SIOP Model Lesson Plan Template
Course: _EDBL 3321-001_____ Semester: _Spring____ Name: Maria Johnson______
English Language Arts and Reading- (2)(D), (3)(B), (6)(A)(D)
TEKS Standards
Social Studies- (12)(A)
ELPS- (1) (A) (E), (3) (B) (E)
Theme
Lesson topic
Content objective(s)
Community
Family
Upon completion of the lesson, the student will be able to identify and give
examples of family members and their roles.
Language Objective(s)
Learning strategies
Key vocabulary
Upon completion of the lesson, the student will be able to recite and discuss
family member titles and be able to verbally provide examples in
conversation.
Metacognitive- The student will be introduced to the topic with the video, and
after will be asked to make a connection by brainstorming what they think the
video was about, and what they will be learning about.
Cognitive- The student will use the flashcards provided as a visual to make
connections to the family members.
Social/Affective- The student will work in a group to complete the family
invader game.
Family, mom, dad, parents, sister, brother, grandmother, grandfather,
grandparents, son, daughter, grandson, granddaughter, mother,father
Materials
Lesson Plan Sequences
Time
(30
minutes)
Building background
(Activities to link to
The student will watch the video, ESL Family Video, at
prior
http://www.youtube.com/watch?v=R48I1im9XUk, and the family
learning/knowledge) video at
Texas A&M University-San Antonio, modified by Hsiao-ping Wu, Ph.D.
(40
minutes)
Comprehensible
input
(presentation of
language & content
objectives,
presentation of new
information)
http://www.eslkidslab.com/lessons/course2/videos/family/index.html
to introduce them to the topic. The teacher will discuss the videos
with them afterwards, and answer any questions. The teacher will ask
if anyone could tell what the videos were about from the pictures. She
will then have the students brainstorm what they think the videos
were about, and what they think the lesson will be about, and draw or
write it on a blank sheet of paper.
After the presentation of objectives:

The teacher will hand out the worksheet, All About Me, and the class
will complete it together with the teacher, with the teacher giving
the students the new English vocabulary as needed.
 The teacher will help with each line and section of the worksheet,
paying special attention to the new information on the worksheet,
such as how many people are in the family, who lives with them,
drawing a picture of their family, and what they want to be when
they grow up.
 As the worksheet is completed, the teacher should discuss the fact
that they belong to a family, and everyone’s family is different.
 The teacher will call all of the students to the carpet, so they can sit
in a circle.
 Each student should share his answers with the class.
 The teacher will introduce additional family members through the
use of flash cards that contain a picture of the family member,
followed by the word.
 The teacher will ask as each new flashcard is introduced, if anyone
knows what the picture is? For the first time through, it is okay for
them to identify it in their home language, but the teacher will also
introduce the English word, and have everyone repeat it.
 The teacher will model what each picture/word is, pronounce it
several times, and have the students repeat it back first as a class,
and then individually.
Learning strategies
Metacognitive- The student will be introduced to the topic with the
video, and after will be asked to make a connection by brainstorming
what they think the video was about, and what they will be learning
about.
Cognitive- The student will use the flashcards provided as a visual to
make connections to the family members.
Texas A&M University-San Antonio, modified by Hsiao-ping Wu, Ph.D.
Social/Affective- The student will work in a group to complete the
family games.
Interaction


(40
minutes)
Practice &
Application
(Meaningful
activities,
interaction,
strategies, feedback)
(20
minutes)
Review &
Assessment
The students will interact directly with the teacher during the All
About Me worksheet, and during the flashcard activity.
The students will work in groups during the Family games.


The teacher will have the students break into groups of 3-4 students.
Each group will be given the family board game, a die, and 3-4
marking chips.
 The students will rock-paper-scissors to see who goes first.
 The students will roll the die and move to the corresponding space
and answer the question in the box.
 The game is designed to allow the students to learn more about
each other’s family.
When completed:
 The teacher will hand out the worksheet, Family Tree Worksheet.
 The students will fill in the worksheet using the family vocabulary
they have learned.
Review key vocabulary: family, mom, dad, brother, sister, parents,
grandmother, grandfather, daughter, son, mother, father, grandson,
granddaughter
Review key concepts: family, family roles, community
Assessment :


Have each student recite the vocabulary to their partner.
Hold up the flashcards with just the pictures, and have the students
recite the appropriate vocabulary.
 Have each student tell their partner about their families, including
how many are in their family.
Texas A&M University-San Antonio, modified by Hsiao-ping Wu, Ph.D.
Extension


The students will take home the space invader family board game to
play at home with their families.
The teacher will explain that families are part of a community, and
because community helpers will be the next lesson, the students are
to go home and think about any community helpers that they know
of, draw a picture of them, and bring it back the next day.
Texas A&M University-San Antonio, modified by Hsiao-ping Wu, Ph.D.