Combined 207 Lesson Plans

Integrated Unit Lesson Plan Template (SIOP)
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McKenzie Hayes
SIOP Model Lesson Plans

TCH 207 SEC 001 Fall Semester 2016

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McKenzie Hayes
Table of Contents
Adapted*
Original
Paragraph Structure (ELA)

pg. 24
pg. 3
Critical Thinking in News Outlets (ELA)
Point of View (ELA)

pg. 30
pg. 11
Election Aftermath (SS)
Titanic (SS)
pg. 17
Early American Laws in Jamestown (SS)
pg. 36
(BJ Lesson Reflection)
pg.
*All pieces of the adapted lesson plans taken directly from the original lesson have been highlighted

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Unit/Theme: Paragraph Structure (adapted)

5 Bridging
McKenzie Hayes
Grade/Subject/Language Levels: 7-8th grade/Language Arts/Level
Website: www.brandeis.edu/writingprogram/writing-intensive/.../files/KWParagraphing.doc
Standards:
Common Core:
o CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate
o
to task, purpose, and audience.

CCSS.ELA-LITERACY.WHST.6-8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and
audience have been addressed.

CCSS.ELA-LITERACY.WHST.6-8.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.WHST.6-8.1.D
Establish and maintain a formal style.
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WIDA
o CC.7.R.I.5 Craft and Structure: Analyze the structure an author uses to organize a text, including how
o
the major sections contribute to the whole and to the development of the ideas.
CC.7.SL.3 Comprehension and Collaboration: Delineate a speakers argument and specific claims,
evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
CC.7.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or appropriate.

CC.7.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.

CC.7.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general
academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.

WIDA
o ELP Standard 5: English language learners communicate information, ideas, and concepts necessary for
academic success in the area of English Language Arts
Content Objectives:
Understand the internal structure of paragraphs

Use the four F model: flow, focus, function, form
Decipher the paragraph decisions real writers make in their writing
Apply understanding to their own essay paragraphs
Language Objectives:
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Identify key language to paragraph writing using the four F model

Organize the language of the paragraph into an order that makes sense with the model and the structure of
the paragraph
Orally discuss why students made the decisions they made
Apply the language structure of the mentor text and four F model to their own paragraphs.
Formative Assessment: End paragraph puzzle results and their ability to defend their decisions.
Summative: How they apply the four F model in their own paragraphs
Integration of Domains:
Listening: Understand multi-step instructions and understand key vocabulary, also listen to ideas from other
group members
Speaking: Able to articulate vocabulary, discuss ideas, practice agreeing/disagreeing with group members
Reading: Read a graphic organizer, paragraph puzzle, peer edit
Writing: Evaluate own writing and re-organize paragraph structure in writing
Key Vocabulary
Supplementary Materials
Content-related: Flow, Focus, Form, Function,
Butcher paper/makers
Introductory paragraphs, Background or Keyterm
Graphic organizer of different paragraph functions
paragraph, Counterargument paragraphs, Demonstrative Paragraph sentences cut out (the paragraph puzzle) 1
paragraph, Concluding paragraphs
for each paragraph function
General academic: organize, adapt, modify, apply
SIOP Features
Preparation
Scaffolding
Group Options
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Application
___ Adaptation of content
_x__ Hands-on
_x__ Links to background
__x_ Meaningful
_x__Links to past learning
_x__ Linked to objectives
_x__strategies incorporated
_x__ promotes engagement
McKenzie Hayes
_x__ Modeling
__x_ Whole class
_x__ Guided practice

_x__Independent practice
___Comprehensible input
_x__ Small groups

__x_ Partners
__x_ Independent
Higher Order Thinking Skills

Knowledge: Must use prior knowledge on different paragraphs they have read/written
Comprehension: Must comprehend the 4-F model/organizer
Application: Manipulate the paragraph puzzle into a comprehensible paragraph
Analysis: Analyze the results of the paragraph puzzle and determine if it lines up with 4-F model
Synthesis: After organizing the paragraph puzzle, determine which paragraph function it uses
Evaluation: self and peer evaluate own writing
Lesson Plan Sequence
Motivation : Link lesson to the editing process that would already be going on for rough drafts of essays they have
been working on. Consider the varying cultural backgrounds of the students and find paragraph models to make the
puzzle have cultural links or offer provocative questions to the majority societys understanding.

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Instruction: Begin by discussing the different types of paragraph structures the students can think of (even if they
dont know the specific name for them). Use a wall anchor to create the 5 different paragraph structures listed in the
vocabulary section from the students ideas/discussion. Also brainstorm what makes a well-organized paragraph.
Practice/Application: Pass out the 4-F sentence graphic organizer for student reference (based on lesson plan but
created by you). Keep up wall anchor to remind students of the 5 different paragraph structure types, also give each
group a paragraph puzzle with sentences mixed up inside (ie paragraph from Crossing Over by Ruben Martinez).
First instruct students to work in groups to try to put the paragraph sentences in the correct order using their
graphic organizer and brainstorm discussion from the beginning of class. Once they have the paragraph in what they
think is the correct order, tell them to be prepared to defend their decision on which paragraph type they think they
have received.
Review/Assessment: Assess students by their paragraph puzzle results but most importantly by their reasoning
for why they chose the order that they did for their sentences. Go around the classroom and ask each group to
explain to only you why they chose the paragraph they did first. If mistakes were made or they chose the wrong
paragraph type for their puzzle, refer them back to hints on their graphic organizer or wall anchor or the notes they
took during class discussion. Scaffold/differentiate the amount of assistance for groups if needed. Have students
review each others paragraphs in their paper drafts and edit using the same ideas from the in-class discussion and
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practice. The structure of the paragraphs for their final drafts would be a summative assessment of their paragraph
understanding.
Mentor text from Crossing Over by Ruben Martinez:

