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SIOP Lesson Plan Template 1

Teacher: Amanda Wardlow-Cosey Date: May 21, 2018 Grade/Class/Subject: 5th

Unit/Theme: Unit 3 - Lewis and Clark Expedition of Standards: Academic Content Standard 1: History of the
Discovery with Sacagawea. The students will read the story, United States: TSW use a variety of intellectual skills to
"Sacagawea's Journey into History, which takes place after demonstrate their understanding of major ideas, eras,
the Louisiana Purchase, to discovery a major turning point in themes, developments, and turning points in the history of
the history of the United States. The story chronicles the the United States.
bilingual Shoshone woman, Sacagawea (c. 1788-1812),
who accompanied the Lewis and Clark expedition of ELP Standards:
discovery in 1805-06 from the Northern Plains through the
Rocky Mountains, to the Pacific Ocean and back. Most "Listening and Speaking Domain": Standard 1: The student
importantly, it details the acts of bravery, sacrifice and the will listen actively to the ideas of others in order to acquire
significant contributions that Sacagawea made on the long new knowledge.
journey.
"Reading Domain": Standard 1: The student will
demonstrate understanding of print concepts of the English
language. Standard 3: The student will read with fluency and
accuracy. Standard 4: The student will analyze text for
expression, enjoyment, and response to other related
content areas.

"Writing Domain": Standard 2: The student will identify and

"Language Strand": Standard 1: The student will identify and

Content Objective(s): SWBAT identify key points of the Language Objective(s): SWBAT explain the pictures
Lewis and Clark expedition by presenting their lapbook to they chose for their lap book using the following vocabulary
the class. In addition, the students will recall information by words at least once: Meriwether Lewis and William Clark,
time and sequence. Sacagawea, Expedition, Jean Baptiste, Fort Clatsop,
Shoshone Tribe, Settlement and Corps. Of Discovery.

KEY VOCABULARY: Meriwether Lewis, William Clark, SUPPLEMENTARY MATERIALS: Construction Paper,
Sacagawea, Expedition, Jean Baptiste, Fort Clatsop, Crayons and/or Colored Pencils, Glue, and Coloring Pages
Shoshone Tribe, Settlement and Corps of Discovery from the following website below: http://www.classbrain.com/

