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Jessica'Smith'and'Katy'Soder' SIOP'Lesson'Plan'Portfolio' ' ' The'Class' The'third'grade'class'is'made'up'of'twenty'students.''Nine'students'are'male' and'eleven'are'female.''There'are'five'ELLs'in'the'class.''Two'students'are'Spanish' speaking,'two'are'Korean'students,'and'one'is'an'Arabic'speaker.''Of'the'five' students,'three'are'at'the'second'level'and'two'are'at'the'level'three'proficiency.' The'two'Spanish'speakers'are'from'females'from'Mexico.''One'has'been'in' the'United'States'for'two'years'and'is'at'the'emerging'level,'level'two.''She'is' outgoing'and'feels'comfortable'speaking'English'but'is'only'able'to'speak'using' simple'language'and'memorized'groups'of'words.''The'other'SpanishJspeaking' student'has'just'moved'to'the'United'States'at'the'start'of'the'school'year.''She'is'a' level'three'speaker.

''She'is'a'quiet'student'and'does'not'socialize'much'with'other' students,'but'works'hard'and'has'a'high'amount'of'parental'involvement.' One'Korean'student'is'a'male'who'has'been'in'the'United'States'for'two' years.''He'is'at'the'developing'level,'making'some'errors'with'language,'but'he'is' able'to'communicate'meaning.''The'second'Korean'student'is'a'female'at'the' emerging'level.''She'has'been'in'the'United'States'for'one'year.''She'is'able'to'use' simple,'short'sentences,'and'is'able'to'communicate'limited'information.''' Finally,'the'Arabic'speaker'is'a'male'and'is'also'at'the'emerging'level.''He'has' been'in'the'United'States'for'less'than'one'year'and'is'at'the'emerging'level.''He'can' understand'short'phrases'and'is'able'to'communicate'simple'information'using' memorized'phrases.''' ' ' ' ' ' '

Description'of'Language'Arts'Lesson' ' Using'the'childrens'book,'The$Story$of$Ferdinand,'the'class'will'delve'into'the' subject'of'diversity,'first'finding'differences'in'the'characters'in'the'book,'and'then' celebrating'their'own'differences'by'making'a'flag'that'represents'who'they'are.'' Using'simplified'language,'visuals,'and'speaking'slowly'is'important'for'ELLs'and' helpful'for'all'students.''ELL'students'must'also'be'receiving'language'instruction' along'with'content.''They'will'be'learning'the'phrase'structure'I'am'and'using' adjectives'to'describe'themselves.''It'is'important'to'use'the'phrase'repetitively'and' have'them'practice'using'the'phrase'orally'and'in'writing.' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' '

Language'Arts'Lesson'Plan'

! Topic:'Diversity' ' ' rd Class:'3 'grade' ' Date:'March'28,'2011'


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Content'Objectives:'

ACOS'ELA'3.3:'Use'a'wide'range'of'strategies,'including'using'content'clues'' and'predicting'outcomes,'to'comprehend'thirdJgrade'recreational' reading'materials'in'a'variety'of'genres.' ACOS'ELA'3.7:'Compare'fictional'characters'and'events'to'realJlife'' experiences.'

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Language'Objectives:'Students'will'be'able'to:'
Use'I'am'sentence'structure'to'describe'self.' Use'He/she'is'sentence'structure'to'describe'others.' Increase'adjectival'vocabulary.' Follow'directions' Understand'a'flag'as'a'symbol.' Speak'to'the'class.'

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Key'Vocabulary'from'the'Story:'bull,'butting,'pasture,'cork'tree,'lonesome,'

understanding,'snorting,'puffing,'fiercest,'Banderilleros,'pins,'Picadores,'spears,' Matador,'proudest' ' Additional'Vocabulary'for'NonJnative'Speakers:'same/different,'unique,' personality'adjectives'such'as'funny,'friendly,'shy,'smart'(these'words'will'depend' on'the'character'traits'of'students'in'class),'adjectives'describing'looks'(tall,'short,' hair'or'eye'color,'body'build),'comparative'and'superlative'form'of'the'above' adjectives'

! Materials:'The$Story$of$Ferdinand'picture'book,'student'journals,'pencils,'
construction'paper,'scissors,'glue' ' Higher'Order'Questions:'How'are'you'different'from'others?''How'was' Ferdinand'different?''What'does'it'mean'to'be'different?' ' Activities:'' 1. The'teacher'will'guide'a'discussion'of'diversity.''''Start'by'pointing'out'some' visible'differences.''For'example,'say,'John'is'different.''He'has'brown'hair.'' Sue'is'different.''She'has'blonde'hair.''John'is'the'same'as'Billy.''John'and'Billy' have'brown'hair.''Jane'is'different.''Jane'is'tall.''Sue'is'different.''Sue'is'short.''

