Description
Create a lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as a method for authentic assessment. In this assignment you will complete a SIOP Lesson Plan based on the Background Information below and your own grade level selection and content area of choice.
Background Information
You are the teacher of a class of 10 ELL students in the same grade, but with differing English proficiency levels. Select your potential grade level and core content area of interest before you begin. Using the SIOP Lesson Plan template in the Student Success Center, design a lesson for those students by completing the following sections of the SIOP lesson plan:
- Standards
- Theme
- Lesson Topic
- Objectives (Content and Language)
- Learning Strategies
- Key Vocabulary
- Materials
- Motivation (Building Background)
- Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback)
- Practice and Application (Meaningful activities, interactions, strategies, feedback)
- Assessment and Extension (Review objectives, and vocabulary, assess learning)
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
Lesson
summary and
focus:
Classroom and
student factors:
In a few sentences, summarize this lesson, identifying the central focus based on the content/skills
you are teaching.
Describe the important classroom factors (demographics and environment) and student factors
(IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning,
teaching and assessing students to facilitate learning for all students.
National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by
Learning
number and its text.
Standards:
Specific learning target(s) / objectives:
Teaching notes:
Specify exactly what the students will be able to do
Clarify where this lesson falls within a unit of study.
after the standards-based lesson.
Agenda:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post
as an agenda for the students that includes the
approximate time for each segment.
Academic
Key vocabulary:
Language:
Include the content-specific terms
you need to teach and how you
will teach students that
vocabulary in the lesson.
Instructional
Materials,
Equipment and
Technology:
Grouping:
Formative assessment:
Identify the process and how you will measure the progress
toward mastery of learning target(s).
Function:
Clarify the purpose the
language is intended to
achieve within each subject
area. Functions often consist
of the verbs found in the
standards and learning goal
statements. How will your
students demonstrate their
understanding?
Form:
Describe the structures or
ways of organizing
language to serve a
particular function within
each subject area. What
kinds of structures will you
implement so that your
students might demonstrate
their depth of
understanding?
List ALL materials, equipment and technology the teacher and students will use during the lesson.
Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
address how you will teach the students to use the technology in Section II. INSTRUCTION.
Identify grouping strategies that will support your students’ learning needs.
Page 1 of 2
II. INSTRUCTION
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Your “I Do” instructional
procedures should include:
The teaching strategy you will use to
teach each step that includes
modeling and formative assessment;
transition statements you will make
throughout your lesson and essential
questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step
instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Students Do
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Please use a corresponding numbered
list.
Differentiation
Describe methods of
differentiation, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Please use a corresponding
numbered list.
Also include extension activities:
What will students who finish
early do?
III. ASSESSMENT
Summative
Assessment:
Closure:
Homework:
Include details of any summative assessment as applicable and
attach a copy with an answer key. Explain how the summative
assessment measures the learning target(s)/objectives. If you do
not include a summative assessment, identify how you will
measure students’ mastery of the learning target(s)/objectives.
Differentiation:
Describe methods of
differentiation for your
summative assessment, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Explain how students will share what they have learned in the lesson. Identify questions that you can
ask students to begin the closure conversation. Identify how students will confirm transfer of the
learning target(s)/ objectives to application outside the classroom.
Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or
skill-practice-based and explain how the homework assignment supports the learning targets /
objectives. Attach any copies of homework.
Page 2 of 2
College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Lesson summary
and focus:
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Classroom and
student factors:
National / State
Learning Standards:
Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.
Specific learning target(s) / objectives:
Teacher notes:
Specify exactly what the students will be able to do after Clarify where this lesson falls within a unit of study.
the standards-based lesson.
Agenda:
Formative assessment:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approximate time for each segment.
Identify the process and how you will measure the progress toward mastery of learning target(s).
Academic Language:
Key Vocabulary:
Functions:
Form:
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a particular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Instructional Materials,
Equipment and
Technology:
List ALL materials, equipment and technology the teacher and students will use
during the lesson. Add or attach copies of ALL printed and online materials at the
end of this template. Be sure to address how you will teach the students to use the
technology in Section II. INSTRUCTION.
Identify grouping strategies that will support your students’ learning needs.
Grouping:
II. INSTRUCTION
A. Opening
Prior knowledge
connection:
Identify how this lesson connects to previous lessons / learning (prior knowledge of
students) and students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
Anticipatory set:
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do
Students do
Differentiation
Your “I Do” instructional procedures should include:
The teaching strategy you will use to
teach each step that includes modeling and formative assessment;
transition statements you will make
throughout your lesson and essential questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step instructions on how you will implement
the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Describe methods of differentiation,
including accommodation or differentiation strategies for academically, behaviorally and motivationally
challenged students.
Please use a corresponding numbered
list.
Please use a corresponding numbered list.
Also include extension activities:
What will students who finish early
do?
III. ASSESSMENT
Summative Assessment
Include details of any summative assessment as applicable and attach a copy with an answer key. Explain
how the summative assessment measures the learning
target(s)/objectives. If you do not include a summative
assessment, identify how you will measure students’
mastery of the learning target(s)/objectives.
