Linfield College
ESOL SIOP Lesson Plan Template
Education Department
Linfield Student ID Number
Lesson Title
Length of Lesson
Date
Grade Level
Content Area
TWS Lesson #
TWS Unit Goal(s)
Big Idea of the TWS Unit
Standards. List the standards (common core, state or professional standards) addressed in the lesson.
English Language Proficiency Standard. Choose one ELP standard and delete the others.
ELP Standard 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading,
and viewing.
ELP Standard 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience,
or reader comments and questions.
ELP Standard 3: Speak and write about grade-appropriate complex literary and informational texts and topics.
ELP Standard 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence.
ELP Standard 5: Conduct research and evaluate and communicate findings to answer questions or solve problems.
ELP Standard 6: Analyze and critique the arguments of others orally and in writing
ELP Standard 7: Adapt language choices to purpose, task, and audience when speaking and writing.
ELP Standard 8: Determine the meaning of words & phrases in oral presentations & literary & informational texts.
ELP Standard 9: Create clear & coherent grade-appropriate speech & text
ELP Standard 10: Make accurate use of standard English to communicate in grade-appropriate speech & writing.
Content Objective. State what learners will know and be able to do in a particular content area as a result of your lesson.
Language Objective. State what language skills (reading, writing, speaking and listening) learners will know and be able to do to accomplish the content
objectives as a result of your lesson.
Academic Vocabulary.
Differentiation. Indicate the differentiation planned to ensure all learners are successful. Identify specific students (e.g., S4) and explicitly describe the
differentiation support. Differentiation is not limited to special education (504 and IEP), TAG and ELL. Delete the strategies you are not using.
English Language Support. State how you will differentiate your language objective for each language proficiency level in your classroom. Focus on one of
the four types of SIOP language categories: academic vocabulary; language skills and functions; language structures; or language learning strategies.
1/Beginning:
2/Early Intermediate:
3/Intermediate:
4/Early Advanced:
5/Advanced:
Instructional Support
Varied text level:
Graphic organizer:
Front load vocabulary:
Additional modeling or demonstration:
Supplemental materials:
Increased wait time:
Varied questioning strategies:
Technology adaptations:
Compacted time:
Extended time:
Modified curriculum:
Behavioral Support
Verbal feedback:
Non-verbal feedback:
More frequent check-ins:
Preferential seating:
Individual behavior contract:
12.9.14
Linfield College SIOP Lesson Plan Template
Learning materials. Include all materials used in the lesson. Cite any reference materials or curriculum you are adapting for your lesson.
Lesson Outline
Building Background
 Hook your students
 Motivation
 Sell your Big Idea
 Build on/connect to prior
knowledge
Presentation
 State your content & language
objectives
 Comprehensible input
 Strategies
 Questioning
 Vocabulary
 Connect learning to big idea
Practice/Application
 Meaningful activities
 Interaction Strategies
 Feedback to students
Review/Assessment
 Ask students to state big idea
 Check on content & language
objectives
 Review vocabulary
 Assess group learning
 Assess individual learning
Time
Here’s how I prepared my learners
(adaptation of content, links to background,
links to past learning, strategies
incorporated):
Here’s how students integrated processes
(reading, writing, speaking, listening):
Teacher & Learner Behaviors
Rationale
SIOP COMPONENTS
Here’s how I scaffolded for my students
(modeling, guided practice, independent
practice, comprehensible input, questioning,
wait time):
Here’s how students apply what they
learned (hands-on, meaningful, linked to
content and language objectives, promotes
engagement):
Here’s how students are grouped (whole
class, small groups, partners, independent):
Here’s how I assessed student learning
(individual, group, written, oral):
Reflection: Write a bulleted or narrative response to the reflection questions listed below. You may synthesize your reflection or answer the
questions individually.

What went well in your lesson? Why?

Did you make changes to your lesson plan during your lesson? If so, what were the changes and what motivated the changes?

What changes would you make if you were to teach this lesson again?

How were the learners engaged in learning during your lesson?

What/who may you have missed in your lesson? How will you address these needs in the next lesson?

Based on your lesson assessment, describe the evidence of learners’ progress towards the content objective(s)?

Based on your lesson assessment, describe the evidence of learners’ progress towards the language objective(s)?
12.9.14
Linfield College SIOP Lesson Plan Template