Sue'is'different'than'Jane.''Continue'this'discussion'by'talking'about' similarities'and'differences'between'the'students.''Ask'the'students'about' what'makes'them'special.''Say,'We'are'all'different.''Model'by'saying,'I'am' different'from'Sue.''I'am'tall.''Sue'is'short.''I'have'brown'hair.''Sue'has'blonde' hair.''Am'I'different'from'John?''Thats'right.''John'is'a'boy.''I'am'a'girl.'Have' the'students'turn'to'a'partner'and'discuss'how'they'are'different'(Partners)' (Speaking/Listening)'(Links'to'language'Objectives).''Say,'Look'at'your' partner.'''How'are'you'different?''Call'a'student'up'to'the'front'to'model'the' scenario.''For'example,'say,'Jane,'come'to'the'front.''Jane'is'my'partner.''I'am' looking'at'Jane.''I'have'brown'eyes.''Jane'has'blue'eyes.''I'can'say,'I'am' different.''I'have'brown'eyes.''You'have'blue'eyes.'''I'am'taller'than'Jane.''I' can'say,'I'am'different.''I'am'tall.''You'are'shorter'than'me.''Talk'about'how' you'are'the'same.''Jane'is'a'girl.''I'am'a'girl.''We'are'the'same,'we'are'girls.' Write,'I'am'different.''I'am'on'the'board'(Guided'Practice).''' 2. Discuss'bull'fighting'and'allow'students'to'share'background'knowledge.'' Say,'What'is'bull'fighting?''Allow'students'to'share'their'ideas.''Show' pictures'of'bulls'and'bull'fighting'and'talk'about'where'bull'fighting'started.'' Say,'This'is'a'bull'fight.''People'bull'fight'in'Spain.''What'do'you'see?''You'see' a'man.''The'man'is'a'matador.''He'fights'the'bull.''Sometimes,'the'matador' kills'the'bull.''Sometimes'the'bull'kills'the'matador.''Bull'fighting'is'very' dangerous.''Today'we'will'read'a'story'about'bull'fighting.''The'bull'in'the' story'is'different'from'the'other'bulls.''Most'bulls'want'to'fight.''Ferdinand' does'not'want'to'fight.''(Links'to'background'and'to'past'learning)'(Whole' group)' 3. The'teacher'will'read'aloud'The$Story$of$Ferdinand'pausing'throughout'to'talk' about'vocabulary'and'ask'questions'to'gauge'comprehension'and'elicit' discussion.'Examples'of'questions:'Why'is'Ferdinand'sad?''What'does' Ferdinand'feel?''What'is'Ferdinand'doing?''What'are'the'other'bulls'doing?'' Why'is'Ferdinand'mad?''Why'do'the'men'take'Ferdinand?(Whole'group)' (Listening)'(Promotes'engagement).'

4. Split'the'class'into'small'groups'of'four.''Place'one'ELL'in'each'group.'' Consider'the'personalities,'cultural'distinctions,'and'academic'abilities'to' create'diverse'groups.''Ask'each'group'to'discuss'how'Ferdinand'is'different' from'the'other'bulls.''Have'them'make'a'list'of'the'differences.''(Small'group)' (Promotes'Engagement)'Say,'How'is'Ferdinand'different'from'other'bulls?'' Open'your'journal.''Make'a'list'of'differences.''Use'a'tJchart'with'Ferdinand' and'the'other'bulls'to'have'them'compare'and'contrast.''Say,'Write'the' differences'on'the'chart.''On'this'side,'write'about'Ferdinand.''On'this'side,' write'about'the'other'bulls.''Be'sure'to'show'the'students'an'example'by' writing'a'sample'chart'on'the'board.' 5. The'teacher'will'discuss'the'use'of'flags'by'the'author'in'the'story.''Show' pictures'of'different'flags'and'discuss'what'they'mean.''Find'the'flags'in'the' story.''Tell'the'students'they'will'be'making'a'flag'that'shows'how'they'are' different.''Say,'Here'are'some'flags.''What'does'this'flag'mean?'''Good'job.'' Flags'can'mean'different'things.'''Did'you'see'pictures'of'flags'in'the'story?'' Some'pictures'show'flags'for'countries.'These'people'hold'flags'that'say' Ferdinand.''Why'do'they'hold'those'flags?''They'hold'the'flags'because'they' want'Ferdinand'to'win.''Today'you'will'make'a'flag'that'shows'who'you'are.' a. First,'students'should'think'of'ways'that'they'are'different'from'other' students.'Model'by'brainstorming'differences'as'a'group'and'writing' them'on'the'board.''Say,'I'am'unique.''Unique'means'different'from' others.''I'am'an'adult.''I'have'brown'hair.''I'am'quiet.''I'like'dogs.''Use' the'phrase:'I'am'unique.''I'am'Then'have'the'students'write'about' their'own'differences'in'their'journal.'Write'the'sentence'starter'on' the'board,'I'am'different.''I'am'for'ELL'students'to'use'(Links'to' objectives)'(Independent).''Say,'Open'your'journal.''Write'how'you' are'unique.''Start'with,'I'am'unique.''I'am''Native'speakers'can' branch'out'and'use'their'own'language'to'describe'difference.'' b. The'teacher'will'show'students'a'flag'made'to'describe'him/herself.'' Point'out'the'different'parts'of'the'flag'and'what'they'mean.''Say,' This'flag'tells'about'me.'''Here,'I'drew'a'picture'of'my'family.''Here'is'

my'face.''Here'is'me'teaching.'Give'the'students'construction'paper' and'other'supplies.''Tell'them'to'make'a'flag'that'shows'who'they'are.'' Say,'Make'a'flag'to'show'who'you'are.''Draw'pictures'or'write'words' that'show'how'you'are'unique.'They'may'draw'pictures'and'include' written'words.''As'the'students'are'working,'walk'around'and'assess' their'understanding'(Independent'Practice)'(HandsJon)'(Meaningful)' (Linked'to'objectives)'(Links'to'background).''' c. The'students'will'share'their'flag'with'the'class'and'talk'about'their' differences.''ELLs'may'use'the'sentence'structure,'I'am'different.'I' am''Say,'Show'your'flag.''Tell'us'how'you'are'unique.''Start'with'I' am'unique.''I'am'

