Lesson Plan Select one of the following lesson plans that will also be used for your final assignment.

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Question Description

Quite often, teachers obtain their lesson plan ideas from colleagues and/or online and then modify to best fit the individual student needs in theirclass. For this assignment, you will begin the planning stage of lesson plan development by taking a traditional lesson plan and transforming it into a SIOP Model lesson plan. Select one of the following lesson plans that will also be used for your final assignment.

First Grade Math: A lesson on Symmetry (Links to an external site.)Links to an external site.

Third Grade Science: A lesson on Magnets (Links to an external site.)Links to an external site.



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Running head: SIOP MODEL 2 SIOP Model Planning Sheet Name of Lesson/Subject/Grade: Date: Symmetry: Folding shapes to verify September 19, 2016 whether or not they are symmetrical/ Math/ First Grade Common Core State Standards (or state standards): 1.CC.2.3.1.A Geometry 1.CC.2.3.1.A.1 Compose and distinguish between two-three dimensional shapes based on their attributes. Symmetry (1-V.7). Content Objectives: The students will be able to : 1) Recognize objects, shapes, and letters of the alphabet that are symmetrical/ nonsymmetrical. 2) Identify the lines of symmetry: fold the paper cutout shapes to see if they’re exactly the same on both sides, place letters of the alphabet into correct piles (symmetrical or nonsymmetrical), design symmetrical kites. * Lesson and activities will also connect and relate to the story “Let’s Fly a Kite” by Stuart J. Murphy. Language Objectives: The students will be able to: 1) Define and describe symmetry (and other key vocabulary words pertaining to the lesson). 2) Explain the difference between symmetrical and non-symmetrical shapes, letters, and objects. Key Vocabulary: 1) Symmetric 2) Non-symmetric 3) Lines of symmetry 4) Reflection 5) Equal Materials: 1) Cut out shapes for each student: squares, rectangles, diamonds, triangles, circles, stars, and ovals (students will fold these into different positions to identify the lines of symmetry). 2) Cutout capital letters of the alphabet. 3) Large index cards, one labeled symmetrical, the other labeled nonsymmetrical (students will place letters in designated group). 5) Construction paper, scissors, crayons, string, a hole punch, and shape stickers (used to design their symmetrical kites). Essential Question: How is symmetry used in our world? 3 Higher order Questions: Identify the difference between objects that are symmetric and those that are non-symmetric. How do you know if the objects are symmetric or not? Explain. Student Activities: Scaffolding: X Modeling X Guided X independent Grouping: whole class small group x partners x independent Processes: X reading Strategies: X hands-on X writing X meaningful X listening X links to objectives X speaking Activities and Strategies: The students will be asked to recall what they have recently learned about shapes, and explain what some of those shapes are. I would utilize the literature to introduce symmetry, define it, and explain the differences between symmetrical and non-symmetrical objects. I would model symmetrical and non-symmetrical shapes through the use of images, and with folded paper shapes, then have the students fold the shapes they were provided with. As they fold the shapes, they will be asked if both sides are equal, and if they see lines of symmetry (if so, how many). They will compare symmetrical lines between their own shapes and a partner, and work together to determine how many lines of symmetry each shape has (if any). They will then be provided with the letters, and work with their partner to determine if the shapes are symmetrical or not, by placing them into the appropriate pile. *If time provided, they will begin to work on their symmetrical kite independently. *I would walk around the classroom to assist students if necessary, and to monitor their knowledge of the content. Review and Assessment: Formative Assessment Summative Assessment During the lesson, the I would provide a test X Individual students would use the with images of shapes Group “thumbs up, thumbs and letters that we down” approach, so I discussed in class. They X Written can immediately see would circle each shape who gets it, and who or letter that represents Oral does not. They would lines of symmetry, and also be provided with place an X next to the exit tickets consisting of non-symmetrical two questions. They will images. They would also identify whether or not draw lines of symmetry two different shapes are on shapes (to see if symmetrical by writing they’re symmetrical), yes or no. They will also and complete the draw 1 shape consisting second half of shapes of symmetry, and one and letters to make without. them symmetrical. 4 SIOP Model Reflection: 1) Lesson preparation supports the language development of our ELL’s by providing educators with an idea of “what the students know, and what they can do, based upon the topic taught” (Pearson SIOP Model, 2012). This component consists of constant assessing, which allows the teacher to determine if the students comprehend, and whether or not she needs to “move back, reteach, or adjust the lesson,” to ensure that they do get it. 2) Building background consists of “teachers linking students’ background knowledge and experiences to new concepts” (Honigsfeld & Cohan, 2015). Making connections from past learning to the new unit will “forge those connections,” and help ELL’s better comprehend the content. “Focusing attention on key vocabulary, the academic language of the lesson” and repeating it multiple times, helps to ensure that they comprehend the actual meaning of each word. 3) Comprehensive input helps to support ELL’s by ensuring that “whatever we teach is comprehensible.” When teachers speak clearly and slowly, present information in more ways than one, and provide ELL’s with materials to “help structure complex information,” such as graphic organizers, it helps to guide them, and make the information more comprehensible. 4) Strategies help support ELL’s by “equipping them with learning techniques to help them become independent, self-directed learners” (Honigsfeld & Cohan, 2015). Providing students with cooperative and instructional learning, as well as cognitive and metacognitive strategies, helps them gain the ability to make good predictions, and identify keywords/important information. This ensures that they clarify and figure out what the important information is, and helps them to grasp the overall concept of the lesson. 5) Interaction “provides more time for students to speak with each other and interact with teachers among themselves” (Pearson SIOP Model, 2012). Cooperative learning helps to support the language development of ELL’s, by providing them with the opportunity to converse and interact with native English language speakers, in which they can learn from. 6) Practice and Application help to support ELL’s by “creating opportunities for them to apply new content and language knowledge” (Honigsfeld & Cohan, 2015). Teaching students the different meanings of specific keywords, using images and display charts pertaining to those words, and having students read words, define them, and share their thoughts with a peer, helps to build their English vocabulary skills, and to better comprehend the information presented. 7) Lesson Delivery helps to support ELL’s by “ensuring that lessons are student-centered, paced accordingly, and include teacher responsiveness to both content and language objectives” (Honigsfeld & Cohan, 2015). Providing ELL’s with the opportunity to define the words through the use of images (relating to the images and vocabulary the teacher discussed) helps them to distinguish the multiple meanings of specific words, and helps the teacher to immediately determine which students comprehend, and those who do not. 8) Review and Assessment support ELL’s by “generating and gathering examples of their work” (such as portfolios), which can be used to look at student progress and growth over time. This helps ELL’s (and the teacher) to reflect on areas they improved in, and areas they need to improve in. Sheltering Instruction: According to the text sheltering instruction “refers to practices designed to enable ELL’s to participate in grade-appropriate lessons within a mainstream classroom” (Honigsfeld, & Cohan, 2015). Implementing the best teaching practices for everyone by differentiating instruction, and by using technology, and cooperative learning in the classroom, can help to improve English language learners comprehension of the new language, and their overall academic success. These components might be effective for all students, because they can each benefit from the strategies and techniques within these components. When the teacher speaks clearly, uses images, display charts, techniques that connect the content to the students, etc., it helps to meet each of their individual learning needs, and should be effective in helping all students to improve their overall academic abilities. 5 References Honigsfeld, A & Cohan, A. (2015). Serving English language learners. San Diego CA: Bridgepoint Education. Vogt, M. (2012). Pearson SIOP Model. California State University, Long Beach Island. Videos retrieved from https://www.youtube.com/watch?v=ytXeEFCTMbg&list=PLDyXrcbFvHq3HEBiQZ8kBRa5W5V_g1lCQ&i ndex=5 The Common Core in Pennsylvania. (2016). Retrieved from https://www.ixl.com/standards/pennsylvania/math/grade-1 http://www.corestandards.org/read-the-standards SIOP Model Planning Sheet Name of Lesson/Subject/Grade: Date: Common Core State Standards (or state standards): Content Objectives: Key Vocabulary: Materials: Essential Question: Higher order Questions: Language Objectives: Student Activities: Scaffolding:    Modeling Guided independent Grouping: Processes: Strategies:            whole class small group partners independent reading writing listening speaking hands-on meaningful links to objectives Activities and Strategies: Review and Assessment:     Individual Group Written Oral SIOP Model Reflection: Formative Assessment Summative Assessment Reference(s) ...
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Tutor Answer

