Professional Documents
Culture Documents
th
31 students
21 girls
10 boys
No ELL students
2 IEP students (Sophie & Brinlee)- Severe Special Education (pulled out all day).
Behavior Modifications:
Hunter (very social)
Sarah (talks during lessons)
Lindy
Classroom environment:
The classroom is very full. The desks are arranged in groups of three throughout the classroom. There is
no rug in the front of the classroom, students stay in their desks during lessons. There is a promethean
board at the front of the classroom as well as a white board. There is no ELMO. In the front corner of the
classroom there is a round table for small group work. In the back of the room there is a U shaped table
for small group as well as the teachers desk. Along the back wall there are bins for students to put their
personal belongings in as well as a lunch box bin. On the left side of the classroom there is a small library
with beanbags for students to sit in. Next to the library there are cubbies for each student, this is where all
student mail will go.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?)
State Standard/Objective:
Standard 2: Students will understand how Utahs history has been shaped by many diverse people, events,
and ideas. SIOP 3
Content Walk-Away: I will be able to understand how the development of transportation impacted
Utah. SIOP 1
Language Walk-Away: I will be able to write and discuss my thoughts and feelings about the changes in
Utah. SIOP 2
Vocabulary: discrimination, ethnic, import, mosaic, ore, porter, transcontinental, transportation
SIOP 9
ASSESSMENT
EVIDENCE (What evidence
Letter home
Language Walk-Away Evidence
(Summative):
Letter home
SIOP 30
Approx.
Time
Success Criteria
Students can
successfully retell what
they have learned
about pioneers.
Assessment
Strategy
Observation,
listening to
discussion.
Success Criteria
Students will repeat the
learning objective and
vocabulary words.
Assessment
Strategy
Observation
Modification/accommodations:
Lesson objectives and vocabulary will be posted for students to view
and read. Use of proximity and direct questions will be used to keep
students on task.
Guided Instruction (We do it)
Learning Goal
Success Criteria
Assessment
Strategy
Observation,
questions and
answer, class
discussion
Modification/accommodations:
Collaborative/Cooperative (You do it together)
After the railroad was completed in Utah there was a big
boom in mining.
With your table discuss why you think mining began to boom
after the railroad was complete. What caused the boom? How
did the railroad play a part in this boom?
o Whole-group discussion on mining in Utah.
SIOP 9, 16, 17,18
Formative Assessment:
Learning Goal
Students will be able
to discuss with their
peers their
knowledge about
mining in Utah.
Success Criteria
Students will discuss
the questions they are
provided with (posted
on presentation).
Assessment
Strategy
Observation and
listening in on
student
discussion.
Modification/accommodations:
Independent (You do it alone)
Based on what you have learned during the lesson and the feeling this
lesson has evoked please respond to the prompt on page 162.
Summative Assessment:
Students will write a letter about how they would feel if they were a
new immigrant to Utah. They will be given a prompt from the book
on page 162. The prompt will also be on the board.
SIOP 30
Modification/accommodations:
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or
demonstrations.)
Review Objective
Review Vocabulary
With your shoulder partner discuss one thing you learned
during this lesson on the changes that occurred in Utah.
SIOP 27, 28, 29
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate
time needed for this lesson?