prior knowledge ask the following questions and make these commands:

a. We learned words that describe how we feel last time, does anyone remember any of

those words? Go ahead and use your brain power, when you have an idea hold your

thumb up on your heart. (students use brain power as a think time strategy and hold

students accountable, wait 10-15 seconds for students to use anchor chart or look in their

previous notes)

b. Once most students have their thumb on their heart, ask them turn and talk to A-B

partners. The thumb on their heart goes up when both have shared or give silent signal

call to gain class attention

c. Ask students who would like to share their feeling word or draw a name stick.

d. To excite students and use guided practice I would say: You know what Miss Beydoun

is feeling? She is feeling so happy because she has rock star students who have such

amazing memory, go ahead and ask your partner how they are feeling.

e. Partners turn and talk, teacher watches and guides as students talk. Listen for miscues and

commend good speaking. Call on a couple students to have them share out how their

partner is feeling.
 f. Ask students if they can think of any other feeling word they would like to add to the

anchor chart. Write them on the chart.

g. Tell students the objective for the lesson.

3. Now that students have been taught, practiced with, and reminded of the vocabulary feeling

words, they objective is to have them use the words to better express themselves. Display the

content and language objectives to explain the goals of the lesson. Keep it visible throughout the

entire lesson for students to refer back to.

4. Brain Break: Walk/Freeze/Share- students will walk for a minute or less in any direction they

choose. When the teacher calls freeze, students turn to nearest person and share. During this time,

the task will be to share the content objective. This gets students moving physically and urges

them to look back to where the objective is posted.

5. Signal students back to carpet and introduce the story that will be read. Give general description

that the monsters have feelings, but they expresses themselves.

6. Read through the story one time and ask students to perform a listening task. Every time they hear

a feeling word, they are to put a tally mark in their notebook. (This serves as a quick listening

assessment and also allows the students to listen to the story without any interruptions.)

7. Have students compare the amount of tally feeling words they heard with their A-B partner.

Discuss findings as a whole group.

8. Read through the story again, but now students have different speaking task. Ask students to

listen to what makes the monsters feels the way they feel. Begin reading story. As each emotion

throughout the book appears, stop and ask for students to raise their hands to share out if they too

have felt the same way the monster has for the same reasons he has stated. Students can indicate

their feelings by holding a thumb up or down. This is will be used as an informal assessment

whether students understand the text or not. Students will also be able to make connections to

themselves. It is an important task because it is the third skill they are using throughout the

reading, which is comparing and contrasting themselves to the monsters.

9. After the reading, another anchor chart will be created. The Feelings anchor chart will be

displayed next to the new one being made. Create a t-chart with one side titled Me, while the

other side is titled Monsters. Model the first example for the students as they copy the t-chart

into their notebook. Look back through the pages to write down when the monster felt a particular

feeling and write it down on the monster side. Next, think of a time when you felt the same way,

write it down on the me side.

10. Begin scaffolding and urging students to come up feelings the monster had and why. Every time a

monster feeling is posted, ask students to use brain power to think of a time they had a similar

feeling. Ask them to share with their A-B partner. Choose a student to share out what personal

situation made them share the same feelings as the monster. Write the personal feeling on the

me side. The purpose of this whole group instruction is to demonstrate how to make

connections and get students to express their feelings in depth.

11. Students will return to seats and pick up the sentence frame cards. Model how to use the sentence

frame. Give a couple examples such as: A time I felt surprised was when I turned 10 years old.

I felt surprised because my family gave me a surprise birthday party. Have students repeat the

sentence stem orally to practice. Ask for student volunteers to model reciting the sentence stems.

12. Have students fill out their sentence frame word cards. Allow them to practice reciting their

sentence on their own. Next, have them meet up with their clock partners to practice reciting their

sentences and using the content specific vocabulary. Students can meet with their 1:00, 2:00, and

3:00 partners or until the teacher has had enough time to listen in on all students.

13. Paper passers will pass out the supplies to create a monster feeling mask. The mask will be made

to match the feeling the student chose to write out on their sentence card. Students will use

writing paper to write about the time they felt that emotion. They may use their sentence card to

guide them. Before sending students to work on their own, provide an example of what the mask

could look like along with a sample of the writing that goes along with it looks like. Leave it out

with the directions for the students to refer back to.

14. Once students have completed, come back together as a whole group. Students will present their

masks and describe the feeling they experienced and why.

15. When students are done presenting, compliments and suggestions will be written down on

presentation review sheets. These will be given to the students once every one has presented.

16. In closing, all the different emotions presented will be briefly discussed. The most common and

least common feeling presented will be made note of. The next lesson will focus on speaking

about how emotions lead to actions that can affect our lives. The new topic in writing will focus

on being an up-stander versus a bully. A small discussion about how emotions can make affect

the choices we make will be carried in whole group.

ASSESSMENT:

Summative: I will collect the students writing following the mask making at the end of the

lesson. This will serve as a summative assessment to evaluate whether students have fully

grasped the lesson. Criteria I will look for include writing that describes the feeling chosen. I

will also evaluate students based on the final speaking assignment when they share with the

class. I will take note of self-corrections and the students ability to listen to connection

responses.

Formative: Throughout the lesson, I will be constantly informally assessing the students.

The turning and talking and think-pair-share serve as great formative assessments throughout

the entire lesson. During the read alouds the formative assessment of listening with signals

and tally marks serve as formative assessment as well. When students share in pairs, I will

informally assess them on their ability to engage in the assignment as well as their use of

beginning and ending sounds. I will note whether or not they make the same mistakes after I

have helped correct while listening into their conversations.

Students assess their own learning: While contributing to the conversation, they listen to

miscues and help correct their peers. They also have time to practice with their word cards

and review their writing.

REFLECTIONS:

After teaching this lesson, I will see how appropriately it works with the group of students. One

of my concerns are how students will respond to sharing. I would like them to be a little more open to

participation in this activity. Perhaps for next time I can include an icebreaker activity that opens the

students up a little more to be more prepared to engage in the lesson. A video of students sharing their

feelings would have been a great way to bring students into the lesson and model expectations. I

would also like to integrate more reading on behalf of the students. Perhaps after everyone creates

their sentences, I could collect them all and create a classroom book. All students would feel

successful and this could really encourage them to continue through their journey of learning.
Display during beginning of lesson to help students recall.

Sentence Word Card

Name:

A time I felt ___________________ was when I _________________________________.

I felt ___________________ because _________________________________________.

Monster Writing Publishing Piece

Presentation Review/Evaluation Sheet

Name of Student Uses Sentence 0-3 miscues during 3 or more miscues

Frames speaking during speaking

Writing Rubric

Sentence Sentence Self Grammar

Frame 1 Frame 2 connection

and

appropriate

feeling used

1 point Not used Not used Does not More than 5

make sense mistakes

2 points Used Used Makes sense, 3-5 mistakes

incorrectly incorrectly but no

example

3 points Used properly Used properly Makes sense 0-2 mistakes

with example

Anchor Charts