' SIOP'Features:'
Preparation:' Links'to'background:'Activity'1,'2,'and'5b.' Links'to'past'learning:'Activity'1'and'2' Scaffolding:' Modeling:'Activity'1:'Model'how'to'start'a'sentence'describing'self.''Activity'5a.' model'writing'about'differences' Guided'Practice:'Activity'1:'Have'students'describe'themselves'with'a'partner'using' prompt'with'sentence'starter'on'the'board.' Independent'Practice:'Activity'5a.' Comprehensible'input:'throughout,'use'simplified'language'to'talk'about' differences.' Group2Options:22 Whole'class:'Activities'2'and'3' Partners:'Activity'1' Small'Groups:'Activity'4' Independent:'Activity'5ea' 'Integration2of2Processes:2

Reading:'The'teacher'will'write'on'the'board'sentence'starters'and'selfJdescriptions' for'the'students'to'read.' Writing:'The'students'will'write'in'their'journals'about'their'differences'in'Activity' 5a'and'on'their'flag'in'5b.''' Speaking:'The'students'will'share'their'flag'in'Activity'5c.' Listening:'Listening'to'the'story'in'Activity'2.' Application:22 HandsJon:'Activity'5' Meaningful:'Activity'5' Links'to'objectives:'Activity'5a,'1,'5b' Promotes'Engagement:'Activity'3:'by'asking'questions'and'discussing'the'story'you' are'encouraging'students'to'engage,'Activity'5:'students'are'linking'background' knowledge'and'engaging'in'the'lesson'by'creating'a'flag'to'represent'their'own'self.' Assessment:22 Individual:'Assess'students'understanding'by'checking'flags'' Written:'check'journals'' Oral:'Asking'questions'throughout'reading' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' '

Description'of'Social'Studies'Lesson'Plan:'' ' In'this'Social'Studies'lesson,'the'students'will'learn'about'features'of'maps.''First,' they'will'be'able'to'explore'a'group'of'maps.''They'will'list'things'they'notice'about' the'maps.''The'students'will'make'their'own'maps'using'some'vocabulary'terms' introduced'in'the'lesson.''ELL'students'will'be'included'in'all'the'activities.''The' language'used'has'been'simplified'for'better'understanding.''Visuals'are'always' provided'throughout'the'lesson.''' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' '

Social'Studies'Lesson'Plan' Topic:'Create'a'Country' Class:'3rd'grade' '


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Content'Objectives:'

ALCOS'Standards:'' 7.)'Describe'the'relationship'between'locations'of'resources'and' patterns'of'population' ' ' ' ' Examples:'presence'of'trees'for'building'homes,'availability'of'' natural'gas'supply'for'heating'and'water'supply'for'drinking' and'for'irrigating'crops' ' 2.)'Describe'physical'characteristics,'including'landforms,'bodies'of' water,'soil,'and'vegetation'of'various'places'on'Earth.' ' Examples:' ' ' ' J'landformsJmountains,'hills,'plateaus;' ' ' ' J'bodies'of'waterJoceans,'rivers,'lakes;' ' ' ' J'soilJsilt,'clay,'sand;' ' ' ' J'vegetationJtropical,'desert,'plains' ' Language'Objectives:'' Follow'directions'to'locate'places'described'orally'using'legends,'icons'or'the' compass'rose' Interpret'representations'of'major'physical'features'from'oral'statements' Build'models'based'on'a'set'of'directions' Visualize'and'point'to'physical'features'or'places'from'different'perspectives' Mark'or'Point'to'major'physical'features'according'to'color'or'other' attributes' Review'of'articles' Sentence'formation'with'subject'verb'agreement'(e.g.'The'river'is'to'the' west.'The'rivers'are'to'the'west.)' Descriptors'to'describe'maps' Follow'directions' Writing'notes'while'listening'to'classmates' ' ' ' ' Key'Vocabulary'Show'pictures'to'represent'each'vocabulary'words'and'give'the'' definition'orally.''Display'the'definitions'on'the'Smartboard.''' ' ' ' ' POPULATIONS'are'the'people'that'live'in'one'place.''The'population'of''

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! Materials:'Paper,'colored'pencils,'maps,'a'globe,'markers'
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China'is'big.''The'population'of'Luxemburg'is'very'small.' The'CARDINAL'DIRECTIONS'include'North,'South,'East'and'West.' A'COMPASS'ROSE'is'a'picture'on'a'map;'a'compass'rose'shows'the' cardinal'directions.''The'cardinal'directions'are'North,'South,'East'and' West.' A'HEMISPHERE'is'one'half'of'the'earth.' ALTITUDE'means'height'above'sea'level.' A'BORDER'is'the'outside'edge'of'a'city,'state'or'country.' CARTOGRAPHY'means'the'skill'of'making'maps' A'MOUNTAIN'RANGE'is'a'group'or'line'of'mountains.' An'ATLAS'is'a'book'of'maps.' A'KEY'explains'the'picture'on'the'map'

