Jonelle M. Dongilla
SIOP Lesson Plan Template
September 10 - 14, 2012
Grade: 10 & 12
Class: ESL
Students: 2 students, Levels 2 & 3 Developing and Expanding
PA Standards, Grade 10 & 12 Language Arts:
 TBD
TESOL Standards: TBD
Unit/Theme: Grammar - Verbs
Content and Language Objectives:
 Identify and use action and linking verbs
 Use pictures to make inferences and predictions
 Determine main ideas and details
 Answer comprehension questions
Key Vocabulary
Household items (picture cards)
Verbs
Supplemental Materials
Daily grammar website and P. Board
Picture cards
Teen Scene stories
SIOP Features
Preparation
__X Adaptation of Content
__X_ Links to Background
__X Links to Past Learning
__X Strategies incorporated
Integration of Processes
_X Reading
_X_ Writing
_X Speaking
_X_ Listening
Scaffolding
_X_ Modeling
_X_ Guided practice
_X_ Independent practice
_X_ Comprehensible input
Grouping Options
_X_ Whole class
_X_ Small groups
_X_ Partners
_X_ Independent
Application
_X_ Hands-on
_X_ Meaningful
X_ Linked to objectives
_X Promotes engagement
Assessment
X_ Individual
_ X_ Group
__X Written
__X_ Oral
SIOP Model
LESSON PREPARATION
Display content and language objectives on the board. Teacher reads each one and
explains. Students will come prepared with a letter to the teacher to read aloud and
discuss in class, paying attention to main idea and details.
BUILD BACKGROUND
Discuss daily routine, rules and consequences and goals for the school year.
COMPREHENSIBLE INPUT
Grammar
Use www.dailygrammar.com to introduce and practice action, linking, and helping
verbs. Find these parts of speech in their own and each other’s writing.
Vocab
Introduce new vocabulary words by showing household items flashcards.
Define unknown words in notebook. Study for HW.
STRATEGIES
Graphic organizers, modeling, retelling, underlining parts of speech in partner’s text,
think aloud, marking the text
INTERACTION
Students will often be called up to the board to write, will be asked to read aloud, will
have to do their own writing in notebooks and looseleaf. They will also share their work
with each other, engaging in peer response and revision. They will also have ample
opportunities to model conversations in front of the class and in small groups. When we
discuss written pieces or a read passage, students will be required to elaborate their
responses, discussing the lesson’s concepts. Students will mostly work in pairs.
PRACTICE AND APPLICATION
There are several hands-on activities and manipulatives for students to learn short,
meaningful chunks of knowledge, especially in regards to phonics and vocabulary.
Students will be required to write sentences and read them with all new grammar
functions as they learn them. By collaborating and writing down questions as they read,
they are engaged in meaningful learning. By requiring them to summarize and discuss
and integrate all language skills, they essentially report information they learned, and I
can assess if instruction was successful.
Daily writing prompts
Use http://pyxlin-journal-prompts.wikidot.com/ for daily prompts. Students write at least
half a page. Expose students to each other’s writing through grammar activities.
LESSON DELIVERY
Content and language objectives are displayed and discussed everyday. Because the
lesson integrates different learning strategies, allows students to ask questions, and takes
into account differing learning strategies students are actively engaged. Time is also
taken into account when students tackle new content or don’t understand a particular
concept.
Day 1
 Respond to writing prompt in journal. Students write at least half a page.
 Finish administering the Woodcock Munoz while other student is completing
daily grammar lesson (action verbs).
 Check answers by reading aloud and writing on P. Board.
 Go back into own journal prompt and underline all action and linking verbs.
 Swap journals and do the same to each others. Students will find some different
and many of the same answers.
 Write 5 sentences using either action or linking verbs, underlining the verb.
Complete for HW.
Day 2
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Day 3
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Day 4
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Set content and language goals for the school year and write them in NB.
Introduce new vocabulary words by showing household items flashcards. Define
unknown words in notebook. Study them for HW.
Make predictions and inferences from the pictures in Teen Scene Lesson 2.
Explain and read. Write main idea of each story in margin then answer
comprehension questions.
Complete daily grammar lesson (linking verbs).
Check answers by reading aloud and writing on P. Board.
Reread Teen Scene Lesson 2. Underline all the linking verbs in each sentence.
Swap papers and do the same to each others. Students will find some different but
many of the same answers.
Write 5 sentences using linking verbs, underlining the verb. Complete for HW.
Respond to writing prompt in journal. Students write at least half a page.
Complete grammar lesson (identify action and linking verbs).
Check answers by reading aloud and writing on P. Board.
Go back into own journal prompt and underline all action and linking verbs.
Swap journals and do the same to each others. Students will find some different
and many of the same answers.
Look at pictures from Teen Scene Lesson 3 and make predictions and inferences.
Write main idea of each story in margin then answer comprehension questions.
Write your own sentences modeling after the Teen Scene story, underlining and
identifying the verbs (linking or action) in each sentence. Complete for HW.
Review vocab.
HW: Vocab worksheet
Respond to writing prompt in journal. Students write at least half a page.
Complete grammar lesson (helping verbs).
Check answers by reading aloud and writing on P. Board.
Go back into own journal prompt and code all verbs, identifying each one.
Look at pictures from Teen Scene Lesson 4 and make predictions and inferences.
Write main idea of each story in margin then answer comprehension questions.
Write your own sentences modeling after the Teen Scene story, underlining and
identifying the verbs (linking or action) in each sentence. Complete for HW.
Review vocab.
Day 5
Quiz on verbs, retelling, vocab. Display grammar on board and one student writes
answers on looseleaf while teacher administers oral assessment on retelling and vocab
words.
Read cold passage and practice context clues.
REVIEW AND ASSESSMENTS
Time is spent reviewing vocabulary and practicing grammar/mechanics. Assignments
like writing a letter to a pen pal, and keeping a journal are formative and summative
assessment. I also use the weekly book test for vocabulary, phonics, comprehension, and
language structure. I will also keep data on language development and skills both on
tables and anecdotal notes. Before the test, I will ask students to go back to their written
objectives and write a checkmark, a question mark, or a zero next to each language
objective in notebook. The purpose for this is metacognitive in nature; students must selfassess. If they feel they do not understand a concept, we circle back and review before the
test. Testing will be on a weekly basis covering content and language objectives.
References:
Echevarria, Vogt, & Short (2008). Making content comprehensible for English learners:
The SIOP model (3rd ed.). Boston: Allyn and Bacon.
… Teen Scene…
…http://pyxlin-journal-prompts.wikidot.com/...
… www.dailygrammar.com