But for the Mexican migrants, Temecula is a stopover, not a final destination.
Sure, there are Mexican gardeners tending to the rose bushes, cleaning the swimming pools, washing and folding
the clothes, cooking the meals; brown women sing lullabies in Spanish to white babies.
But the Mexicans are here for just as long as they have to be.
They are mostly young and don't think of retiring, not only because they have no money to do so but also because
they can't imagine themselves old yet.
Most of the Mexicans in Temecula are literally just passing through, crammed into pickup trucks and vans driven by
the coyotes.
Temecula is just another of the hundred places they will blow through en route to St. Louis, Los Angeles, Houston,
New York, Chicago, Decatur.
But even these are not final destinations.
The migrants will follow trails determined by America's labor economy: they will keep moving, from one coast to
another, from picking the fields to working in hotels and restaurants, from cities to heartland towns.
Original Lesson Plan

Kerry Walk
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WRI 165: Hamlet

Lesson Plan on Paragraph Structure
Lesson objective: To teach the gentle art of paragraphing.
Total estimated time: 55 min.
Additional outcomes: Practice diagnosing weaknesses and revising
Assignment sequence thats underway: Any!
Work completed before class (optional): Students have recently submitted a draft, copies of which they bring
to class for this paragraphing workshop.
FYI: This lesson plan is scaffolded to build from working with the structure of a single paragraph to generalizing
about paragraph structure, applying the new knowledge, and then getting students to revise their own writing, using
what theyve learned.
1. Hand out a paragraph puzzle envelope to each pair, then instruct them to organize the sentences to restore
the paragraphs structure. Circulate among the pairs while theyre working to give them encouragement,
hints, etc. (10 minutes)

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2. Hand out the paragraph puzzle solution, then lead a discussion: How did you know the order in which the
sentences should go? Hint for your discussion: Start at the beginning of the paragraph (How did you know
the first sentence was the first sentence? ), then work your way to the end. Discuss alternative orders and
why the writer may have chosen to order her sentences as she did. (10 minutes)
3. Lead a discussion: What are some of the excellent qualities of the paragraph that weve just reconstructed?
Hint for your discussion: Use a gimmick to elicit the qualitiesevery quality begins with an F. Record Fs on
the blackboard. (15 minutes)
- Flow - how each sentence follows the one before it
- Focus - how the paragraph revolves around a single main idea
- Function - what role the paragraph serves in the essay.
Ask the group what some typical functions aree.g.:
- Introductory paragraphs: to introduce a context and posit a thesis
- Background or Keyterm paragraph: Usually after the intro; to supply background o rdefine a
key term or concept
- Counterargument paragraphs: to entertain arguments of those who might disagree with the
thesis
- Demonstrative paragraph: to provide support for a sub-claim of the thesis
- Concluding paragraphs: to sum up the argument while also drawing out implications
- Form - how the paragraph is shaped; follows form
Ask the group how paragraphs with different functions will be formed, or organized (e.g. a
demonstrative paragraph usually opens with a claim, then provides evidence and analysis of the
claim).
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4. Hand out the sample paragraph, and read it aloud (or ask someone to read it). Lead a discussion: What is
your assessment of this paragraph in terms of the 4 Fs? Then ask the group to make suggestions for
revision. (10 minutes)
Unit/Theme: Point of View (adapted)

Arts/Level 3 Developing
Grade/Subject/Language Levels: Sixth grade/English Language
URL: http://www.ereadingworksheets.com/point-of-view-worksheets/point-of-view-comic-strips-project.pdf
Standards:
Common Core
o CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as
o
well as inferences drawn from the text

CCSS.ELA-LITERACY.RL.6.6 Explain how an author develops the point of view of the narrator or speaker
in a text
ILSS
o
CC.K-12.R.R.6 Craft and Structure: Assess how point of view or purpose shapes the content and style of
a text.
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WIDA
academic success in the area of English Language Arts
Content Objectives:
To practice recognizing point of view in narrative pieces

To apply point of view to personal writing
Practicing reading out loud
Practice visualizing point of view through drawings
Identify language signifiers for point of view (ie me, my, I, she, he, we)
Practice reading strategies by reading aloud to small groups
Apply point of view language to creative/original writing
Translate language to visual images using drawings
Formative Assessment:
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Students will turn in an exit slip to review point of view and also the comic strips to demonstrate understanding.
MPI Strand:
Level 1 Entering
List the components
and definition of
point of view
Level 2 Emerging
List components and
definitions and apply
them in order to
identify the point of
view in real texts
Level 3 Developing
Understand the
signifiers/basic
vocabulary and
identify the point of
view of real texts.
Also synthesize that
point of view to
original creations
Listening: Understand multi-step instructions and understand key vocabulary

Speaking: Able to articulate vocabulary, discuss ideas, practice agreeing/disagreeing with group members
Reading: identify cue words to determine point of view, participate in choral reading
Writing: complete graphic organizer, defend position in writing, answer questions, create own narrative
writing
Key Vocabulary
Content-related: First person, Third person, Point of View,
Three books within reading ability and with
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signifiers
General academic: evidence, analysis, visualization
varying points of view that match readers interest

Discussion question worksheet and evidence
Comic strip model and rubric
Point of View signifier poster for reference
SIOP Features
Preparation
Application
_x__ Hands-on
___ Meaningful
__x_Links to past learning
__x_ promotes engagement
Scaffolding
_x__ Modeling
___ Guided practice
__x_Independent practice
Group Options
__x_ Whole class
_x__ Small groups
___ Partners
__x_ Independent