Activities:'
Building'Background:' 1. Before'the'lesson'begins,'show'students'a'picture'of'Huntsville'and'a' map'of'Huntsville.''Say,'This'is'a'picture'of'Huntsville.''This'is'map.'' What'is'the'difference?''The'students'will'be'given'a'variety'of'maps' to'explore'and'become'familiar'with.'Look'at'these'maps.''Tell'your' partner'what'you'see.'(The'maps'will'be'developmentally' appropriate'but'will'represent'a'wide'variety'of'areas'around'the' globe.)''Students'will'be'put'in'groups'based'on'linguistic'and' academic'abilities.''There'should'be'at'least'one'ELL'in'each'group.'' The'groups'will'compile'a'list'of'things'they'notice'about'each'map.'' Students'will'probably'list'the'most'obvious'elementsJ'countries,' capitals' ' 2. At'the'conclusion'of'this'activity,'the'teacher'will'ask'a'few'students'to' share'some'of'the'things'they'noticed'about'their'maps.''Make'sure'to' call'on'a'few'ELL'students'to'ensure'participation.'Jane,'what'is'on' your'map?''Jose,'what'is'on'your'map?' ' ' 3. You'will'make'your'own'map.''Make'a'map'of'the'school.''What' should'you'include'on'your'maps?''Students'will'name'things'in'the' school.''Teacher'will'facilitate'the'discussion'and'provide'suggestions' if'students'are'unable'to'produce'responses.''' ' 4. The'teacher'will'hold'a'discussion'about'the'maps,'pointing'out' landmarks'and'natural'geography.''Look'at'the'oceans.''They'are' blue.'Look'at'the'Mountains.''They'are'triangles.''The'teacher'should' be'sure'to'address'the'compass'rose'and'cardinal'directions,'as'well'as'

the'symbols'used'on'a'key.''Look'at'the'key.''It'has'pictures'of' landforms.'(We'have'discussed'landforms'in'a'previous'lesson).'' Students'will'brainstorm'with'the'teacher'and'develop'a'universal' symbol'bank'that'they'will'use'when'they'create'their'maps'later.' ''' 5. After'students'have'brainstormed,'the'teacher'will'facilitate'the' completion'of'the'list'with'vocabulary'words.''Do'you'need'a' mountain'range?'Which'symbol'means'mountain'range?'Do'you'need' a'river?'Which'symbol'means'river?' 6. Students'will'use'blank'paper'and'create'their'own'country'with'the' following'guidelines:' You'will'make'your'own'map'on'this'white'paper.''Show'the' countrys'boundaries.''Name'your'country.''Name'your'major'cities.'' Think'about'mountains,'rivers,'forests,'and'deserts.''Will'you'include' those?'Where?' The'teacher'will'write'some'possible'elements'on'the'board'so'the' students'may'reference'it.'' ' ' ' ' country'boundaries'' country'name''' three'cities'' a'river' a'mountain'range' icons'to'show'five'natural'resources'found'in'the'country'such'as'fish,' gold,'spices'(we'talked'about'natural'resources'in'a'previous'lesson)' ' Assessment:' ' ' ' Each'student'will'present'the'map'they'created'in'small'groups,' demonstrating'knowledge'of'the'geographical'concepts'and'vocabulary.''The' students'will'be'in'groups'of'four.''Each'student'will'have'a'worksheet'with'three' columns.''They'will'take'notes'on'the'other'students'countries.''The'teacher'will'ask' questions'to'guide'their'presentation'and'formatively'assess'the'students'learning' through'periodic'openJended'questioning.'Tell'your'group'about'your'map.'Take' notes.''Write'the'things'your'friends'included'on'their'maps.''Model'this'with'a' student'before'starting.''John,'tell'me'about'your'map.''Ok,'Johns'country'is'called' Johntown.'I'will'write'Country:'Johntown'(write'notes'on'the'board).''His'capital'is' called'Sillyville.''I'will'write,'Capital:'Sillyville.'Continue'to'model'note'taking.''' ' ' Higher'Order'Thinking:' 1. Do'you'want'to'live'in'China'or'Africa?''Why?' 2. Few'people'live'in'the'desert.''Why?' 3. Few'people'live'in'the'North'Pole.''Why?' 4. Can'you'draw'a'map'of'your'own'country?' ' ' ' ' '

2 SIOP2Features2
' Preparation:' Links'to'background:'Activity'1' Links'to'past'learning:'Activity'1' Scaffolding:' Modeling:'Model'how'to'take'notes'on'group'presentations' Guided'Practice:'Helping'students'think'of'what'to'include'on'their'maps' Independent'Practice:'Activities'3'and'6' Comprehensible'input:'throughout,'use'simplified'language' Group2Options:22 Whole'class:'Activities'1,'2,'and'4' Partners:'Activity'1' Small'Groups:'Assessment' Independent:'Activities'3'and'6' 'Integration2of2Processes:2 Reading:'Vocabulary'definitions'will'be'written'on'the'board'for'students'to'read' Writing:'making'the'map'and'taking'notes'on'the'other'students'maps' Speaking:'Assessment:'students'will'tell'their'group'what'is'on'their'map' Listening:'When'the'students'are'presenting'their'map,'the'listening'students' should'be'taking'notes' Application:22 HandsJon:'Activity'3'and'6'where'the'students'are'making'maps'are'hands'on.' Meaningful:'Activities'1,'2,'3,'and'6'are'meaningful'because'they'engage'students.' Links'to'objectives:'All'the'activities'link'to'content'and'language'objectives' Promotes'Engagement:'Activities'1,'2,'3,'and'6'promote'engagement'by'getting'all' students'involved'in'looking'at,'discussing,'and'making'maps.' 2 Assessment:22 Individual:'individual'maps'

