Teacher: Dana DiStasi
Lesson Title: Sentence Types
Grade Level: 10
Language Level(s): Entering
Subject Area/Class: ENL – Pull-out
Lesson Type: Sheltered Instruction Observation Protocol (SIOP) model
Students: 2 Heterogeneous ENL students
Observation Date/Period: Thursday, November 3rd , Period 2
Where: in Barry Rinali’s room, E-40 at the High School
Background to Unit:
ENL students typically have trouble when it comes to writing. Writing is always the last to come
when learning a new language. So, one of the things that I have always liked to do in the beginning of the
year is help my students to not only learn the phonetic sounds, how to structure a sentence, but also to
know the difference between a statement, a question, a command, and an exclamation. Even in their native
languages, sometimes these concepts get lost.
Rationale:
Communication is about receiving, processing, and responding to information with appropriate
expressions, words and actions — and learning is no different. When a student learns, they must process
information and respond to it appropriately. To help your students to learn a new language, you need them
to not only understand the theoretical concepts of language, but also interact with it. To achieve this, ENL
instructors need to take great care in the ways they communicate innovative ideas. Formulating your ideas
and presenting them at a linguistically appropriate level will help your ENL students to understand your
input and sharpen their English skills. That is why comprehensible input is a critical element in every ENL
classroom. This lesson on sentence types helps to navigate their way through learning how to write
sentences and/or questions correctly and efficiently.
Lesson ESL/ENL NYS Learning Language Standards:
ESL.C.9-12.4.1: Students will listen, speak, read, and write in English for classroom and social interaction.
Key idea – ESL.C.9-12.4.1: Students learning English as a Second Language will use English to
interact with others in social and classroom situation. They will develop and use skills and
strategies appropriate to their level of English proficiency to communicate effectively with regard to
audience, purpose, and setting.
Performance Indicator – ESL.C9-12.4.1.1: Students use a variety of oral, print, and
electronic forms for social communication and for writing to or for self, applying the
conventions of social writing.
Performance Indicator – ESL.C.9-12.4.1.2: Students describe, read about, participate in,
or recommend a favorite activity, film, book, song, or other interest to various audiences.
Performance Indicator – ESL.C.9-12.4.1.4: Students listen attentively, take turns
speaking, and build on others’ ideas when engaged in pair, group, or full-class discussions
on personal, social, community, and academic topics.
Performance Indicator – ESL.C.9-12.4.1.12: Students apply self-monitoring and selfcorrecting strategies in social and classroom interactions.
Performance Indicator – ESLC.9-12.4.1.12.MI: Strategies such as asking questions,
starting over, rephrasing, and exploring pronunciations or wording.
Lesson NYS Learning Grade Level Standards:
ELA.6-12: ELA 6-12
Strand – L.9-10: Language Standards
Anchor Standards – Conventions of Standard English
Standard L.9-10.1: Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
Component – L.9-10.1.b: Use various types of phrases (noun, verb, adjective,
participle, preposition) and clauses (independent, dependent; noun, relative,
adverb) to convey specific meanings and add variety to inter to writing or
presentations.
Strand 0 SL.9-10: Speaking and Listening Standards
Anchor Standards – Comprehension and Collaboration
Standard – SL.9-10.1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9-10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
Component – SL.9-10.1.b: Work with peers to set rules for collegial discussion
and decision making (e.g., informal consensus, taking cotes on key issues, and
presentation of alternate views), clear goals and deadlines, and individual roles as
needed.
Knowledge of Content and Pedagogy:
Relation to other disciplines: Learning how to write statements, commands, questions, and exclamations
will help these students in their other classes when responding to content related questions they are getting
from their teachers and/or peers.
Understanding of Relationship between Concepts: Students will need to continue to build on their
Second Language Acquisition (SLA) and development in finding purpose for concepts. Proper
pronunciation will support growth in listening and speaking skills while also learning how to piece together
words to form statements vs. commands and so forth.
Range of Approaches: Teacher directed, small group learning, whole group learning, differentiated
instruction to meet needs of all students, scaffolding (only when needed so students stay in the zone of
proximal development), discovery learning that engages all multiple intelligences: logical, visual, musical,
intrapersonal, kinesthetic, interpersonal, naturalistic, and linguistic. For this lesson, we will work in whole
group and small groups. During this process I will monitor student engagement and work production.
*Knowledge of content is aligned to support preparation for the NYSESLAT
Knowledge of Students:
Breakdown of knowledge of 5 ENL students that will be present during this pull-out lesson observation
Beginner/ Entering Level Students: 2 students