Knowledge: Builds on prior knowledge of storytelling strategies
Comprehension: Must comprehend the vocabulary and signifiers, must comprehend the language of the story
being evaluated
Application: Apply point of view language to their own creative writing
Analysis: Analyze the language of real literature to determine point of view and use evidence to back up the
assertion
Synthesis: Create a comic strip based on their own narrative using point of view signifiers in order to cement
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understanding
Evaluation: Evaluate point of view of literary narratives, evaluate the work of other students in the group, evaluate
their own comic strips
Motivation : This would be a lesson used in preparation for a larger unit on narrative/creative writing. Ideally, the
relevance for the students would come from their own minds as we brainstorm what makes a narrative unique from
other forms of writing. We would also be evaluating point of view in books that the students are already
reading/interested in.
Instruction: Most of instruction for this lesson would happen at the beginning when we discuss as a class what we
know about point of view. This would be the stage when we organize the different signifiers and definitions onto a
wall anchor as a class. This paper will then be hanging on the wall for students to look at while they apply the
information we cover. I will also model using my own book and a projector how I would find point of view for the
students to watch my thinking process.
Practice/Application: Students will first work in small groups reading one of their favorite parts of their books so
far aloud, taking turns. Then they will work together on evaluating Point of View and filling out evidence on the
worksheet/organizer using the butcher paper for reference. Once they have finished I will look over their work briefly
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to make sure they are on the right track. Then they will make a comic strip (either on their own or as a grouptheir
choice) that practices their own writing using different points of view.
Review/Assessment: I will use exit slips to check their initial understanding after instruction. Then I will evaluate
their organizer and comic strip. At the end, we may have a small quiz if I feel I need a clearer picture of individual
understanding.
Original Lesson Plan Resources
Narrative Point of View Comic Strips

Objective: create four comic strips showing four different narrative view points.
Requirements
1. Each comic strip will contain dialogue (word bubbles) and narration (square narration boxes).
2. Each comic strip should be narrated using one of the following perspectives: first-person, second-person, thirdperson objective, third-person limited, and third-person omniscient.
3. Make an effort. If you are not good at drawing, create good storylines and use stick men.
If you decide to work with a partner, you will make FIVE comic strips (one for each POV) and color them.
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Rubric
Knowledge: Did you label the narrators view point correctly in each comic strip?
0 -------------------- 1 -------------------- 2 -------------------- 3 -------------------- 4 --------------------5
Doesnt understand
Made a few mistakes
Made a couple mistakes
Made a mistake
Well done!
Completion: Did you make four comic strips? Did you add narration, dialogue, and pictures?
0 -------------------- 1 -------------------- 2 -------------------- 3 -------------------- 4 --------------------5
Mostly incomplete
One complete
Two complete
Missing something
Fully Complete
Quality: Did you attempt to create a good story, nice pictures, or both?
0 -------------------- 1 -------------------- 2 -------------------- 3 -------------------- 4 --------------------5
Very sloppy
Not grade level appropriate
Started off strong but rushed the end
High-Quality Work
Effort: Does your completed project reflect an appropriate amount of effort?

0 -------------------- 1 -------------------- 2 -------------------- 3 -------------------- 4 --------------------5
Very little effort applied
Try harder
You can do better.
Good Work
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Unit/Theme: Titanic (adapted)
Studies/Level 4 Expanding
McKenzie Hayes
Grade/Subject/Language Levels: 7-8th grade/Social
Description:
PowerPoints found here: https://sharemylesson.com/teaching-resource/titanic-writing-tasks-184517
Standards:
Common Core:
o CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
o
information in print and digital texts.

CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific
to domains related to history/social studies.

CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally)

Illinois State Standards
o SS.H.2.6-8.MdC: Analyze multiple factors that influenced the perspectives of people during different
historical eras.
o SS.IS.5.6-8.MdC: Identify evidence from multiple sources to support claims, noting its limitations.
WIDA
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o
McKenzie Hayes
ELP Standard 4: English language learners communicate information, ideas, and concepts necessary for
academic success in the area of Social Studies
Content Objectives:
-
To identify the language, structure and layout conventions of newspaper articles.
To write a newspaper article following newspaper conventions.
To write appropriately within the social historical context of 1912.
To explore different points of view for the same event
1. To be able to adapt written language so that it is consistent with newspaper article genre
a. tense, vocabulary, structure
2. To explore voice and identity in writing from a point of view that is not your own
3. To practice vocabulary and academic language as it pertains to the Titanic
4. To recognize the way written language is organized on a newspaper page
5. To gather appropriate quotes from real-life accounts and include them in the newspaper effectively
6. To explore differences in formal newspaper language and informal postcard language
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Formative Assessment:
Exit slips for student questions and to verify understanding

Observations of student progress during class
First drafts of their newspaper articles and postcards from which I would build a rubric for revision
Listening: listen and comprehend multi-step instructions, understand vocabulary

Speaking: describe the events of the titanic, discuss key vocabulary, identify components of a newspaper,
decide upon a new viewpoint, express opinions and interpretations

Reading: read a newspaper article and recognize its title and other components, read a first-hand account and
make connections/inferences, interpret the graphic organizer of the key elements of a newspaper, compare
1912 newspaper to newspapers of today

Writing: take notes on the elements of a newspaper article, write a newspaper article, generate original ideas
for postcard viewpoint, imagine the emotional consequences of the sinking Titanic, focus on main ideas, fill in
graphic organizer containing newspaper components
Key Vocabulary
Content-related: Headline, sub-heading, caption, thirdperson, alliteration, stand-first, bias, point-of-view, voice
General academic: support, interpret, imagine, adapt
Titanic Newspaper and Postcard PowerPoint
-Notebooks for recording small
exercises/notes/brainstorming
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-Visual examples of 1912 newspapers, postcards

