SIOP Unit Plan Erin Power Ceramics Burlington-Edison High School Erin Power Ceramics Burlington-Edison High School Unit: Greek and Maya Pottery Essential Question: How can I use the production and decorative techniques of ancient civilizations to illustrate a modern myth? Essential Question: How can I use the production and decorative techniques of ancient civilizations to illustrate a modern myth? Lesson Preparation 1&2 Consistent use of content and language objective *Day 2: LANGUAGE OBJECTIVE: Students will read the Gods and Monsters Handout in pairs using the !, ?, ?/! Post-It note technique. (SIOP Component 4, 5, 6, 9) * CONTENT OBJECTIVE: Students will choose the design of the foot of the pot and will begin sculpting the pot using coils. (SIOP Component 20) 1&2 Consistent use of content and language objective *Day 2: LANGUAGE OBJECTIVE: Students will read the Gods and Monsters Handout in pairs using the !, ?, ?/! Post-It note technique. (SIOP Component 4, 5, 6, 9) * CONTENT OBJECTIVE: Students will choose the design of the foot of the pot and will begin sculpting the pot using coils. (SIOP Component 20) Lesson Preparation Continued 3. Content Concepts appropriate for educational background of students: this unit falls half way through the course, the class has already been making connections with sculpture and architecture from other cultures, this unit builds on these previously made connections. Lesson Preparation Continued 4. Supplementary materials used to a high degree. This unit is rich with images of Greek and Maya pottery, photos of archaeological sites, examples of reproduction Maya pottery, examples of student work, and articles to support the concepts and techniques.photos of archaeological sites, Lesson Preparation Continued 5. Adaptation of Content: When reading and developing questions, students are working in groups, the ELL students with the greatest need for support is paired with a bilingual student, so she may ask questions and clarification in L1. 5. Adaptation of Content: When reading and developing questions, students are working in groups, the ELL students with the greatest need for support is paired with a bilingual student, so she may ask questions and clarification in L1. Lesson Preparation Continued 6. Meaningful Activities integrate concepts with language practice: Students are learning the pottery techniques of the Greeks and Maya as well as developing literacy skills of reading a myth, determining the plot and the moral, as well as representing the myth in a visual format (illustration). 6. Meaningful Activities integrate concepts with language practice: Students are learning the pottery techniques of the Greeks and Maya as well as developing literacy skills of reading a myth, determining the plot and the moral, as well as representing the myth in a visual format (illustration). Building Background Evidenced by: 7. Concepts explicitly linked to students background experiences Discussion of purposes of different pottery around the home, (flower pot, bowl, jar, etc). Also discuss ceremonial vessel used in contemporary religious practice. (DAY 1 &2) Greek and Maya used specific pots for specific purposes. 8. Links explicitly made between past learning and new concepts Reference to architecture unit, different cultures use different forms of architecture for specific purposes: thatched roofs in hot climate, flames on Thai houses for spiritual significance etc. Further developing hand building skills with coil pots. Evidenced by: 7. Concepts explicitly linked to students background experiences Discussion of purposes of different pottery around the home, (flower pot, bowl, jar, etc). Also discuss ceremonial vessel used in contemporary religious practice. (DAY 1 &2) Greek and Maya used specific pots for specific purposes. 8. Links explicitly made between past learning and new concepts Reference to architecture unit, different cultures use different forms of architecture for specific purposes: thatched roofs in hot climate, flames on Thai houses for spiritual significance etc. Further developing hand building skills with coil pots. Building Background Continued 9.Key Vocabulary Emphasized (introduced, written, repeated, etc.) Students have a vocabulary sheet to complete and reference for test. vocabulary sheet Vocabulary is posted in classroom. Vocabulary is used in daily practice. 