2 Males, Spanish
Students with Interrupted Education (SIFE): 0 students
Paul Herrera – This young man is a hard worker. He is a phenomenal soccer player and is eager to
learn English so he can succeed in all his future endeavors. His English is low, but this does not
mean he is not capable of succeeding. He is very motivated to learn and is starting to show how
much he really is comprehending. His lack of speech is due to his low confidence; however, as
time grows, his confidence is growing too, and he is beginning to interact more with his peers and
teachers.
Gary Gonzalez- This young man just came to us a week ago. He is such a sweetheart. He is trying
so hard in all his classes and is never scared to ask for help. He wants to learn and never shows
that he is bored, annoyed, or disengaged. He is always paying attention and on it. He tries to
speak in English regardless of knowing the words or not, he is not scared to try!
Clear Instructional Outcomes - Unit Objectives: Students will be able to…
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Understand the difference between each sentence type
Label which punctuation is used with each sentence type
Read each sentence type with the correct intonation/expression needed
Create their own sentence types without the teacher's assistance
Clear Instruction Outcomes - Goals
*
To practice language of speculation
*
To provide practice of narrative tenses
*
To develop speaking and writing skills
Clear Instructional Outcomes - Lesson Objectives:
Students will be able to…
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Create a statement using the photo, video clip, writing provided
Create a question
” “
Create a command
“ “
Create an exclamation “ “
*All objectives support preparation for the NYSESLAT
Lesson Performance Goal:

By the end of the lesson students will be able to write and say with 85% accuracy their own
sentence types.
Target Language: (give students a copy of target language so they can practice reading it verbatim to
learn correct pronunciation)
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Hunger Games vocabulary (tribute, cornucopia, game, the capitol, character names)
Statement
Command
Question
Exclamation
Punctuation
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

Period
Question mark
Exclamation mark
Nouns
Verbs
Keywords /phrases for Lesson:
What do you see in this picture? What do these words mean? Can you make a __________ based off of
what you are seeing?
Knowledge of Resources - Materials Needed:
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Movie
Computer
Smartboard
Worksheet
Something to write with
Marker board
Big paper
Sentences
Tape
General Education Classroom (within district) - This lesson is shaped based on giving these
students a chance of communicating properly with their other teachers/peers in their other
classroom settings and/or outside of school settings.
General Education Classroom (outside the district) - Learning the differences between these
sentence types will help these students to become better listeners and better at engaging in
conversations.
Technology Resources- This lesson will use the smartboard.
Lesson Preparation:
Students will need to know the differences between each sentence type.
Requirements before starting this lesson:
For students to efficiently participate in this lesson students will need basic language skills for
communicating. Since we have been working on this unit for over a week now, students are expected to
bring diverse discussion, individual opinions, and prior knowledge to this activity on writing different
sentence types.
Coherent Instructional Design:
Segment
What and how? Describe Activities
Materials
Multiple
Time
Intelligence
1. Warm up and /or
review (Motivation –
building background)
Reviewing what each sentence type is:
(definition)
verbal
1-2
mins
Verbal
710mins
Statement:
Review sentence types
Question:
Command:
Exclamation:
And what punctuation is used for each.
2. Introduction
Quick Character Explanation
Big Paper
Lesson Objectives
Then....
Students will be able
to…


Sentences
Tape
Do an example together:
Understand the
difference
between each
sentence type
Label which
punctuation is
used with each
sentence type
Kinesthetic
Read the sentence strip, then locate
the character.


Read each
sentence type with
the correct
intonation/expressi
on needed
Create their own
sentence types
without the
teacher's
assistance
Target Language:











Hunger Games
vocabulary
(tribute,
cornucopia, game,
the capitol,
character names)
Statement
Command
Question
Exclamation
Punctuation
Period
Question mark
Exclamation mark
Nouns
Verbs
Lesson Performance
Objective:

By the end of the
lesson students
will be able to
write and say with
85% accuracy
their own
sentence types.
Then, write underneath, sentence,
exclamation, command, or question
3. Presentation
Comprehensible Input
Reading each sentence strip and
figuring out which character said it. Then
differentiating whether the sentence is a
statement, command, exclamation, or
question
10-15
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4. Practice
Comprehensible Input
7-10
mins
Practice reading fluency and correct
phonetic pronunciation for each, while
also double-checking Hunger Games
comprehension. To make sure none of
the sentences are wrongfully placed.
Think-pair-share Activity as
a group
Teacher will scaffold when
needed, due to language
barrier(s)
Kinesthetic
Tactile
***ENL Side NOTE: ThinkPair-Share is a widely-used
strategy that can be
successfully implemented in
classrooms across all grade
levels. This learning strategy
promotes structured student
interaction and is a great
way for teachers to support
the features of the
Interaction component of the
SIOP model. It can also be
an effective way to
differentiate instruction by
providing students time and
structure for thinking about a
given topic, (in this case
captions for photos),
enabling them to formulate
individual ideas and share
these ideas with a peer, and
ultimately the entire
class/group.
5. Evaluation
I will be observing to see if each
placement are correct, are they catching
their mistakes if they made one, have
they comprehended The Hunger Games
so far, and have they mastered
differentiating between sentence types. I
will also be assessing their reading
fluency by listening to their phonetic
pronunciations while reading the
answers aloud.
Through
out the
lesson
IF THERE IS EXTRA TIME: I will have
them write a prediction statement of
what is going to be happening next in
the Hunger Games.
6. Lesson Extension
Writing a realistic-fiction dystopian
society story of their own utilizing
characters, story parts /elements,
correct sentences types...etc.
45
mins