-Printed models of 1912 newspapers and postcards for
reference
-Blank newspaper template handout (graphic)
-Paper rectangle to draw postcard (and coloring
materials)
-Computer time to type newspaper article
SIOP Features
Preparation
Application
__x_ Adaptation of content
__x_ Hands-on
__x_ Meaningful
___Links to past learning
Scaffolding
Group Options
__x_ Modeling
_x__ Whole class
___ Guided practice
___ Small groups
_x__Comprehensible input
_x__ Partners
__x_ Independent

Knowledge: Build on prior knowledge of the Titanic, consider their own boating/travel experiences, connect to
modern disasters with boats, planes, etc.
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Comprehension: Understand key vocabulary, understand the effects the Titanic had on passengers and families at
home, understand basic events and contributors to its sinking
Application/Synthesis: Applying modeled newspaper template to their own newspaper, modeling ideas of real
passengers postcards to use to create their own viewpoints
Analysis: Think critically about the events of the Titanic, decide which elements would be most appropriate in their
newspaper article, analyze the effects the Titanic had on the time period
Evaluation: Peer review articles/postcards in partners and self-evaluate their progress

Motivation : Begin with a discussion on Syrian refugees currently sailing across the ocean seeking asylum.
Transition to my own experience with my great grandmother sliding down a mattress of a sinking cruise ship 8 years
ago. Brainstorm what kids already know about the Titanic from shows, classes, media, museums, etc. Discuss how
advances in technology can often have unintended and sometimes fatal consequences.
Instruction: Using the PowerPoint as a guide, I would go through the slides, asking students to record questions or
write down ideas in their notebooks as I go. They will also have printed out versions of the newspaper template and
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the modeled postcards from the event to refer to alongside the PowerPoint. At the end we will brainstorm ideas as a
class of the most important events (that they can then use to start synthesizing their newspapers and postcards).
Practice/Application: The students will first work independently on the general lay out of their newspapers. This
would likely take most of an entire class period. Students will take the information we brainstormed and, using the
newspaper guide, start crafting their own articles using the vocabulary and information we discussed. Once they
have a rough draft with all the elements in the guide included in their papers, they will share their efforts with their
partners. The partners will then give each other feedback using a feedback guide we will have created at the
beginning of the school year. If needed, I can decide to have the partners work together on one article to
differentiate. I may also decide some groups should incorporate less of the article elements than others. The
postcards will be modeled similarly, and the students will write, draw/decorate them and they will be displayed on
one of the walls in the classroom.
Review/Assessment: Assessment of the newspaper will be based on a rubric that is created from what I notice
about their rough drafts and with the objectives as well. I will check to see if the vocabulary we focused on in class
was used appropriately in their articles. The postcards will be graded based on their level of thought and
effort/creativity. I will give students the chance to turn in a second draft after my initial feedback. I would give them
the rubric I created from the students first drafts.
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Unit/Theme: Critical Thinking in News Outlets (original)

Studies/Level 4 Expanding
McKenzie Hayes
Grade/Subject/Language Levels: 7-8th grades/Social
Standards:
Common Core
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o
McKenzie Hayes
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.

Cite specific textual evidence to support analysis of primary and secondary sources
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).

Distinguish among fact, opinion, and reasoned judgment in a text
ILSS
o
o
o
WIDA
o
SS.IS.4.6-8.MdC. Determine credibility of sources based upon their origin, authority, and context
SS.IS.5.6-8.MdC. Identify evidence from multiple sources to support claims, noting its limitations
SS.IS.7.6-8. Critique the structure and credibility of arguments and explanations (self and others).
ELP Standard 4: English language learners communicate information, ideas, and concepts necessary for
Content Objectives:
To use critical thinking skills to evaluate credibility of sources that are used in daily life
To practice gathering source information in all forms
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To
To
To
To
McKenzie Hayes
draw conclusions from sources that give different information on the same topic
understand motive and how it affects the medias use of information
work collaboratively to understand points of view
articulate in their own written responses using their sources and the conclusions and vocabulary learned
Understand meaning from reading/listening to language

Compare and contrast language from different sources
Articulate conclusions from reading
Take notes on the differing viewpoints
Formative Assessment: Check in with groups while they are working, turn in their graphic organizers before their
written response and give feedback, answer questions/gauge understanding from whole-class discussions
MPI Strand
Level 1 Entering
Listing
components of
the sources/
what they are
arguing
Level 2
Emerging
List
components
and organize
them into a
graphic
organizer/Venn
Diagram
Level 3
Developing
Work with peers
to find
components,
organize them,
and defend
your answers
Level 4
Expanding
Work with peers
and participate
in class
discussion to
distinguish
between bias
components of
sources and
defend
reasoning
Level 5 Bridging
Collaborate
with peers and
help lead class
discussion
accurately
utilizing specific
vocabulary like
implicit/explicit
bias in sources
and defend
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reasoning in the
form of a
written
response
Listening: listen to sources such as TV news, media, etc., listen to classmates retell of the information they
have found, listen to class discussion on conclusions and ideas

Speaking: articulate findings and conclusions from sources in a group and class setting
Reading: Read and comprehend source material, understand implications behind written text, analyze
readings
Writing: Organize/write comparison chart on different groups source findings relative to students own
Key Vocabulary
Content-related: implicit/explicit bias, motive, context,
General academic: analyze, conclude, interpret, criticize
Butcher paper
Graphic organizers
Markers
Article for modeling
Laptops
SIOP Features
Preparation
Application
_x__ Hands-on
__x_ Links to background
_x__ Meaningful
Scaffolding
_x__ Modeling
__x_ Guided practice
Group Options
_x__ Whole class
_x__ Small groups
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__x_Links to past learning
__x_strategies incorporated
McKenzie Hayes
___ Partners
_x__ Independent