Written:'check'maps'' Oral:'Asking'questions'throughout,'speaking'about'map' ' Scaffolding:'Guided'and'Independent' Grouping:'Whole'class'and'Independent' Processes:'Reading,'Writing'and'Listening' Strategies:'HandsJon,'Meaningful'and'Links'to'Objectives' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' '

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Science'Lesson'Plan'Description'
' In'this'lesson,'the'students'will'explore'nocturnal'and'diurnal'animals.''They' will'learn'about'the'animals'habitats,'adaptations,'food,'etc.''They'will'begin'by' examining'types'of'animals.''They'will'classify'these'animals'as'animals'that'live' during'the'day'or'at'night.''Then,'they'will'learn'the'terms'nocturnal'and'diurnal'and' apply'them'to'animals.''They'will'also'make'predictions'as'to'whether'an'animal'is' nocturnal'or'diurnal.' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' '

Science'Lesson'Plan' Topic:'Nocturnal'vs.'Diurnal'Animals' Class:'1st'grade' Content'Objectives:'


ALCOS'Science'1.4:'Describe'survival'traits'of'living'things,'including'color,'shape,' size,'texture,'and'covering.' ' Classifying'plants'and'animals'according'to'physical'traits' ' Examples:' ' J animalsJsix'legs'on'insects,' ' J plantsJgreen'leaves'on'evergreen'trees' ' ''Identifying'developmental'stages'of'plants'and'animals' ' Examples:' ' J plantsJseed'developing'into'seedling,'seedling'developing'into'tree;' ' J animalsJpiglet'developing'into'pig,'kid'developing'into'goat'

Language'Objectives'
' ' ' ' ' ' Describe'animals'habitats' Follow'directions' Use'cause'and'effect'sentence'structure:'' It'is'nocturnal'because'its'color'is'________.'' Compare'physical'attributes'of'local'plant'or'animal'species'from'realJlife' observations,'experiences,'or'pictures,'using'graphic'support' Rewrite'notes'or'comparisons'of'local'plant'or'animal'species'from'realJlife' observations'or'experiences'to'produce'sentences'or'paragraphs' Draw'and'describe'physical'attributes'of'local'plant'or'animal'species'from' realJlife'observations,'experiences,'or'pictures' Draw'and'label'local'plant'or'animal'species'from'realJlife'observations,' experiences,'or'picture'

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This'animal'eats'_______,'so'it'is'nocturnal.'' Nocturnal'animals'live'in'_____________'places,'so'this'animal'is'nocturnal.' Review'of'to'be'verb'

' Key'Vocabulary:'

Nocturnal,'diurnal,'nighttime,'daytime,'adapt,'adaptation,'temperature,'habitat,' navigate' '

Materials:'

Books'on'nocturnal'and'diurnal'animals'(fiction'and'nonfiction),'photographs'and' pictures'of'animals'during'the'daytime'and'nighttime,'markers,'crayons,'glue,' scissors,'construction'paper'of'various'colors,'list'of'key'vocabulary'already'written' on'chart'paper'with'illustrations,'objectives'written'on'sentence'strips'for'pocket' chart,'TJcharts'(streamlines'discussion'if'anticipated'features'that'will'come'up'in' 'brainstorm'session'are'written'ahead'of'time'on'sentence'strips'to'be'tacked'to' 'that'TJchart),'graphic'organizer'' '

Higher'Order'Questions:'

Why'are'some'animals'noctural?'Why'are'some'animals'diurnal?'' You'are'in'the'city'at'night.''You'want'to'hide.''What'do'you'wear?' You'are'in'the'woods'during'the'day.''You'want'to'hide.''What'do'you'wear?'

' Activities:' '

1. Say,'"Think'about'your'habitat.''A'habitat'is'where'you'live.''Turn'to'your' partner.'Tell'your'partner'about'your'habitat."''Start'by'modeling.''Say,'"This' is'my'partner.''I'will'tell'him'about'my'habitat.''I'live'in'a'house.''My'house'is' in'a'city.''I'live'in'Alabama.''It'is'hot'in'the'summer.''It'is'cool'in'the'winter.'' Now'you'tell'your'partner'about'your'habitat."''Ask'a'few'partners'to'share' with'the'class.''Say,'"Tell'me'about'your'habitat."' **This'is'a'partner'assignment.''It'provides'practice'speaking'for'the' students.''it'also'requires'the'teacher'to'model.''' ' 2. Say,'"You'are'in'the'city'at'night.''You'want'to'hide.''What'do'you'wear?''You' are'in'the'woods'during'the'day.''You'want'to'hide.''What'do'you'wear?"' ' 3. Split'the'students'into'groups.''Be'sure'to'include'one'ELL'in'each'group.''Do' not'place'ELLs'with'the'same'native'language'in'one'group.''Distribute'a' variety'of'photographs'of'animals'to'small'groups,'giving'each'group'one' picture'(bat,'mouse,'lizard,'dog,'penguin,'glow'worm).'Say,'"Look'at'the' photo.''What'do'you'know'about'these'animals?''What'are'their' habitats?'What'do'they'eat?''Do'you'see'them'during'the'day?''Do'you'see'

4.

