Weebly



SIOP Lesson Plan Template 2

|STANDARDS: |

|LAFS.K.W.1.3 |

|Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which |

|they occurred, and provide a reaction to what happened.  |

| |

|LAFS.K.RI.1.2 |

|With prompting and support, identify the main topic and retell key details of a text.  |

|Theme: This class has been exploring identifying the main topic and retelling key details from the text. We have been focusing on retelling key details from the|

|text and the main idea with using anchor charts and story cards. The language in turn-and-talk focuses on the students to increase their verbal interaction |

|between one another in order to improve their ability of recalling key details from the text. |

|LESSON TOPIC: Sequencing the stages of how to make ice cream. |

|OBJECTIVES: |

| |

|Content: I can learn new information by telling the main idea and details about what is read. |

| |

|Language: Turn and talk for student’s focuses on the students to increase their verbal interaction between one another in order to improve their ability of |

|recalling key details from the text. Students will have illustration cards to help identify the different scenes from the text. |

| |

| |

|LEARNING STRATEGIES: Think aloud, think-pair-share, visualizing, paraphrasing. |

|KEY VOCABULARY: Dairy Farm, factory, transporting |

|MATERIALS: “Make Mine Ice Cream” By: Melvin Berger, illustrations from various scenes from text for sequencing, anchor charts for sequencing, readers response |

|notebooks. |

| |

|MOTIVATION/ANTICIPATORY SET (Building Background): Students have been using non-fiction text to retell key details from the text and finding the main idea. We |

|have been using illustration cards and anchor charts to practice putting scenes in chronological order and to reinforce their knowledge of the information and |

|vocabulary. |

|PRESENTATION/INPUT/MODELING (Language & Content Objectives, comprehensible input, strategies, interaction, feedback): |

|1) Presentation of Objectives |

|2) Review of Last Class and sequencing |

|3) Read “Make Mine Ice Cream” while sequencing the order of how ice cream is made on an anchor chart. |

|4) Do “Turn and Talk” throughout the book to keep students engaged |

|5) Review the process of how ice cream is made with text cards |

|6) Students will go back to their seats to write in their readers response notebook |

|7)) |

|PRACTICE/APPLICATION (meaningful activities, interaction, strategies, feedback): |

| |

|Modeling: While reading “Make Mine Ice Cream”, we will recall the main idea and key details from the text using anchor charts and illustration cards. Students |

|will do turn-and-talk throughout the reading to keep them engaged and to support the various level of learners in the classroom with talking about the |

|information that is coming from the book. We will write about steps of how ice cream is made on an anchor chart to reinforce sequencing (key details) of the |

|text. |

|REVIEW/ASSESSMENT |

|Students will do a quick sketch, label, and a sentence of one of the processes of how ice cream is made in their reader’s response notebook. Students will have |

|the anchor chart and the illustration cards for support during the response time. |

|EXTENSION: Students will do a quick sketch, label, and write about how they can make their own ice cream-or popsicles at home and the steps it would take them |

|to make it. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download