Knowledge: Builds on prior knowledge and interest in current events, builds on prior understanding of critical
thinking strategies
Comprehension: Must comprehend the language of the source, must comprehend other students conclusions and
how those relate to their own
Application: Apply the model/practice/brainstorming in class to their own sources and also to their own lives in the
short reflection
Analysis: Analyze the articles implicit or explicit bias, motive, and its effect on thinking
Synthesis: Form an opinion supported by facts from the graphic organizer on which sources are most credible
Evaluation: Determine the credibility of the sources they choose, evaluate the sources of others, evaluate
conclusions made

Motivation : Start with spending time exploring current issues that matter to them. Narrow it down to one main
issue. Use an example from my own personal experience of the vastly different political views of myself and my
father and link that to the different sources (news articles, news channels, media coverage, friends, etc) that we
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follow.
Instruction: Model analysis of an example article (CNN, NPR, ABC, etc) about a separate topic. Go through the
most important parts of a credible article, using/defining the targeted vocabulary, and consider whether or not the
example is a good. With students input, create a list on the butcher paper of the most important aspects that we
covered. Include definitions to these items if necessary. Hand out graphic organizer
Practice/Application: Students collect 1-2 sources. They can be articles, media videos, or news shows. If chosen a
common news source, must pick two (1 other that is less well-known). Students then analyze their articles in class
using the list created from the day of instruction. Once they have their notes on their sources, I will split them into
groups based on the articles they have chosen. The first rounds of groups will all have like sources. They will
compare their articles based on what they find similar. They will fill out the similarity part of the graphic organizer
that will also have question prompts that include vocabulary to help guide thinking. I will split them into groups
again, this time putting them in groups that have sources with very different viewpoints. They will fill out the
difference section of the organizer that includes questions to guide thinking. At the end, the students will come back
as a group and spend some time drawing conclusions based on their own article and the two groups they
collaborated with.
Review/Assessment: As a class we will discuss our findings and together write the conclusions on the board. We
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should reach the objectives set out from the beginning and use the vocabulary that was taught during the
instruction section of the lesson. We will also tie back to the motivation/relevancy of the lesson. The final
assessment will be a short response in their notebooks about their opinions on what they learned and how it applies
to their lives using the vocabulary terms we discussed in class.
Unit/Theme: 2016 Election Aftermath (original)

Studies/Level 3 Developing
Grade/Subject/Language Levels: 7th Grade/Social
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Standards:
Common Core
o CCSS.ELA-LITERACY.RH.6-8.8
ILSS
o
o
Distinguish among fact, opinion, and reasoned judgment in a text
SS.IS.1.6-8. Create essential questions to help guide inquiry about a topic.

SS.IS.8.6-8.MC. Apply a range of deliberative and democratic procedures to make decisions and take
action in schools and community contexts.

SS.CV.4.6-8.MdC. Analyze ideas and principles contained in the founding documents of the United
States and other countries, and explain how they influence the social and political system
SS.CV.5.6-8.MdC. Analyze the purposes, implementation, and consequences of public policies in historic
and contemporary settings

WIDA
Content Objectives:
To
To
To
To
To
To
explore human rights and their relationship to our everyday lives

practice/see value in civil practices like voting and writing to prominent government officials
ask questions and form conclusions from patterns of collective thought
listen to other students values/culture and consider how they correspond with your own
learn how to interact with those who have differing opinions
engage in civil discourse
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Identify language that asserts human rights

Form written questions based on the thinking of yourself and others
Verbalize predictions from a set of data
Communicate preferences and differences in identity
Construct language in a letter-format
Formative Assessment: Assess the students based on their shared rights and predictions. Also the end letter that will
be turned in as a formal assignment before being mailed to the president-elect.
Listening: Listen to the opinions of others in a group and class setting

Speaking: Articulate/prioritize own beliefs regarding human rights
Reading: Read the questions and thoughts of other students written anonymously in order to draw conclusions
and prompt new thinking

Writing: Write own thoughts, questions, conclusions, and summative letter as it relates to the activity
Key Vocabulary
Content-related: Human Rights, Vote, Civil Discourse,
Lobby, Culture, Morals/Values, Rhetoric, Policy, Political
Power
General academic: question, conclusion, prioritize,
reflect
Ten sheets of butcher paper (later add pictures to help
connect meaning)
Wall space
Tape
Markers (enough for every student in the class)
Special poster for identifying most important human
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rights
SIOP Features
Preparation
Application
_x__ Hands-on
_x__ Meaningful
__x_ promotes engagement
Scaffolding
__x_ Modeling
Group Options
__x_ Whole class
_x__ Small groups
___ Partners
_x__ Independent

