SIOP Lesson Plan - Ms. Bauman's 2nd Grade Class
SIOP Lesson Plan
|Topic: |Class: |Date: |
|Comparing and Contrasting Fiction and |Ms. Bauman’s 2nd Grade Class |January, 22nd 2015 at 10:15 |
|Nonfiction | | |
|Content Objectives: (Stated in Student Friendly Language): |Language Objectives: (Stated in Student Friendly Language): |
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|I can compare and contrast fiction and nonfiction. |I can explain the differences and similarities between two stories. |
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|Key Vocabulary: |Materials (including Supplementary and Adapted): |
|Compare |Fiction Books |
|Contrast |Nonfiction Books |
|Fiction |Students’ book boxes |
|Nonfiction |Scholastic magazine |
|Illustrations/picture |Ipods |
| |LLI materials |
| |Worksheet |
| |Pencil |
| |Elmo projector |
| |Paper |
| |Worksheets |
| |Lesson |
| |Chart paper |
|Essential Question: |Homework: |
|How can I compare and contrast two stories that are about wolves and |Students will have their Daily 5 rotations to go through. |
|decide if it is nonfiction or fiction story? |Word Work: Nonfiction/Fiction Sort |
| |Work on Writing: Pronouns in a sentence |
| |Listening to Reading: Students use ipods and look at the board to see what |
| |color they are on today. |
| |Read to Someone: Students will read knee to knee and elbow to elbow with their|
| |reading partners. |
| |Teacher Work Station: Groups will come and meet with me for about 15 minutes |
| |unless it is my LLI group that will stay with me for a bit longer. During the |
| |time that my LLI group meets with me, my students will get choice time. |
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SIOP Features/Reflection
Preparation Scaffolding Grouping Options
_X__ Adaptation of Content _X__ Modeling _X__ Whole Class
_X__ Links to Background _X__ Guided practice _X_ Small Groups
_X__ Links to Past Learning _X__ Independent Practice _X__ Partners
___ Strategies Incorporated ___ Comprehensible Input _X__ Independent
Integration of Processes Application Assessment
_X__ Reading _X__ Hands-on _X__ Individual
_X__ Writing _X__ Meaningful _X__ Group
_X__ Speaking _X__ Linked to objectives _X__Written
_X__ Listening _X__ Promotes engagement _X___Oral
Lesson Sequence
Warm up/Review:
To begin reading we will start off by getting our book boxes and then come to our reading spots. Then, once all of the students are gathered at the front of the room the students will then state what we are going to learn about today. “Today we are going to compare a nonfiction story that we read yesterday about wolves, today we are going to read another story about a wolf.”
Thumbs up if you remember talking about a nonfiction story about wolves. Chart paper: Now let’s look at all of the ideas that you came up with yesterday about Nonfiction texts. You listed many things that you saw in the Nonfiction story; Glossary, bold words, index, Headings, real pictures. Those are all true about Nonfictions stories. Now, does a Nonfiction story have Characters with a Problem? Can I map out a Nonfiction story with S, W, B, S, T? No, we can’t can we?
Introduction to New Lesson:
Today, we are going to read another story about a wolf. Now, this wolf is similar to the wolf and wolves that we read about yesterday.
Presentation:
“Now, before you tell me if this book is nonfiction or fiction I first want you to describe the books to me and what you notice.”
- Holds up Little Red Riding Hood:
“I DO”
(Teacher Models) I notice that this book is about a girl and that she is in the woods somewhere.
Instructional time for students to think (Continually checking for understanding)
“You Do”
Active Engagement: (Students) discuss what they noticed about the “Fiction” book.
Now that I said one thing that I notice; I would like for you to take a moment to think of something that you notice about this book. Talk about the title and the illustrations on the front and back covers. (This will help the students think about what they learned beforehand; their prior knowledge of this well-known story. They will think about character traits, feelings, just by looking at the clues in the pictures).Thumbs up if you have something to share about this book. Once everyone has their thoughts, then I would like you to turn and talk to your partners about what you noticed.
Comprehension Questions before reading the text:
- What do you notice about this book “Little Red Riding Hood” just by looking at the pictures, the title and the words on the pages?
-Have students share some thoughts.
“We DO”
Guided Practice
Now, that we have just looked at only the pictures we have a pretty good idea that we think this story is a Fiction story, but we have to make sure it is! What should we probably do if we are not sure if it is a nonfiction/fiction story? I am thinking that we should probably go ahead and begin reading it.
But, before we start you told me that a fiction story has characters in it. Now, I think that in order to check and see if this is a fiction story we should probably have our story map out to help us. Let’s see if we can use S, W, B, S, and T!
Link:
“As you read your nonfiction and fiction stories today, I want you to compare and contrast the different stories and get your mind right before I begin reading. Before reading I am going to ask myself, is this a Fiction or Nonfiction story? You are now going to go ahead and go to read to self. I am giving you a check list to go through that way you can use it as you begin reading your different stories today.
Remember to use the checklist and to compare and contrast the different books that you have in your book box before you begin reading.”
Today we can compare and contrast nonfiction and fiction stories.
- What can we do today?
Mid-Workshop Teaching Point: As you were reading I noticed (Student doing……. _________.)
Partners: Turn and talk to your partner about comparing and contrasting nonfiction to fiction texts.
Share: Ask students to share what they have learned about wolves in fiction and nonfiction books that they are reading or some of the other stories that we might have either read together or independently.
Review/Assessment:
Formative: Quick check with thumbs up and down, observation/listening in and movement from table to table.
Summative: Teacher made worksheet checklist, Fiction and Nonfiction word work activity, rotations activity.
Group/Individual activity: Students will each go to their team tables and will get a worksheet. The students will listen to directions explaining that at each table area there will be a different activity/task that they will have to do.
1st Rotation: Sort their books in the bins into Nonfiction and Fiction books
2nd Rotation: List things that a Fiction book has
3rd Rotation: List things that a Nonfiction book has
4th Rotation: Use a Venn diagram to compare and contrast nonfiction and fiction
Reteach: Pull small groups during the last 10 minutes to work with students who did not fully understand bits and pieces of the lesson. Also, during the rotation activities I will guide the students who were seem to not fully understand it yet.
Assignment: While reading to self the students will go through a scavenger hunt checklist and decide if the books are Nonfiction or Fiction.
Then during the Daily 5 Rotations, students will then sort the books into the Fiction category or Nonfiction Category by looking through the scholastic book order and decide which category it goes in.
Common Core Standards:
Speaking and Listening Common Core State Standards:
CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Reading/Language Common Core State Standards:
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-LITERACY.L.2.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
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