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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. |
| |
|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 |
| |
|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. |
| |
|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. |
| |
|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. |
| |
|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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