Knowledge: Builds on prior knowledge of our system of government, role of the president, voting, Bill of Rights,
Civic practices, own personal backgrounds
Comprehension: Must comprehend implications of rhetoric and policies, the rights as we vote, the questions
students right, directions for formulating their own questions, how to format a letter,
Application: Must create their own meaningful questions that tie to their unique backgrounds
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Analysis: Analyze other students questions in order to draw conclusions on the concerns of the whole class
Synthesis: Take the questions, conclusions, and prioritized list of human rights that represent the class and write
a letter to the president-elect or a local government official
Evaluation: Formulation of rights desired within the group, questions, conclusions, and letter are all examined by
the teacher to evaluate understanding
Motivation : This lesson would take place after the students mock election, learning about political processes
like voting, the roles of government/specific branches, the influence of the president, running campaigns, etc. The
students will be guided through the process of relating their own feelings and experiences in the form of questions
on the most important rights they chose. They will then learn how to apply their feelings, fears, and experiences in
a way that promote democratic practices and healthy outlets to enact change.
Instruction: First facilitate student discussion in groups about the most important human rights that they can
think of. Model this by choosing one for yourself and explain your own personal connection. After students create
their lists, write them on the board and have a vote on the top ten that they want the class to focus on for the rest
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of the activity. Combine some of the rights if applicable. Next discuss meaningful questions, emphasizing the need
for them to connect to something that is personal. Model one question for each of the rights to help students get
started. Write each of the chosen rights on their own separate piece of butcher paper and hang them around the
classroom. Have the students help you if needed. Next, as individuals, let the students drift to each of the papers
and write one question they have about it in whatever order they see fit. Encourage students to read the
questions of others to garner ideas. Once every student has written one question on each right, assign one group
to each butcher paper and have the students draw conclusions based on the questions they read from their
classmates. Share these conclusions in a discussion and write them on a document to be copied for the students
later.
Practice/Application: Pass out copy of rights and the conclusions. Keep the butcher papers up and encourage
students to wander around the room if they need ideas. Have students draft a letter, either to the president-elect
or local government officials (whatever they feel would be the most relevant to their concerns).
Review/Assessment: Students must demonstrate their knowledge of the vocabulary in the letters they write.
Review the vocabulary, rights, and conclusions before students begin writing. Use first drafts of their letters as
formative assessment and decide if further instruction is needed. Partner with ELA teacher to teach students how
to write in letter form (if possible)
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Unit/Theme: Early American History/Laws in Jamestown

6/Social Studies/Any
McKenzie Hayes
Grade/Subject/Language Levels:
(1 Section) Standards: SS.IS.6.6-8.LC; SS.H.1.6-8.LC; SS.H.1.6-8.MdC; English Language Proficiency Standard 5

st
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WIDA: ELP Standard 1-5
Content Objectives:
Place laws into correct sequential order
Construct poster with laws in order and images matched with correct laws.
Gain a fuller understanding of the intent of the Jamestown Laws and how they affected minority peoples
Groups will compose inferences based on the poster created.
Students will collaborate with their group to complete a timeline and create inferences
o
Students will need to clearly communicate with their groupmates
Students will also use language to articulate their observations, prior knowledge, and inferences in a graphic
organizer
Formative Assessment: Students will create a timeline using events of their choice. Students will then complete the
inference sheet making inferences based off of their timelines.
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Listening: Students will need to listen to their groupmates ideas in order to construct their poster.
Speaking: Students will need to communicate with their group members in order to construct their poster.
Reading: Students will need to read the information provided in the Notes Packet to be able to complete the
assignment.
Writing: Students will write inferences based on their poster.
(2 Section) Key Vocabulary

