SIOP Lesson Plan Template(taken from Template #2, www.siopinstitute.org)

Sleepy Hollow High SchoolCourse: ESL 1

I. Lesson Context

Beginner ESL (LEP), 9th grade Time: 30-45 minutes

Theme: Types of Clothing

Lesson Topic: Matching Clothing Vocabulary with Pictures

Content Objectives: 1. We will Identify and review the names of clothing.2. Match (emparejar) the names of clothing with the correct picture.

Language Objectives: 1. We will list and read the names of different types of clothing. 2. Read and write a about why we like wearing certain types of clothing.

Learning Strategies (including HOTS from new Bloom’s Taxonomy): Recognizing, classifying, describing, explaining, choose, and create.

Key Vocabulary: ELLs need to review the following vocabulary: clothes, wear, because, belt, coat, dress, gloves, hat, pants, scarf, shirt, shoes, skirt, slippers, socks, sweater, tie.

Materials: LAPTOP (to record), prewritten content and language objectives, prewritten vocabulary, vocabulary cards, word cards, sentence starter (written on board and student copy).

II. Lesson Presentation

Motivation (Building Background): (a short activity or “do now” that engages students’ interest and curiosity and helps them connect this new learning to previous learning). Scaffolds are bolded and underscored.

The teacher will show students a picture from a magazine and ask students to describe what type of clothes the students are wearing. Using a circle map, the students will come to the board and list the different types of clothing (review from previous lesson). Students may write in Spanish and teacher will translate in English. Teacher will guide students as they identify and guide their thinking towards different types of clothing when necessary (modification for limited literacy ss: distribute a list of the possible responses that Covey mentions in the text; use of L1 as needed ( translanguaging ); use of hand gestures .

Presentation of the Lesson (say exactly what the T and SS will do):(introduce the content/language objectives; incorporate comprehensible input, strategies, interaction, feedback into your presentation) – scaffolding is bolded and underscored.

T: Asks a student to read the content/language objectives and takes questions. Next, T explains objectives in students’ L1 and identifies key words (clothes, because, wear).

T: Shows students the vocabulary cards with the matching picture. Model and then ask students to read each word aloud. T explains words in students’ L1 when necessary.

T: Asks ss to pick one thing from the list that they are wearing and model how to answer verbally using a complete sentence. Students will share three things using the following sample sentence (written on board) “I am wearing ________.”

T: Asks students to copy and complete the sample fill in the blank sentence in their notebook using the vocabulary words. Share 2 things (ss pair and discuss).

T: Next, ss asks students what they like to wear and why. Teacher will model by saying: I like to wear socks because they are warm. Students complete the following sentence aloud: I like to wear _______ because they __________. Next, students will copy these sentences in their notebook.

Practice/Application of Concepts:(incorporate meaningful activities, interaction, strategies, practice/application, feedback)

T asks ss to stop writing. Next, the teacher will ask the students to match each picture card with the correct vocabulary word. Students will work together in one group. If ss are confused about the assignment or may need additional support and scaffolding, teacher will assist them.

Next students will share aloud (by reading or by memory) a type of clothing they are wearing and why they like it.

Review/Assessment of Lesson:(review objectives and vocabulary; assess learning – provide specific assessment instruments; **cite others correctly when you borrow materials or assessments**)

Students will be assessed on teacher observation, their ability to successfully match the correct card with the proper picture, and their successfulness in describing a type of clothing they like and explain why orally and in writing. Each student will read 4-5 cards aloud and show the correct matching picture.

T reviews the content/language objectives and elicits reflective comments about the process of giving feedback. Students fill in a self-assessment checklist for their exit slip. This includes things they did well; things they still need help on; and questions they still have.

Modifications for Special Needs and for Different Levels of Language Proficiency such as SIFE/LTELL (lesson preparation): Indicated above._________

Optional: Extension #1 (additional teaching ideas): Students learn colors and other descriptive words to describe articles of clothing. Students may also learn to describe

Extension #2: Students may begin learning about the different seasons and clothes that are normally worn during a particular season or month. Students may create a fashion show using items worn during that particular season.

Content Objectives: 1. We will Identify and review the names of clothing.2. Match (emparejar) the names of clothing with the correct picture.

Language Objectives: 1. We will list and read the names of different types of clothing. 2. Read and write a about why we like wearing certain types of clothing.

pants

belt coat dress gloves

hat

scarfskirtshoes

slippers socks sweater shirt

tie