SIOP Lesson Plan
SIOP LESSON PLAN
SIOP Lesson Plan
Thumbnail History
Joel Montgomery
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SIOP Lesson Plan
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SIOP Lesson Plan
This lesson is designed to establish an historical baseline students can use to make
connections with historical events. The specific purpose of this unit is to allow the students—all
seventh and eighth grade English language learners (ELLs) at Level four (Emerging) or Level
three (Developing) on the English Language Proficiency (ELP) Standards developed by the
World-Class Instructional Design and Assessment (WIDA) Consortium (2008) and approved for
use by the Illinois State Board of Education (ISBE) (2004)—to engage with the material by
working with metacognitive, cognitive, and social/affective learning strategies to connect
historical events with information in their textbooks and in classroom study. Students will work
in teams to create a thumbnail history timeline and a map of the world showing the migration of
humans throughout the planet. They will use their timelines and maps as a reference point to
make connections with other units of study throughout the year..
SIOP Lesson Plan
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SIOP® Lesson Plan
Date:
11/18/2008
Unit/Theme:
Thumbnail History
Big Idea:
History provides the context and
background against which all human
events take shape. By working with a
compressed (“thumbnail”) history, we
can have a framework to help us
understand some of the motivations,
inventions, causes and effects that we are
studying this year.
Content Objectives:
Grade/Class/Subject:
7th Grade Social Studies|8th Grade (American) History-ELLs
--ELP4 & ELP3
IL Learning Standards (Illinois State Board of Education,
2008):
Social Sciences-16B3e(US), 16B3f(US), 16B3g(US),
16B3h(US), 16C3a(US), 16C3a(W), 16C3b(W), 16D3(W),
16E3a(W), 16E3b(W)
English Language Proficiency Standards—
Level 4-Emerging (WIDA)
Level 3-Developing (WIDA)
Social-Emotional Standards-1A3a, 1B3a, 1C3b
Draw an abbreviated timeline reflecting major civilizations in North and South America, Europe, and
related areas for the time frame 1000 BCE to 1500 CE. (Source:
Copy a map showing human migration throughout the world. (Source: National
Geographic.com/genographic project)
Language Objectives:
ELP Level 4
Compare and contrast functions, relationships from oral information. (Listening)
Identify cause and effect from oral discourse. (Listening)
Discuss stories, issues and concepts. (Speaking)
Give oral reports. (Speaking)
Offer creative solutions to issues and problems. (Speaking)
Interpret information or data. (Reading)
Find details that support main ideas. (Reading)
Summarize information from graphics or notes. (Writing)
Edit and revise writing. (Writing)
Create original ideas or detailed responses. (Writing)
Key Vocabulary:
Supplementary Materials:
SIOP Lesson Plan
timeline
culture
CE
conflict
effect
civilization
BCE
migration
cause
4
Thumbnail History PowerPoint
Web links:
http://www.hyperhistory.com/online_n2/History_n2/a.html
https://www3.nationalgeographic.com/genographic/atlas.html
SIOP Features
Preparation
Scaffolding
Grouping Options
√ Adaptation of Content
√ Modeling
√ Whole class
√ Links to Background
√ Guided practice
√ Small groups
√ Links to Past Learning
√ Independent practice
√ Partners
√ Strategies Incorporated
√ Comprehensible input
√ Independent
Integration of Processes
Application
Assessment
√ Reading
√ Hands-on
√ Individual
√ Writing
√ Meaningful
√ Group
√ Speaking
√ Linked to objectives
√ Written
√ Listening
√ Promotes engagement
√ Oral
Lesson Sequence:
1. Teacher introduces the topic to the whole group.
2. Whole group will views information from the Internet regarding the timeline chart and the map of
human migration.
3. Teacher will assign students to collaborative teams of three or four students.
4. Team members work with the materials to draw the timeline chart and map in their own notebooks.
5. Students work in teams to create enlargements of the timeline chart and map.
6. Students focus on the details of both the timeline chart and the map to make sure that the details are
correct.