chriss200
School: Cornell University

Attached.

SIOP Model Planning Sheet
Student’s name:
EDU 321
Instructor’s name:
Date of submission:

SIOP Model Planning Sheet
Name of Lesson/Subject/Grade:

Date: April 29, 2018

Different Genres of Books: knowing the
different types of genres and their
characteristics. /Language Arts/ Grade 5

Common Core State Standards (or state standards):
PA.1.1.5.H. Learning to Read Independently: Demonstrate fluency and comprehension in reading.
1.1.5.H.4. Read a variety of genres and types of text.
Content Objectives:

Language Objectives:

Students will be able to:

Student’s will be able to:

1. Identify the aspects of each literary genre.
2. Match each genre to the correct definition
with 100% accuracy in a test.
3. Will play a matching game, matching each
genre to the correct definition with no errors
given partners.

1. Define and understand the terms: genre, fiction,
non-fiction, historical fiction, science fiction,
realistic fiction, myths, legends, folktales,
biography, autobiography, poetry.

Key Vocabulary:
1). Genre 2). Fiction 3). Non-fiction 4). Historical fiction 5). Science fictions 6). Realistic fiction 7). Myths 8).
Legends 9). Folktales 10). Biography 11). Autobiography 12). Poetry

Materials:
Overhead transparency with genres and definitions, and squares with definitions and genres.

Essential Question:

What are the aspects of different types of genres?

Higher order Questions:
Identify aspects that differentiate fiction from non-fiction genres.
Identify different genres based on specific books.
What are the similarities and differences between various fiction and non-fiction genres?
What are the characteristics of poetry...

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