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SAMPLE SIOP LESSON PLAN

|STANDARDS: NJCCCS: 3.1.5.F.5. Use a thesaurus to identify alternative word choices and meanings. 3.1.5.G.12 Recognize literary elements in stories, including |

|setting, characters, plot and mood. WIDA: ELP Standard 2 Language Arts: Describe and record the feelings and emotions related to specific passages of a text. |

|THEME: This class has been exploring the book, Stone Fox. Various elements of guided reading have been taught over the last few weeks but there has been a |

|particular emphasis on characters and vocabulary within or related to the book. The language focus has been to increase verbal interaction between students in |

|order to improve their ability to give clear and detailed directions aloud and process text with a partner or small group. |

|LESSON TOPIC: Exploring the Mood of the Scene and Looking for Synonyms |

|OBJECTIVES: |

|Content: Use a thesaurus to find new words (synonyms) to talk about different parts in Stone Fox. |

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|Language: Describe and discuss the emotions and feelings in different parts of Stone Fox using a thesaurus with a partner. |

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|LEARNING STRATEGIES: Think aloud, partner work, visualizing, paraphrasing, using written reference materials (ex. posters, thesaurus, and strategies) |

|KEY VOCABULARY: synonym, thesaurus, excited, hopeful, worried, scared, hurt, lonely, tired, patient |

|MATERIALS: Stone Fox, illustrations of various scenes from the text on card stock, wall posters with important vocabulary and a list of characters with |

|descriptions, role cards on card stock (mouth, hands), colored sheets of paper with one emotion word on the top, sticky notes, thesauri, index cards, markers |

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|MOTIVATION (Building Background): Students have been using illustrations from the text to practice putting the scenes in chronological order and to reinforce |

|their knowledge of the characters and vocabulary. The activity described in this section has been utilized 3 times as an opportunity to practice retelling |

|significant events in a story using targeted vocabulary. It also allows students to practice giving directions to others with specific details. The activity |

|that follows will be adapted slightly to encompass the new objectives. |

|The students performed this task in a group with each person having a specific role. Each student was given one of four cards. The four cards are 1) a MOUTH, |

|2) HANDS, 3) the word “NO”, and 4) an EAR. The MOUTH can give directions but can not use his/her hands or body to communicate. The HANDS must do exactly what |

|the mouth says and can not speak. The EAR must only listen. And the NO can only say the word “NO”. |

|Following these roles, the students sorted a pile of illustrations of events into the order in which they occurred in the story. Roles were rotated every 2 |

|minutes. Breaks were taken to briefly discuss ways to make the directions more explicit instead of using words like “there”, “this one”, etc. Vocabulary |

|support was available on posters on the wall. |

|In our last class, the students described the emotions/feelings in the illustrations using their own words and attached those lists to the illustrations on an |

|index card. They will now use thesauri to find synonyms for those words with a partner within the familiar structure of the role cards. |

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

|1) Presentation of Objectives and Daily Plan (both written and read aloud) |

|2) Review of Last Class |

|3) Synonym Activity (see description under PRACTICE/APPLICATION below) |

|4) Read Chapter 9 with focus on using newly found synonyms for emotions |

|5) Check Objectives and Plan |

|6) Ticket to Leave |

|7) Memory Vocabulary (if time) |

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

|Synonym activity: Intro: The words thesaurus and synonym are written on cards posted on or near the board. T asks students what they know about these words. |

|Students offer definitions of the words. Definitions are established. Thesauri are distributed and teacher guides students in using them to find an example |

|word and its synonyms. |

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|Modeling: T will model working in partners with a student using one “mouth” card and one “hands” card. T takes “mouth” card and gives student “hands” card. T |

|selects one sheet of paper with an emotion word on the top. T reads the word and instructs the student on how to locate a synonym for the word and record it on|

|the paper with a marker. Emphasis is placed on explicit directions and the use of words thesaurus and synonym. For example, T says, “OK, our paper says |

|'happy'. We have to find a synonym for the word happy in the thesaurus. Open the thesaurus and turn to the section that has the letter 'H', Find the |

|word...etc.” Students will then complete the same task with a partner. Instructions for this part will be written on the board. |

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|Practice: During the partner work, each time a student uses the words synonym or thesaurus correctly while speaking, he/she will be awarded a token. The tokens|

|will be placed on the table in a small bowl in front of the students to be used for a later activity. When a number of synonyms have been written on each |

|sheet, the teacher will review the words. When finished, the sheets of synonyms will be left on the table within reach (and view) of the students. |

|REVIEW/ASSESSMENT (review objectives and vocabulary, assess learning): |

|While reading the next chapter in the book, students will “play” the chips that they earned during the previous activity. Periodically we will pause while |

|reading and the students will be asked to place a token on a word that they feel accurately describes a feeling in that particular moment. Teacher is easily |

|able to assess how the students are using the new words by what words they use. |

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|Ticket to Leave: Write two sentences. Use a new word you found today in each sentence. |

|EXTENSION: Students will re-write a scene from the book using some of the synonyms found in the thesaurus. Students will review parts of speech and then |

|explore how emotions/feelings can be categorized within that framework and how they are used in sentences. Also related to part of speech, students will |

|discuss the forms a word may take for example:, scare, scared, scary. |

“Hands Mouth Ear NO!”

for activities in which a small group of students must complete a task

Practice:

active listening

clear and explicit direction-giving

observation and self-monitoring

academic content

Roles:

Mouth – Only speaks, no body language. The mouth is the commander of the task.

Hands – Only does tasks which the mouth describes, must follow the mouth's directions exactly.

Ear – Only listens and uses what they hear to improve the directions when the roles rotate.

NO! - Only says “no” when they disagree with something happening in the group.

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