5.

6.

7.

8.

9.

them'at'night?"''Write'the'questions'on'the'board'and'have'the'groups' discuss'their'picture.''' **This'is'a'small'groups'activity.''It'is'hands'on'and'meaningful'because'the' students'are'making'predictions.'' To'teach'the'meaning'of'nocturnal'and'diurnal,'say,'"This'is'a'bat.''It'flies'at' night.''It'is'nocturnal.''All'bats'are'nocturnal.''This'is'a'mouse.''A'mouse'eats' at'night.''It'is'nocturnal.''Mice'are'nocturnal.''This'is'a'lizard.''A'lizard'moves' during'the'day.''It'is'diurnal.''All'lizards'are'diurnal.'This'is'a'dog.''A'dog'plays' during'the'day.''It'is'diurnal.''All'dogs'are'diurnal.''This'is'a'penguin.''It'swims' during'the'day.''It'is'diurnal.''All'penguins'are'diurnal.''This'is'a'glow'worm.'' It'creeps'at'night.''It'is'nocturnal.''All'glow'worms'are'nocturnal.''Some' animals'are'diurnal.''Some'animals'are'nocturnal.''What'are'you?"' Make'a'TJchart'on'the'board,'writing'Nocturnal'on'one'side'and'Diurnal'on' the'other.''Take'each'picture,'and'ask,'"What'is'this'(for'example)'bat?''Is'it' nocturnal'or'diurnal?"''Place'the'picture'on'the'TJChart'under'the'correct' heading.''' **Guided'practice'''' Read'the'book,'Where$Are$the$Night$Animals?'to'the'class.''Discuss'each' animal'and'what'adaptations'show'us'that'they'are'night'animals.''For' example,'say,'"Why'is'the'coyote'nocturnal?''That's'right.''It'is'nocturnal.''It' hunts'at'night."'' **Listening,'Reading,'Whole'group'' Have'the'students'predict'if'an'animal'is'nocturnal'using'the'following' sentence'stems:' It'is'nocturnal'because'its'color'is'________.'' This'animal'eats'_______,'so'it'is'nocturnal.'' Nocturnal'animals'live'in'_____________'places,'so'this'animal'is'nocturnal.' Write'the'stems'on'the'board'and'say,'"Think'about'the'animal.''Is'it' nocturnal?''How'do'you'know?''Use'the'sentence'stems."''Show'the'students' a'picture'of'an'animal,'for'example,'a'bat.''The'students'could'answer,'"It'is' nocturnal'because'its'color'is'grey,"'or,'"Nocturnal'animals'live'in'dark' places,'so'this'animal'is'nocturnal."''This'will'help'them'build'understanding' of'cause'and'effect'sentence'structure'and'help'them'make'predictions.'' **Guided'practice,'whole'group,'links'to'objectives.''This'is'meaningful' because'the'students'have'to'think'critically'about'each'animal.'' Have'the'students'predict'if'an'animal'is'diurnal'using'the'following'sentence' stems:' It'is'diurnal'because'its'color'is'___________.' This'animal'eats'_________,'so'it'is'diurnal.' Diurnal'animals'live'in'____________'places,'so'this'animal'is'diurnal.' Write'the'stems'on'the'board'and'say,'"Think'about'this'animal.''Is'it'diurnal?'' How'do'you'know?''Use'the'sentence'stems."''Show'the'students'a'picture'of' an'animal,'for'example,'a'squirrel.''A'student'might'say,'"A'squirrel'eats'nuts,' so'it'is'diurnal."' As'a'group,'make'a'list'of'adaptations'animals'that'are'nocturnal'or'diurnal' have.''Draw'another'TJchart'with'nocturnal'on'one'side'and'diurnal'on'the'

other.''Draw'a'sun'under'diurnal'and'a'moon'under'nocturnal.''For'example,' say'A'bat'is'nocturnal.''It'lives'in'a'dark'place.''It'needs'to'see'in'the'dark.''A' bat'uses'sounds.''The'sounds'help'the'bat'move.''Some'nocturnal'animals'use' sound'to'see.''It'is'called'sonar.''Write'sonar'on'the'list'under'nocturnal.' **Whole'group,'links'to'objectives' 10. Ask'students'to'make'a'prediction'about'humans.''Say,'Turn'to'your'partner.'' Are'humans'nocturnal'or'diurnal.''Tell'your'partner.''Say,'I'think'humans'are' ________'because'__________.''Write'the'sentence'stem'on'the'board'for'them'to' refer'to.''' **Speaking,'meaningful,'partners' 11. Give'the'students'pictures'of'animals'with'information.''Each'student'will' choose'one'nocturnal'animal'and'one'diurnal'animal'to'describe.'In'their' science'journal,'they'will'write'the'name'of'the'animal,'classify'it'as'nocturnal' or'diurnal,'draw'a'picture'of'it,'and'write'one'key'fact'about'it.''Say,'Look'at' the'animals.''Read'the'information.''Walk'around'and'help'students'pick' their'animal.''Open'your'science'journal.'Write'the'animals'name.''Write' diurnal'if'it'is'diurnal.''Write'nocturnal'if'your'animal'is'nocturnal.''Then' write'one'thing'about'the'animal.''Draw'a'picture'of'the'animal'in'its'habitat.'' Write'these'directions'on'the'board'and'give'an'example'using'an'animal.'' Walk'around'as'the'students'are'working.''' **Individual,'meaningful,'hands'on,'writing,'individual'written'assessment,' modeling'