Closure:
Homework:
Differentiation
Describe methods of differentiation for your summative
assessment, including accommodation or differentiation
strategies for academically, behaviorally and motivationally challenged students.
Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside
the classroom.
Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment
supports the learning targets / objectives. Attach any copies of homework.
Purchase answer to see full
attachment
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
Lesson
summary and
focus:
Classroom and
student factors:
In a few sentences, summarize this lesson, identifying the central focus based on the content/skills
you are teaching.
Describe the important classroom factors (demographics and environment) and student factors
(IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning,
teaching and assessing students to facilitate learning for all students.
National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by
Learning
number and its text.
Standards:
Specific learning target(s) / objectives:
Teaching notes:
Specify exactly what the students will be able to do
Clarify where this lesson falls within a unit of study.
after the standards-based lesson.
Agenda:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post
as an agenda for the students that includes the
approximate time for each segment.
Academic
Key vocabulary:
Language:
Include the content-specific terms
you need to teach and how you
will teach students that
vocabulary in the lesson.
Instructional
Materials,
Equipment and
Technology:
Grouping:
Formative assessment:
Identify the process and how you will measure the progress
toward mastery of learning target(s).
Function:
Clarify the purpose the
language is intended to
achieve within each subject
area. Functions often consist
of the verbs found in the
standards and learning goal
statements. How will your
students demonstrate their
understanding?
Form:
Describe the structures or
ways of organizing
language to serve a
particular function within
each subject area. What
kinds of structures will you
implement so that your
students might demonstrate
their depth of
understanding?
List ALL materials, equipment and technology the teacher and students will use during the lesson.
Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
address how you will teach the students to use the technology in Section II. INSTRUCTION.
Identify grouping strategies that will support your students’ learning needs.
Page 1 of 2
II. INSTRUCTION
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Your “I Do” instructional
procedures should include:
The teaching strategy you will use to
teach each step that includes
modeling and formative assessment;
transition statements you will make
throughout your lesson and essential
questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step
instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Students Do
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Please use a corresponding numbered
list.
Differentiation
Describe methods of
differentiation, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Please use a corresponding
numbered list.
Also include extension activities:
What will students who finish
early do?
III. ASSESSMENT
Summative
Assessment:
Closure:
Homework:
Include details of any summative assessment as applicable and
attach a copy with an answer key. Explain how the summative
assessment measures the learning target(s)/objectives. If you do
not include a summative assessment, identify how you will
measure students’ mastery of the learning target(s)/objectives.
Differentiation:
Describe methods of
differentiation for your
summative assessment, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Explain how students will share what they have learned in the lesson. Identify questions that you can
ask students to begin the closure conversation. Identify how students will confirm transfer of the
learning target(s)/ objectives to application outside the classroom.
Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or
skill-practice-based and explain how the homework assignment supports the learning targets /
objectives. Attach any copies of homework.
Page 2 of 2
College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Lesson summary
and focus:
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Classroom and
student factors:
National / State
Learning Standards:
Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.
Specific learning target(s) / objectives:
Teacher notes:
Specify exactly what the students will be able to do after Clarify where this lesson falls within a unit of study.
the standards-based lesson.
Agenda:
Formative assessment:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approximate time for each segment.
Identify the process and how you will measure the progress toward mastery of learning target(s).
Academic Language:
Key Vocabulary:
Functions:
Form:
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a particular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Instructional Materials,
Equipment and
Technology:
List ALL materials, equipment and technology the teacher and students will use
during the lesson. Add or attach copies of ALL printed and online materials at the
end of this template. Be sure to address how you will teach the students to use the
technology in Section II. INSTRUCTION.
Identify grouping strategies that will support your students’ learning needs.
Grouping:
II. INSTRUCTION
A. Opening
Prior knowledge
connection:
Identify how this lesson connects to previous lessons / learning (prior knowledge of
students) and students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
Anticipatory set:
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do
Students do
Differentiation
Your “I Do” instructional procedures should include:
The teaching strategy you will use to
teach each step that includes modeling and formative assessment;
transition statements you will make
throughout your lesson and essential questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step instructions on how you will implement
the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Describe methods of differentiation,
including accommodation or differentiation strategies for academically, behaviorally and motivationally
challenged students.
Please use a corresponding numbered
list.
Please use a corresponding numbered list.
Also include extension activities:
What will students who finish early
do?
III. ASSESSMENT
Summative Assessment
Include details of any summative assessment as applicable and attach a copy with an answer key. Explain
how the summative assessment measures the learning
target(s)/objectives. If you do not include a summative
assessment, identify how you will measure students’
mastery of the learning target(s)/objectives.
Closure:
Homework:
Differentiation
Describe methods of differentiation for your summative
assessment, including accommodation or differentiation
strategies for academically, behaviorally and motivationally challenged students.
Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside
the classroom.
Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment
supports the learning targets / objectives. Attach any copies of homework.
Purchase answer to see full
attachment
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