7. Students will share what they have learned about creating timeline charts and maps.
SIOP Lesson Plan
Reflections:
1. Were the directions for the tasks meaningful to the students?
2. Were the students able to complete the assigned tasks successfully?
3. How did the students demonstrate that they were engaged during the learning process?
4. Did the students produce comprehensible output?
5. What needs to change the next time this lesson is offered to the students?
Illinois Learning Standards (ISBE, 2008a)
Social Sciences
16B3e(US)
16B3f(US)
16B3g(US)
16B3h(US)
16C3a(US)
16C3a(W)
16C3b(W)
16D3(W)
16E3a(W)
16E3b(W)
I can compare and contrast the political characteristics of the Western Civilizations
of Greece and Rome with the non-Western Civilizations in China and India in the
years 500BCE (BC) to 500CE (AD).
I can explain the cause and effect of the fall of the Roman Empire and other major
world political events between 500CE (AD) and 1500CE (AD).
I can explain the cause and effect of European feudalism and the emergence of
nation states between 500CE (AD) and 1500CE (AD).
I can explain the effects of European exploration and expansion on the Americas,
Asia, and Africa after 1500CE (AD).
I can explain the economic motivations that attracted Europeans and others to the
Americas 1500--1750.
I can show major economic trends from 1000 to 1500 CE (AD) including long distance
trade, banking, specialization of labor, commercialization, urbanization,
technological and scientific progress.
I can explain the economic systems and trade patterns of North America, South
America, and Mesoamerica before the encounter with the Europeans.
I can identify origins and show cause and effect of events that have shaped world
social history including famines, migrations, plagues, and slave trading.
Looking at the agricultural revolution that took place between 4000 and 1000 BCE
(BC), I can explain how the people shaped their environments in the river-valleys of
Huang-He (China), Tigris-Euphrates (Egypt), Nile (Egypt), and Indus (Egypt).
I can explain how expanded European and Asian contacts affected the environment
of both continents during the period of 1000 BCE (BC) to 1500 CE (AD).
English Learning Proficiency Standards (ELPS)-Level 4-Emerging (WIDA)
Compare and contrast functions, relationships from oral information. (Listening)
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SIOP Lesson Plan
Identify cause and effect from oral discourse. (Listening)
Discuss stories, issues and concepts. (Speaking)
Give speeches and oral reports. (Speaking)
Offer creative solutions to issues and problems. (Speaking)
Interpret information or data. (Reading)
Find details that support main ideas. (Reading)
Identify word families, figures of speech. (Reading)
Summarize information from graphics or notes. (Writing)
Edit and revise writing. (Writing)
Create original ideas or detailed responses. (Writing) (WIDA, 2008, p. 58)
Social-emotional Learning (ISBE, 2008b)
Analyze factors that create stress and motivate performance (1A3a).
Analyze how personal qualities influence choices and successes (1B3a).
Analyze why one achieved or did not achieve a goal (1C3b).
Theme
Thumbnail History.
Lesson (Topic):
Historical Timeline and Migration Map
Objectives
Language
Compare and contrast functions, relationships from oral information. (Listening)
Identify cause and effect from oral discourse. (Listening)
Discuss stories, issues and concepts. (Speaking)
Give speeches and oral reports. (Speaking)
Offer creative solutions to issues and problems. (Speaking)
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SIOP Lesson Plan
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Interpret information or data. (Reading)
Find details that support main ideas. (Reading)
Identify word families, figures of speech. (Reading)
Summarize information from graphics or notes. (Writing)
Edit and revise writing. (Writing)
Content
Connect concepts of history with timelines.
Identify how humans spread throughout the world.
Learning Strategies
Metacognitive
Using the timeline chart as a starting place, explore how these civilizations could interact
and what events might make one civilization more powerful than another.
Cognitive
Make connections between the early civilizations and the motivations of current-day
people living in various cultures.
Social/Affective
Work with a team to create the drawing and to explore the basic ideas of timelines and
the map of human migration.