Content-related: Statutory Law: is the term used to define written laws, usually
enacted by a legislative body
General academic: Timeline: a graphic representation of the passage of time as a line;
nd
Supplementary
Materials
Notes Packet
Poster Boards
Markers
Sharpies
Glue
Scissors
SIOP Features
Preparation
Scaffolding
Application
_x__ Adaptation of content
_x__ Modeling
__x_ Hands-on
_x__ Meaningful
___Independent practice
__x_ Linked to objectives
Group Options
___ Whole class
_x__ Small groups
___ Partners
___ Independent
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Knowledge: Students will need to apply their prior knowledge to make inferences about the laws on their
timeline.
Comprehension: Students will need to locate the correct law and image and pair them together.
Application: Groups will select the laws they believe are the most important. Only the laws the group determines
to be the most important will be included on their poster.
Analysis: Groups will map the laws onto a timeline, in a way that makes sense to them.
Synthesis: Students and groups will, after constructing their timeline, speculate and infer based on information
on their timeline.
Evaluation: Students and groups will justify their inferences with information provided in the Notes Packet or with
prior knowledge.
Lesson Plan Sequence (3 Section)
rd
Motivation : Builds upon the Pilgrim unit that the students are already learning about. We would also have a
discussion about the connections between modern US and Native American relationships that are happening
today and how they think the two are similar or different. During this discussion, we could also talk about general
conflict that arises from immigrants coming to lands already populated by other cultures. For our model of the
timeline that the students would reference, we used modern Native American laws (since the 20th c.) to add
further relevancy to their project. We planned to then make inferences on the graphic organizer that related to the
conflict with the Dakota Access Pipeline as a way to show how history can be seen in current events and conflicts.
Instruction: First we will show the students the model timeline that we made using modern laws that involve
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Native Americans. We will draw the timeline, label the dates, cut out the laws, match them with the corresponding
images, and form a title just like how we want the students to do once we teach the lesson. We will also fill out the
inference graphic organizer ahead of time. We will use this model to help teach the students how to create
timelines and organize important historical events.
Instead of having the students use all of the laws on the timeline, we will have them choose the three that they
felt were the most significant. We will assign roles to the students (ie some students read the laws, match the
pictures, draw the timeline, and glue everything onto the paper, etc). Once the students choose the laws that they
feel are important, we will help them understand what the laws are stating and how they related to Native
American and Pilgrim relationships as well as the lesson they are learning about from their teacher.
Practice/Application: Students will apply their knowledge by constructing their own timelines collaboratively.
They will have to decide which laws they feel are important, create a timeline, organize the events on the timeline,
match them with the correct visual representations, and create a title. At the end they will fill out a graphic
organizer designed to help them make inferences using information that they know/learned from the timeline. This
will assist the students in interpreting data in the timeline.
Review/Assessment: We will review the students work by looking at the timeline, listening to their discussions,
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and evaluating their inference sheets. Students will have to support their conclusions by using vocabulary they
learned in the timeline. Ideally if every group participated in this activity, they could present their timelines and
inferences to the class as a way of peer evaluating their work.
BJ Lesson Reflection
Teaching sixth graders at Bloomington Jr. High school had a tremendous impact on me as a teacher. It was the
first time I had gone through the entire process of planning, preparing, teaching, and reflecting. I learned several
lessons that are important for effective teaching including adaptability, having relationships with the students,
modeling thinking, and giving them the chance to really interact with the lesson. Even though the lesson did not
progress perfectly, it provided a valuable opportunity for me to experiment with the kind of teaching style I want to
have, along with what it really feels like to teach a group of students.
The planning portion of our lesson started when our group met outside of class to discuss just what exactly we
wanted to teach for our group lesson at Bloomington Jr. High. Our CT gave us the lesson plan that he was using in
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class as context for what he would like us to focus our lesson on. We did not have to teach part of his lesson, but he
suggested that our lesson topic should match up with what the students are already learning, which was the first
Thanksgiving and early American life in Jamestown. I agreed doing so would be a good idea because it would build
on students prior knowledge and offer relevancy to our lesson. One of the aspects of his lesson that we really liked
was that it dealt with a lot of primaryor very close to primarysources. We knew that working with primary
sources was a component in the Common Core and Illinois State learning standards. One of those sources was a
timeline of laws passed in Jamestown that involved minorities including Native Americans and African Americans.
Along with each of the primary sources, he had a worksheet for the students to fill out. We decided that our lesson
might be most beneficial if we expanded on the sources and designed a lesson using the SIOP format that would
allow the students to interact more with the primary source. We unanimously decided on the timeline because it was
the least visual, it was just a listing of dates and laws, and was therefore potentially the most difficult source for the
students to understand. The language of the laws was also very technical. Moving from there, we thought that it
would really help students understanding if they had a visual for what these laws on the timeline looked like. We
decided that for our lesson, our students would construct their own timeline on poster paper and organize the
different laws in the correct order. We also thought visual representations of the laws would further help them with
the technical language, so we decided to pick one picture that represented each law that the students would have to
match and paste on their poster. Once they had a visual representation of the timeline, along with a clearer
understanding of the laws, we decided we wanted them to try interpreting the data in a way that was different from
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just answering questions in a packet. We chose to use a flow chart that was designed to help students make
inferences about the laws, their dates, and what it meant for Jamestown society and how early Americans treated
minorities. This would fit in the support or strategy performance indicator (TESOL 2006) because the students
would be using visuals and graphic organizers. The students would then work collaboratively on the timeline, and we
would assign roles if necessary (one student would draw the timeline, another would read the laws out loud, another
would match the laws to the correct images, and another would paste them in the correct order). This would ensure
that everyone was able to contribute, and is supported by Gibbons condition all children are involved in the group
in table 4.2 Effective Strategies Lead to Successful Group Work with Language Learners (pg. 63). For the inference
part of the lesson, we wanted them to work either individually or in Think-Pair-Share and discuss as a group what
they came up with. We would informally assess them based on their timeline and their inference discussion we had
at the end.
Perhaps the most important part of our lesson was the model we created. We knew that a visual
representation for what we wanted our students to do would really help them understand what our expectations for
them were. For ELL students, we also wanted a visual to show them in case verbal explanation of what a timeline
should look like was not helpful to them. In order to add relevancy to our lesson, we decided to use modern laws,
since the 20th century that dealt with Native Americans four our model. We would cut and paste the laws along with
visual representations just like the students. We would also come up with a title and fill out an inference sheet, which
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we decided to link to the current conflict between the Standing Rock Sioux tribe and the Dakota Access Pipeline.
Using what we knew from the law, and what we knew about the current event, we made inferences about how the
laws may have contributed to the treatment of protesting Native Americans there, and also the influence of
corporate interest. We knew that the students had a current events hour every week at Bloomington, and so we
hoped that they had heard of the Dakota Access Pipeline controversy already and could use their prior knowledge.
Of course, if this was a longer lesson and we were teaching the entire unit, we might make references and links to
the Pipeline throughout the lesson in order to build students prior knowledge. Outside of our time together, I
researched some Native American laws since the 20 th century, Colton found images to match those laws, and
Melissa brought markers, poster paper, glue sticks, and rulers to help us construct our timeline. Once that was
made, we filled out our example inference sheet that looked identical to the one our students would be using
together and we were ready to use it in our lesson!
The first setback in our lesson plan happened before we were able to get startedour CT informed us that
they were having shortened class periods that Friday due to team meetings. Instead of having a half hour of time
like we had planned, we would only have fifteen minutes. We decided that in order to speed things up, the students
would just pick three of the laws they think are important to put on the timeline. Our first group we taught was
imitated to speak to us, although they seemed very willing to do the project and we were able to get everyone to
contribute. It was actually rather hard to teach with three of us, I think it was a little intimidating for them with all
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three of us watching. The second and third groups for the next hour talked much more and quickly adapted roles to
finish the project together. First we had them look at their timelines that our CT had given them. Next we showed
them our model and explained what we did. After giving them their materials, we had them choose roles and start
working on the timeline piece. I noticed that the few ELLs we had in the first group were quieter than the other
students, preferring to choose jobs like gluing, but they did pay close attention to their peers who helped them
understand what the lesson was about. Some of them may have been in the silent phase, although it would take a
lot more observation for me to make any certain conclusion. When we started discussing the title, I used teacherguided collaborative dialog that can be used for scaffolding by asking the students what do you know about these
laws? I wanted for student response, and then helped negotiate feedback to lead students to the answer. Some of
the laws we had to brainstorm and decipher together as a group, but once we did, the students discussed which
photo matched the best and ultimately came to the correct answer. It took more time than I expected, and I had to
give corrective feedback through reformulation and modeling correct answers using our modern Native American
timeline. Unfortunately for every group none of them had enough time to fill out the inference sheet due to our
unforeseen time restrictions.
After the lesson was over, I took some notes and time to reflect over how our lesson went. I determined there
were a few key items that I really liked, and a few I think we could have improved upon, particularly if we had been
under different circumstances. All of the students seemed very interested in our project, and I think its hands-on
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nature really appealed to the students. The photo matching and drawing that was involved also seemed to really
clarify their vocabulary understanding and sparked some good collaborative discussion between students. The
greatest surprise that we had not anticipated was how long it took the students to brainstorm a title for their
timeline. They needed much more scaffolding from us in order to decide what title best fits the laws they had
chosen. I think it would have been beneficial for students to have learned how to create a timeline title beforehand
in order to build on their prior knowledge that is incorporated in the SIOP model. It became clear that many of the
students either did not remember or had not learned how to title a timeline. This made our timeline model even
more helpful than I had previously thought. Students really studied it in order to understand what we wanted them
to learn. I definitely think our lesson would have been much harder and less effective if we had not modeled it for
the students first. Students worked fairly well together in the last two groups. The first group was much more shy
around each other, which definitely slowed their progress a bit more. Not having an established relationship with the
students also made them a little more hesitant around us, although I felt like I had a greater connection with them
after our lesson than before during our observation hours. My greatest disappointment with the lesson was the lack
of time. I was very unhappy that we could not get to the inference part of the lesson, which I felt was the most
important to gaining a deeper understanding of the timelines purpose and also connecting more with the topic.
Luckily at the end of class, our CT had a whole-class discussion on the timeline and what the students noticed about
it, which did help them create inferences and see relevancy to modern minority treatment in American society today.
I just think it would have been awesome if the students could have discovered it on their own more in our lesson. We
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evaluated student understanding based on their discussion during the construction process and the timeline product
itself. Unfortunately we could not use the formative test that we had previously planned, which would have been the
inference sheet.
The value of practicing teaching is truly immeasurable. Despite the disappointment of having our time cut
short, I felt that it was a valuable experience to not have the lesson go perfectly. The ability to adapt to
circumstances is necessary to effective teaching as unforeseen conflicts often arise in the classroom. By the same
measure, having a lesson plan written out along with prepared materials also is important to good teaching. Without
having the pre-prepared model and the materials necessary for the lesson, it would not have gone as smoothly as it
did. Planning a lesson where the students are actively engaged also greatly enhances their learning. I feel that this
lesson experience will help me to continue to think about how I can be the best teacher for my students and adjust
my future approaches to teaching lessons.
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Integrated Unit Lesson Plan Template (SIOP)