SIOP FEATURES
PREPARATION SCAFFOLDING GROUP OPTIONS
Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent
INTEGRATION OF PROCESSES APPLICATION ASSESSMENT
Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral
LESSON SEQUENCE: "Comprehensible Input & Anticipatory Set": TW use direct instruction (Pre-emergent/Emergent ELL),
joint instruction (Basic ELL), coached instruction (Intermediate ELL), and/or monitored instruction (Fluent English Proficient)
to instruct the students on what they should do to complete a lapbook. TW explain that students will be choosing pictures
and making their own lapbook in class. TSW then watch the teacher complete one of the pages, to model the process of
how to create the scenes in the lapbook. Then, TW show students the completed lapbook which contains pictures of scenes
from the Lewis and Clark Expedition.
"Connections to Prior Knowledge & Building Background": This lesson will come after students have already learned about
the Lewis and Clark expedition in Social Studies class. TW review why Lewis and Clark went on their expedition, where
they went, and who they met along the way. TW have students look at the map on page 385 in their textbooks once again to
review the route Lewis and Clark took on their journey. TW review who Sacagawea is and what her role was in the
Expedition led by the Corps. of Discovery consisting of Lewis and Clark and their men.
"Practice & Application/ Meaningful Activities":
1.0 Each student will choose 3-4 pictures that they want to include in their lapbook (teacher will decide how many to use
based on knowledge of student levels).
*Strategies: Students can also work in groups instead of on their own. Teachers will decide this based on number of
students in the class, proficiency levels of students, etc. Groupings and/or partners will be teacher chosen. Students with
the lowest level of proficiency will be grouped with students of higher proficiency if possible.
1.1 TW give each student (or group) a lapbook which consists of large pieces of colored construction paper stapled together
as a book. Students will color their pictures appropriately, and then glue one picture on each piece of construction paper,
leaving room for written explanations at the bottom of each page. Pictures will be printed from
http://www.classbrain.com/artholiday/publish/article_373.shtml
1.2 Once all pictures are colored and glued onto book, students will write a brief description of what each picture is
representing. This can be modified if necessary by having students write keywords instead of full paragraphs if necessary.
Students will be instructed to use the following key people and vocabulary words in their descriptions at least once:
Meriwether Lewis, William Clark, Sacagawea, Corps of Discovery, and Expedition
*These words will be posted on the board as students are working.
1.0 "Interaction": When all students are finished making their lapbooks with pictures and descriptions, students will present
their books. This will be done as a whole group presentation, or the class will be split up into smaller groups to present
based on the size of the class.
"Wrap Up": To wrap up lesson, TW explain to students that these lapbooks will be placed in the back of the room for
students to reference when needed throughout the rest of the unit and to use as a study guide. TW also review key people,
events and vocabulary words used in the lapbooks to incorporate time and sequence.
"Review and Assessment":
1.2 TW use a rubric to score whether or not students accurately described and colored their pictures using the indicated
vocabulary words.
1.0 TW use same rubric below to score whether or not students accurately described their pictures using the indicated
vocabulary words and accurate information.
"Rubric for the Lapbook":
Student used all 5 vocabulary 12345
words in written descriptions
in lapbook.
Students colored pictures 12345
neatly and accurately.
Students used all 5 vocabulary 12345
in oral descriptions in
presentation.
Students spoke clearly and 12345
used accurate information in
presentation.
REFLECTIONS: According to the Arizona English Language Learner Assessment (AZELLA), my Sheltered Instruction
Observation Protocol (SIOP®) model lesson plan was intended for the unit on Informational Text with fifth grade Social
Studies classes, covering one 60- to 90-minute period. The purpose was to teach students the history of the Louisiana
Purchase while incorporating all eight components of the SIOP model:
• CCSS or academic standard
• Content and language objectives
• Building background
• Review and assessment
• Comprehensible input
• Strategies
• Interaction
• Practice and application
My Selection of the English Language Proficiency (ELP) standards from the Reading Domain, Writing Domain, Listening
and Speaking Domain, and the Language Strand for the Language Objective component for the lesson was to create
content-based language instruction and develop unit content that allowed all ELLs to access the same rigorous, standards-
based, grade-level content. In particular, to develop content-based language objectives, which clarify how students will
develop language within content instruction.
Modifications for comprehensible input for the AZELLA levels represented in the class were used during the direct
instruction strategy with two students who are Pre-Emergent/Emergent (beginners who do not understand the language). It
consisted of instructing the students on what they should do. According to such instructional input, students watch the
teacher do something and then they can model it. The joint construction strategy was utilized with the two students who are
Basic (already had some basic language knowledge, or developing ELLs). The students could already follow the
instructions themselves but still needed some guidance from the teacher. The coached construction strategy was used with
two students who are Intermediate (expanding ELLs). The students were observed applying strategies on their own and I
offered suggestions only as needed. The monitoring strategy was utilized for two students who have recently been
reclassified as Fluent English Proficient (advanced or Bridging ELLs). At this stage, they required minimum guidance and
