SIOP Lesson Plan for ESL
Date(s):
Class/Group and Proficiency Levels:
Unit/Theme:
Bilingual Butterflies
(introduction to ESL class)
Content Objective(s):
Students will identify some of the benefits
of bilingualism and set a purpose for their
own learning in ESL class.
WIDA Standard(s):
Standard 1: Social and Instructional Lang.
Language Objective(s):
Students will orally state and write
sentences about the benefits of bilingualism
as related to their own lives.
Essential Questions:
Key Vocabulary:
bilingual, language, ESL
Supplementary/Adapted Materials:
Large leaves and butterflies made of
construction paper. Sentence frames (on the
board or written on the leaves):
I like being bilingual because ____
It is good to be bilingual because ___
Scaffolding
x Modeling
x Guided Practice
x Independent Practice
Language Skills
x Reading
x Writing
x Speaking
x Listening
What does “bilingual” mean?
Why is it good to be bilingual?
What is the purpose of ESL class?
What will I learn in ESL class?
SIOP Features*
Grouping Options
x Whole Class
__ Small Groups
__ Partners
x Independent
Assessment
__Individual
x Group
__ Written
x Oral
Activities
x Hands-on
x Meaningful
x Linked to objectives
x Promote student engagement
Other
x Links to background
x Links to past learning
__Learning strategies
x Comprehensible input
*The items checked above should be reflected in the lesson sequence below.
Lesson Sequence:
1. Intro
Discuss the meaning of “bilingual.” Ask if any students are bilingual. Ask which 2 languages
they speak. Emphasize that “bilingual” does not mean “able to speak Spanish,” and provide
examples of bilingual individuals who speak other languages, as well as of Spanish-speaking
individuals who are monolingual.
2. Brainstorm the benefits of bilingualism. As appropriate for students’ grade and proficiency
levels, teacher or students will record ideas, either on the board or individually.
3. Writing Part I
Students choose one idea and complete the sentence “It is good to be bilingual because...” on a
const. paper leaf.. As needed, provide students with some ideas: you can get a better job; you can
Developed by Leticia M. Trower, Gaston County Schools. Used by permission.
talk to people at school and people at home; you can help your family; you can translate for
people; you can read books in __ and books in __; etc.
4. Writing Part II
Students choose one word and write it in 2 languages on their “bilingual butterflies,” then
illustrate. The words are written on the two upper lobes of the butterfly wings, and illustrated on
the two lower lobes. Biliterate students may choose to write phrases or sentences. Younger
students and those with low literacy in their L1 will dictate their two words to the teacher, who
will write them on the board for them to copy.
5. Close
Discuss the purpose of ESL class (to build English but not forget our L1s) and reaffirm the
benefits of additive bilingualism that the class brainstormed, adding any if necessary (see list
above). Give students their ESL class schedules.
Developed by Leticia M. Trower, Gaston County Schools. Used by permission.