SIOP Model Lesson Plans

Integrated Unit Lesson Plan Template (SIOP)

Paragraph Structure (ELA)

Critical Thinking in News Outlets (ELA)

Point of View (ELA)

Election Aftermath (SS)

Early American Laws in Jamestown (SS)

Integrated Unit Lesson Plan Template (SIOP)

Unit/Theme: Paragraph Structure (adapted)

Grade/Subject/Language Levels: 7-8th grade/Language Arts/Level

to task, purpose, and audience.

audience have been addressed.

(e.g., charts, tables), and multimedia when useful to aiding comprehension.

Integrated Unit Lesson Plan Template (SIOP)

demonstrating command of formal English when indicated or appropriate.

English grammar and usage when writing or speaking.

word or phrase important to comprehension or expression.

Understand the internal structure of paragraphs

Integrated Unit Lesson Plan Template (SIOP)

Identify key language to paragraph writing using the four F model

Integrated Unit Lesson Plan Template (SIOP)

__x_ Whole class

_x__ Guided practice

_x__ Small groups

Higher Order Thinking Skills

Integrated Unit Lesson Plan Template (SIOP)

Integrated Unit Lesson Plan Template (SIOP)

Mentor text from Crossing Over by Ruben Martinez:

Original Lesson Plan

Integrated Unit Lesson Plan Template (SIOP)

WRI 165: Hamlet

Lesson objective: To teach the gentle art of paragraphing.

Total estimated time: 55 min.

Additional outcomes: Practice diagnosing weaknesses and revising

Assignment sequence thats underway: Any!

Integrated Unit Lesson Plan Template (SIOP)

Integrated Unit Lesson Plan Template (SIOP)

Unit/Theme: Point of View (adapted)

Grade/Subject/Language Levels: Sixth grade/English Language

well as inferences drawn from the text

Integrated Unit Lesson Plan Template (SIOP)

To practice recognizing point of view in narrative pieces

Integrated Unit Lesson Plan Template (SIOP)

Listening: Understand multi-step instructions and understand key vocabulary

Integrated Unit Lesson Plan Template (SIOP)

varying points of view that match readers interest

Higher Order Thinking Skills

Integrated Unit Lesson Plan Template (SIOP)

Integrated Unit Lesson Plan Template (SIOP)

Narrative Point of View Comic Strips

Integrated Unit Lesson Plan Template (SIOP)

Made a few mistakes

Made a couple mistakes

Not grade level appropriate

Started off strong but rushed the end

Effort: Does your completed project reflect an appropriate amount of effort?

You can do better.

Integrated Unit Lesson Plan Template (SIOP)

Grade/Subject/Language Levels: 7-8th grade/Social

information in print and digital texts.

to domains related to history/social studies.

Describe how a text presents information (e.g., sequentially, comparatively, causally)