Key Vocabulary (http://canton-drmontgomery.wikispaces.com/Social+Studies)
timeline
migration
civilization
conflict
culture
cause
Materials
Web links
http://www.hyperhistory.com/online_n2/History_n2/a.html
https://www3.nationalgeographic.com/genographic/atlas.html
BCE
effect
CE
SIOP Lesson Plan
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Motivation
Internet-based information on the hyperhistory (timeline) and National Geographic
Genographic project (maps of human migration) form the springboard for class activity.
Presentation
The teacher introduces the topic of the thumbnail history and shows the Internet sites for
the hyperhistory (timeline) and the mapsof human migration.
Practice/Application
1. Teacher introduces the topic to the whole group.
2. Whole group will views information from the Internet regarding the timeline chart and the map of
human migration.
3. Teacher will assign students to collaborative teams of three or four students.
4. Team members work with the materials to draw the timeline chart and map in their own
notebooks.
5. Students work in teams to create enlargements of the timeline chart and map.
6. Students focus on the details of both the timeline chart and the map to make sure that the details
are correct.
7. Students share what they have learned about creating timeline charts and maps
1. . Review/Assessment
Rubric:
Measure
Projects identify
important events in human
history.
Projects accurately
Exce
Meet
Some
Does
eds
s
what meets
not meet
expectations expectations expectations expectations
7
5
3
1
7
5
3
1
SIOP Lesson Plan
represent a time-line of
important events.
Projects identify
cause and effect
relationships of related
events.
Graphics are easily
understood.
Each team member
can explain the graphics
to the rest of the class.
Projects represent
the best efforts of all
members of the
collaborative teams who
prepared the projects.
Project teams
reach consensus on
everything they include in
their projects.
Project teams
agree that each member
contributed the best work
possible.
Values
7
5
3
1
7
5
3
1
7
5
3
1
7
5
3
1
7
5
3
1
7
5
3
1
56
40
24
8
9
Extension:
As we continue through the year we will come back to this thumbnail history and map to
see how what we study connects to and builds on the foundation of these early civilizations and
historical events.
Reflection
1. Were the directions for the tasks meaningful to the students?
2. Were the students able to complete the assigned tasks successfully?
3. How did the students demonstrate that they were engaged during the learning process?
SIOP Lesson Plan
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4. Did the students produce comprehensible output?
5. What needs to change the next time this lesson is offered to the students?
Summary
This lesson was designed to establish an historical baseline students can use to make
connections with historical events. The specific purpose of this unit was to allow the students to
engage with the material by working with metacognitive, cognitive, and social/affective learning
strategies to connect historical events with information in their textbooks and in classroom study.
Students will work in teams to create a thumbnail history timeline and a map of the world
showing the migration of humans throughout the planet. They will use their timelines and maps
as a reference point to make connections with other units of study throughout the year..
SIOP Lesson Plan
11
References
Echevarria, J.; Vogt, ME., & Short, D.J. (2004). Making content comprehensible for English
learners: the SIOP model, 2nd Ed. New York, NY: Allyn & Bacon.
Hyper History
http://www.hyperhistory.com/online_n2/History_n2/a.html
Illinois State Board of Education (ISBE). (2008a, Goal 16). Illinois learning standards: Social
Science. Retrieved on June 20, 2008, from
http://www.isbe.net/ils/social_science/standards.htm.
Illinois State Board of Education (ISBE). (2008b). Illinois learning standards: Social-Emotional
Learning. Retrieved on June 20, 2008, from
http://www.isbe.net/ils/social_emotional/standards.htm.
Illinois State Board of Education (ISBE). (2004). EL proficiency standards presentation,
March11, 2004. Retrieved on June 13, 2008, from
http://www.isbe.net/bilingual/pdfs/el_proficiency_standards_presentation.pdf .
National Geographic—Genographic Project
https://www3.nationalgeographic.com/genographic/atlas.html
World-Class Instruction Design and Assessment (WIDA) Consortium. (2008a). English
language performance standards resource guide. Retrieved June 15, 2008, from
http://www.wida.us/standards/Resource_Guide_web.pdf.