2 SIOP2Features2
' Preparation:'

Links'to'background:'Activities'1'and'2' Links'to'past'learning:'Activities'1'and'2' Scaffolding:' Modeling:'Activities'1'and'11' Guided'Practice:'Activities'5'and'7' Independent'Practice:'Activity'11' Comprehensible'input:'throughout,'use'simplified'language' Group2Options:22 Whole'class:'Activities'6,7,'and'9' Partners:'Activity'10' Small'Groups:'Activity'3' Independent:'Activity'11' '

'Integration2of2Processes:2 Reading:'Activity'6' Writing:'Activity'11' Speaking:'Activity'10' Listening:'Activity'6' Application:22 HandsJon:'Activity'11' Meaningful:'Activities'3,'7,'10,'11' Links'to'objectives:'Activity'9' Promotes'Engagement:'All'activities'should'engage'students.''The'teacher'should' ask'many'students'questions'and'keep'them'involved'in'all'parts'of'the'lesson.' 2 Assessment:22 Individual:'Activity'11' Written:'Activity'11' Oral:'Ask'question'throughout'to'formatively'assess'students' ' ' ' ' ' ' ' ' ' ' ' ' ' ' '

Description:'Math'Lesson'' ' In'this'lesson,'the'students'will'be'building'knowledge'of'shapes.''First,'they' will'discover'what'makes'a'polygon.''Then'they'will'listen'to'the'teacher'read'The$ Greedy$Triangle'by'Marilyn'Burns.''In'the'story,'a'triangle'is'unhappy'with'its' current'shape.''It'goes'to'a'shape'shifter'and'is'transformed'into'a'quadrilateral,' pentagon,'hexagon,'heptagon,'octagon,'and'nonagon.''The'class'will'then'discuss'the' different'shape'names'and'practice'making'shapes'with'different'numbers'of'sides.'' Finally,'the'students'will'create'index'cards'with'the'shape'names'and'quiz'each' other.'' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' '

Math'Lesson'Plan' ! Topic:'Discovering'Shapes' Class:'4th'grade'Math' '


'

' '

'

Content'Objectives:'

' ALCOS'4.11:'Identify'triangles,'quadrilaterals,'pentagons,'hexagons,'or'octagons' based'on'the'number'of'sides,'angles,'and'vertices.' ' ''Demonstrating'slides'(translations),'flips'(reflections),'and'turns'(rotations)'using' triangles,'quadrilaterals,'pentagons,'hexagons,'or'octagons' ''Drawing'lines'of'symmetry'in'triangles,'quadrilaterals,'pentagons,'hexagons,'or' octagons' ' Language'Objectives:' ' Label'shapes'of'everyday,'realJlife'examples' ' Generate'lists'of'everyday'illustrated'examples'of'shapes' ' Describe'features'of'everyday'illustrated'examples'of'shapes'(e.g.'a'door'has' four'sides)' ' Understand'visual'directions' ' Follow'directions' ' The'students'will'use'sentences'to'describe'different'shapes.'(e.g.'A'triangle' has'three'sides.)' ' Key'Vocabulary:'polygons,'triangle,'rectangle,'square,'pentagon,'hexagon,' heptagon,'octagon,'nonagon,'decagon,'dodecagon' ' Additional'Vocabulary'for'NonJnative'Speakers:'edges,'sides,'curve'

! Materials:'The$Greedy$Triangle'by'Marilynn'Burns'index'cards,'paper,'pencils'
'

Higher'Order'Questions:''
How'do'you'know'a'shape'is'a'polygon?''' Can'you'draw'a'pentagon?''' Look'around'you.''Do'you'see'a'triangle?''Do'you'see'triangles'at'home?' '

'