were capable of following the instructions without constant supervision.
Modifications to promote a high level of student engagement and interaction were applied since listening and speaking skills
of English language learners are enhanced through meaningful conversations with classmates. This interaction enables
ELLs to think critically and orally share their views with classmates. To engage students at high levels of interaction, the
process of modeling, guided practice and independent practice (commonly called “I Do”, “We Do” and “You Do”) were
utilized to scaffold the four language skills:
• Modeling - All students need to understand the desired outcome for the lesson. Modeling is essential for beginning ELLs
because the teacher is creating comprehensible input by demonstrating the processes students need to use to fulfill lesson
objectives. Teachers can translate and/or clarify, which increases student understanding and comprehension.
• Guided practice - An activity that provides students the opportunity to grasp and develop concepts or skills while the
teacher monitors students’ progress. This setting allows for a risk-free environment in which students are free to verbally
express themselves without the fear of making a mistake. Students also feel comfortable because of the support of their
peers. Guided practice is not simply assigning a worksheet, problems or questions to be completed in class.
• Independent practice - Provides students the opportunity to apply what they have learned. When students are aware of
the final outcome with resources such as rubrics and criteria charts, they can work together to practice or edit each other’s
work before it is turned in to be graded.
The next four techniques were modifications for students’ affective needs, cultural backgrounds, and learning styles. First,
have a variety of research-based instructional strategies at hand. One type of instruction is rarely successful because there
are many different learning profiles in any given classroom, and students learn best when instruction matches their needs
and learning styles. So, next we must make content comprehensible for all students (Echevarria, Vogt, & Short, 2008) by
providing ELLs with alternative ways of accessing key content (e.g., charts, books written in their first language, simplified
text written by the teacher, discussion, etc.), which allows them to learn the same material as other students as they
continue to develop their English language skills.
Also, utilizing flexible grouping, such as small group instruction, is a very effective way of making sure that all students can
access important content, and keeping groups flexible allows teachers to match students with different peers for different
types of activities. Finally, give alternative presentation options. The thought of presenting in front of a classroom of students
can be overwhelming to any student. But if that student has an anxiety issue, a phobia of crowds, a speech impediment, or
even ADHD, the process may be simply too much. Thus, some alternative presentation options I would offer are:
• Presenting to only the classroom teacher, or the classroom teacher and another willing adult (such as a special education
teacher, or a paraprofessional to make it a more authentic presentation experience).
• Creating a podcast or video of their presentation to be played for the class.
• Co-presenting with another student.
The modifications implemented to organize instruction so that all of the students’ needs were met are clearly stated
objectives for students to learn; an introduction to the lesson; the engagement of students in learning activities designed to
help them learn the desired content and skill; opportunities for students to practice while I provided them with feedback on
their progress; a summary or closing to the lesson, and assessments of what the students have learned. It is also important
that I know the strengths my students bring to the classroom. All students can further develop their knowledge/skills/talents
in certain areas.
To create the lesson for ELL students, I considered the specific learning needs of the students when designing instruction.
In addition, I considered any parts of the instruction that would prove problematic for some students in terms of their ability
to access materials or demonstrate their knowledge; and altering instruction for all children to improve access without
changing the goals and objectives. For example, reducing the amount of required independent reading for all students to
make the lesson more accessible for students who have a variety of academic and language proficiency levels, and will
reduce the need for additional modifications/adaptations.
Additionally, I differentiated content comprised of the knowledge, concepts, and skills that students need to learn based on
the curriculum. Differentiating content included using various delivery formats such as pictures, readings, or demonstrations.
Content may be chunked, shared through graphic organizers, or addressed through groups. Students had opportunities to
choose their content focus based on interests. This process is how students make sense of the content. They need time to
reflect and digest the learning activities before moving on to the next segment of a lesson. Processing helps students
assess what they do and don't understand. It is also a formative assessment opportunity for teachers to monitor students'
progress. For example, I will modify instruction to have one or two processing experiences for every 30 minutes of
instruction to alleviate feelings of content overload. Some strategies include: think-pair-share, journaling or partner talk.
To conclude, the most important strategy to ensure English language learner students’ success is to view them as
individuals who have unique learning styles and needs, and work with them to create a learning plan that we both can be
comfortable with. Implementing some of the above strategies will help better meet the needs of English Language Learners,
as well as other students who may be struggling during classroom instruction.    

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP ® Model.