SIOP LESSON PLAN #1- Kathryn Fleming
Lesson Title:
Materials:
Text: (if
applicable)
EL
STUDENTS/
LEVELS:
Cesar Chavez: The Fight for
Course &
3rd Grade Social Studies- Fleming
Worker’s Rights
Teacher
Student Computers (websites: PebbleGo & Google
Lesson Duration:
50 Minutes
Translate), Chart Paper, Markers, student journals,
Cesar Chavez: Migrant Hero Leveled Texts: Reading A-Z
(Both English & Spanish Versions)
Cesar Chavez: Migrant Hero Leveled Texts: Reading A-Z (Both English & Spanish Versions)
2 ELL Students:
(1) Level 1- Entering
(2) Level 2- Emerging
use WIDA levels –
include number of
ELs
Lesson Delivery (Student Engagement and Pacing) with Comprehensible Input
(appropriate speech, context & visual clues, clear explanations, and scaffolding
FOCUS PHASE
Lesson Preparation:
Content & Language
Objectives
SS3H2 The student will discuss the lives of
Americans who expanded people’s rights and
freedoms in a democracy: César Chávez (workers’
rights).
Language Objectives (Those that apply)
The students will listen to PebbleGo’s biography of Cesar
Chavez and will listen for vocabulary terms.
Content
Objectives/GPS
Listening
Speaking
Reading
Writing
The students will discuss the rights that Cesar Chavez
changes for migrant workers.
The students will identify vocabulary terms and
important life events of Cesar Chavez by reading
PebbleGo biography. The students will read about
Cesar’s life using a leveled reader both in Spanish &
English.
The students will label an open mind diagram with facts
about Cesar’s life.
Building Background
(personal/cultural, past learning, vocabulary)
Discuss What You Know: Using this sentence frame, discuss a
time where you saw something you didn’t like so you tried to
Link to personal, cultural experience: change it. (2-3 minutes)
Bridge to Past Learning:
I have seen this before when ___________________.
Yesterday, we learned about Thurgood Marshall. (Hold up a
picture of Thurgood) What did Thurgood fight against? Use
the sentence frame: (2-3 minutes)
I think Thurgood didn’t like _______________ so he tried to
change it.
SIOP LESSON PLAN #1- Kathryn Fleming
3-5 Key Vocabulary :
(Academic & tier 2)
-change (cambio)
-strike (huelga)
-rights (derechos)
-migrant workers
(los trabajadores
migrantes)
-nonviolent (no
violent)
Emphasize Key Vocabulary
After listening & viewing PebbleGo Website:
Team TPR: Students will be in small groups. They will receive one of the
vocabulary words on an index card (both in English & Spanish) from the
PebbleGo Biography website that was bolded. The definitions can be found on
the PebbleGo website if the students hover over the words that are highlighted.
They will create body/hand movements for the definition of their vocabulary
word. They will present their TPR movements to the class and the class echoes
the definition and movements. (5 minutes)
Lesson Delivery (Student Engagement and Pacing) with Comprehensible Input
(appropriate speech, context & visual clues, clear explanations, and scaffolding
PRACTICE PHASE
(TO)
Present Language and Content Objectives
The class will preview the first 2-3 pages of the leveled text, “Cesar
Strategies
Chavez: Migrant Hero” both in English and Spanish versions.
(Questioning,
Teacher will model how to identify key details and vocabulary in an
scaffolding)
informational biography. Teacher will provide examples of cognates from
the Spanish version of the book as she reads.
Interaction
What word does _____ sound like in English? How do you know?
(Pair/Group work)
(10 minutes)
Practice/Application (WITH) Students will read leveled texts with a pre-arranged partner. Each pair will
(Hands-on
receive the English and Spanish versions for their own reference and
authentic,
discussion of cognates. After reading they can use these sentence frames:
integrated
instruction)
I learned _____________ about Cesar’s life.
I thought it was interesting that Cesar _____________.
I noticed the word ___________ which sounds like the Spanish word
_________. (or vice versa)
(10 minutes)
Include evidence of
Higher order
thinking here.
(BY)
Students will create an open mind diagram as a class about Cesar Chavez.
Small groups will be given different color markers to add to the class’ open
mind diagram. Students will use discussions about Cesar from pair work
earlier, along with any other observations and conversations about his life
from the book to add to the diagram. Students can add facts,
characteristics about Cesar, or images that are related to his life. Groups
will share what they added to the diagram with the class. (Tell Your
Partner! the procedure for this activity)
(10 minutes)
CLOSURE
Lesson Delivery (Student
Engagement and Pacing) with
Comprehensible Input
(appropriate speech, context & visual
clues, clear explanations, and
scaffolding
SIOP LESSON PLAN #1- Kathryn Fleming
Review of Key
Vocabulary
Review/Assessment
(Key vocabulary,
regular feedback for
students, checking
for understanding
throughout, review
objectives to see if
they were met)
Review of Key
Content
Mystery Word: Students will choose one vocabulary word
to describe to a partner using definitions and other clues,
while the other student tries to guess which word.
(2-3 minutes)
Sentence Frames: Students will use this sentence frame and
share with a partner:
Cesar Chavez did like how __________ were being treated,
so he____________.
(2-3 minutes)
Assessment: ( if applicable here-may be included formatively in other areas)
Observation of student conversations, discussions, reading with a partner, and
open mind diagrams.