9.Key Vocabulary Emphasized (introduced, written, repeated, etc.) Students have a vocabulary sheet to complete and reference for test. vocabulary sheet Vocabulary is posted in classroom. Vocabulary is used in daily practice. Comprehensible Input 10. Speech is appropriate for students proficiency level 11. Explanations of academic tasks clear (assignment sheet)assignment sheet) 12. Uses a variety of techniques to make content concepts clear (modeling, visuals, hands-on activities, demos, etc.) 10. Speech is appropriate for students proficiency level 11. Explanations of academic tasks clear (assignment sheet)assignment sheet) 12. Uses a variety of techniques to make content concepts clear (modeling, visuals, hands-on activities, demos, etc.) Strategies 13. Opportunities for students to use strategies: Metacognitive: Students monitor their reading and develop questions when they dont understand a word or concept. Cognitive: Visualizing the main idea of the plot of the myth and illustrating it. Social/Affective: Working with classmates and authors with language. Metacognitive: Students monitor their reading and develop questions when they dont understand a word or concept. Cognitive: Visualizing the main idea of the plot of the myth and illustrating it. Social/Affective: Working with classmates and authors with language. Strategies Continued 14.Consistent use of scaffolding techniques throughout the lessons. In the beginning of the unit, many answers and information is supplied to the students, throughout the unit, students are required to think more independently (ex: Coil Entry Slip) and work independently on their pots.Coil Entry Slip Strategies Continued 15.Teacher uses a variety of question types including those that promote higher-order thinking skills throughout the lesson (literal, analytical, and interpretive questions). EXIT SLIPEXIT SLIP Day 4: Looking at the work of Jacob Lawrence, what 2 elements of design and stand out to you as being most important when planning the decoration of your coil pot? Why? Interaction 16. Frequent opportunities for interactions and discussion between teacher/student and among students encourages elaborated responses about lesson concepts. Interaction Continued 17. Grouping configurations support language and content objectives of the lesson. 18. Provides sufficient wait time for student responses. 19. Ample opportunities for students to clarify key concepts in L1 with peer. (ELL Students paired with bilingual students). 17. Grouping configurations support language and content objectives of the lesson. 18. Provides sufficient wait time for student responses. 19. Ample opportunities for students to clarify key concepts in L1 with peer. (ELL Students paired with bilingual students). Practice and Application Provides hands on material Students are sculpting with clay every day to create their own interpretation of a Greek or Maya pot. Opportunities for students to apply content and language knowledge in the classroom. Students work together to develop hypothesis for techniques used by the ancient civilizations, and support each other while building their pots. Provides hands on material Students are sculpting with clay every day to create their own interpretation of a Greek or Maya pot. Opportunities for students to apply content and language knowledge in the classroom. Students work together to develop hypothesis for techniques used by the ancient civilizations, and support each other while building their pots. Practice and Application Continued Uses activities that integrate all language skills: reading, writing, listening, and speaking Students read about the civilizations, write questions, listen to and read a myth developed by peers, speak to one another and teacher with questions, concerns, ideas regarding the concepts of the unit. Uses activities that integrate all language skills: reading, writing, listening, and speaking Students read about the civilizations, write questions, listen to and read a myth developed by peers, speak to one another and teacher with questions, concerns, ideas regarding the concepts of the unit. Lesson Delivery 23. Content objectives clearly supported by lesson delivery. 24. Language objectives clearly supported by lesson delivery. 23. Content objectives clearly supported by lesson delivery. 24. Language objectives clearly supported by lesson delivery. Lesson Delivery Continued 25. Students engaged approximately % of the period. 26. Pacing of the lesson appropriate for the students ability level. 25. Students engaged approximately % of the period. 26. Pacing of the lesson appropriate for the students ability level. Tight deadlines keep students engaged. The creation of the pot is estimated to take two and a half weeks, while the glazing will take 2 days max. Review and Assessment 27. Comprehensive review of key vocabulary 28. Review of key content concepts (QUIZ)(QUIZ) 29. Provides feedback to students on their output. 27. Comprehensive review of key vocabulary 28. Review of key content concepts (QUIZ)(QUIZ) 29. Provides feedback to students on their output. Review and Assessment Continued 30. Assessment of student comprehension and learning of all lesson objectives throughout the lesson. Example: Entry and Exit Slips, personal communication, sketches, practice during class, final product and quiz. 30. Assessment of student comprehension and learning of all lesson objectives throughout the lesson. Example: Entry and Exit Slips, personal communication, sketches, practice during class, final product and quiz.