Activities:''
' 1. Show'the'students'a'picture'of'several'polygons'and'several'shapes'that'are' not'polygons'(see'below).''Ask'them'to'talk'about'what'the'shapes'have'in' common.''Say,'These'shapes'are'all'polygons.''These'shapes'are'not' polygons.''Look'at'the'shapes'for'one'minute.''Why'are'these'shapes'not' polygons?''What'makes'a'polygon?''After'one'minute,'have'them'talk'about' what'they'know'with'their'partner.''Say,'Turn'to'your'partner.''Tell'him/her' what'makes'a'polygon?''Discuss'as'a'class'after'a'few'minutes.'Point'to'the' pictures'that'arent'polygons.''Say,'Is'this'a'polygon?''Why?''The'students' will'answer'with'the'rules,'for'example,'No'because'it'has'a'curve.''Point'to' the'curved'line'and'say,'Polygons'do'not'have'curves.''Write'down'the'rules' as'the'students'call'them'out.''Be'sure'to'illustrate'each'point'by'pointing'the' features'out'on'the'picture.''At'the'end'you'should'have'a'list'of'rules,'such' as:' ' A'polygon.' 1. Has'straight'edges'(no'curves)' 2. Has'more'than'two'sides' 3. Does'not'have'intersecting'lines' 4. Has'all'lines'connected' **Partners,'meaningful,'guided'practice,'promotes'engagement' ' 2. Draw'some'examples'on'the'board'and'quiz'the'students.''Start'by'drawing'a' rectangle.''Say,'Is'this'a'polygon?''Thumbs'up'if'it'is.''Thumbs'down'if'it'is' not.''Good'job,'this'is'a'polygon.''How'do'you'know?''Thats'right,'it'has'more' than'two'sides.''What'else?''Good,'the'lines'are'connected.''It'does'not'have' curved'lines,'and'it'does'not'have'intersecting'lines.''Continue'doing'a'few' examples'of'different'shapes.''Talk'about'why'it'is'or'is'not'a'polygon'using' language'similar'to'that'above.''Begin'calling'on'individual'students'to'assess' understanding.''' **Whole'group,'oral'assessment,'promotes'engagement' 3. Read,'The$Greedy$Triangle.'' **Whole'class,'listening' 4. Discuss'what'the'students'already'know'about'shapes.''Say,'Different'shapes' have'names.''Look'around'the'room.''Do'you'see'a'circle'(triangle,' quadrilateral,'pentagon,'etc.)?''There'were'shapes'in'the'story?''What'are' some'shapes?''Discuss'the'shapes'that'the'students'name'and'show'a' picture'of'each.''For'example,'if'a'student'says'triangle,'say,'A'triangle'is'a' shape.''This'is'a'triangle.''It'has'three'sides.''As'the'students'name'shapes,' make'a'list'of'the'shapes'name,'the'number'of'sides,'and'a'picture.' **Links'to'background'and'past'learning' 5. The'students'will'make'different'sizes'and'types'of'shapes'with'geometric' shapes.''Say,'I'can'make'a'shape'with'three'sides.''A'shape'with'three'sides'is'

called'a'triangle.''Using'a'projector,'make'a'triangle'with'a'trapezoid'and'a' triangle.''I'made'this'triangle'from'two'shapes.''I'can'make'triangles'with' different'shapes.''Hand'out'bags'with'different'geometric'shapes'(diamonds,' triangles,'squares,'trapezoids,'hexagons).''Make'three'different'triangles' with'these'shapes.''Trace'the'triangles'on'your'paper.''Continue'with'four,' five,'and'six'sided'shapes.''Walk'around'and'check'for'understanding.'''''' **Modeling,'independent'practice,'and'hands'on' 6. The'students'will'make'flashcards'for'each'shape.''They'will'draw'a'picture'of' the'shape'on'the'front'and'the'number'of'sides'on'the'back.''Hand'out'eight' index'cards'to'each'student.''Say,'Make'a'flash'card'for'each'shape.''Draw'a' different'shape'on'each'card.''On'the'back,'write'the'name'of'the'shape.''' Write'the'number'of'sides'and'angles.''Do'the'first'one'with'me.''Take'an' index'card.''Draw'a'picture'of'a'triangle.''Turn'the'card'over.'''Write' Triangle.''How'many'sides'does'a'triangle'have?''Write:'3'sides.''Write' notecards'for'triangles,'quadrilaterals,'pentagons,'hexagons,'heptagons,'and' octagons.''Do'this'with'the'students'on'the'board'to'show'an'example.''Write' the'names'of'the'polygons'on'the'board.' **'Independent'Practice,'writing,'hands'on' 7. The'students'will'quiz'each'other'on'the'shape'names.''Say,'Quiz'your' partner.''Show'him/her'the'picture'side'of'each'card.''Ask,'What'is'this' shape?''Model'with'a'student.''Say,'Joe'is'my'partner.''Joe,'what'is'this' shape?'Joe'answers'correctlyJ'Good!'What'is'this'shape?'Continue'to'model' with'a'few'cards.' **'Modeling,'partners' '

' SIOP'Features:'
Preparation:' Links'to'background:'Activity'4' Links'to'past'learning:'Activity'4' Scaffolding:' Modeling:'Activities'5'and'7' Guided'Practice:'In'activity'1,'the'teacher'guides'the'students'in'making'a'list'of' rules'for'deciding'if'a'shape'is'or'is'not'a'polygon.' Independent'Practice:'Activities'5'and'6' Comprehensible'Input:''I'used'simple'language'throughout'the'lesson.' Group2Options:22 Whole'class:'Activities'2'and'3' Partners:'Activities'1'and'7'

Small'Groups:'Partner'activities' Independent:'Activities'5'and'6' 'Integration2of2Processes:'2 Writing:'Activity'6' Speaking:'Activity'7' Listening:'Activities'3'and'7' Application:22 HandsJon:'Activities'5'and'6' Meaningful:'Activities'1'and'5'are'meaningful'because'the'students'are'constructing' their'own'knowledge' Links'to'objectives:'' Promotes'Engagement:'Activities'5,'6,'and'7' Assessment:22 Individual:'Check'index'cards' Written:'Check'index'cards' Oral:'In'activity'2,'the'students'are'assessed'orally'in'their'understanding'of'the' rules'of'a'polygon' ' ' ' ' ' ' ' ' ' ' ' ' ' '

Polygons' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' Not'Polygons:' ' ' ' ' ' '

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