Runninghead: Using SEI Strategies in a siop lesson plan 1
Using SEI Strategies in a siop lesson plan 6
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Using SEI Strategies in a SIOP Lesson Plan
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Using SEI Strategies in a SIOP Lesson Plan
Everyone knows the classic fairytale of Cinderella but does everyone know the same version or just the popular Disney version. In this lesson we look at two different versions of Cinderella and compare their similarities and differences. Students will be able to compile a new list of vocabulary words in their very own Story Journal while working with their fellow classmates.
Discovering the Differences Lesson Plan
This lesson plan is to be carried on in a five day sequence. One version of the story will be read on the day one and the second version on day two. Before beginning this lesson it is important to make sure that all materials are ready for the lesson. Premade booklets that contain blank sheets and word journal forms should be bound together for each student in the class. Because a portion of this lesson is done in groups it is best to select your groups at this time; remember to group the children in appropriate levels or appropriate mixed levels. For the vocabulary portion of the lesson look over both stories and pull key words that can be used for both stories dividing them into vocabulary sections for each book and vocabulary words used in comparing; make sure words are not repeated for this portion.
Day 1
Start the lesson by reviewing what the students will be learning during this week. Ask the students questions on what they know about the fairytale Cinderella. Some questions that can be asked to the students are:
· Who has heard of the story Cinderella?
· Who would like to share what they might know about the story?
· Does anyone know any different versions of Cinderella? Where did they come from?
Explain to the class that you will be reading two different versions of the story this week and ending with the Disney classic of Cinderella on Friday after they have finished their lesson. Start off with reading the story The Glass Slipper. After finishing the story review vocabulary words from story and have children relate a picture to the word in their personal Story Journal. After covering vocabulary words for The Glass Slipper have the students turn to a blank page in their Story Journals and draw a picture that relates to the story they just heard. Wrap up lesson by having the children returning to their desks and collecting their Story Journal.
Day 2
Start off with reviewing the story from the day before. Ask what their opinions are about The Glass Slipper. Now explain to them that we are now going to read another version of Cinderella called The Princess and the Golden Shoes. Read the story The Princess and the Golden Shoes. After finishing the story review vocabulary words from story and have children relate a picture to the word in their personal Story Journal. After covering vocabulary words for The Princess and the Golden Shoes have the students turn to a blank page in their Story Journals and draw a picture that relates to the story they just heard. Wrap up lesson by having the children returning to their desks and collecting their Story Journal.
Day 3
Start lesson with having student gather into their assigned groups. Pass out one sheet of chart paper and an assortment of markers to each group. Instruct students to not touch the materials till instructed. On the white board go over what a pictorial input chart is. Write a few examples from the stories that have been read over the last few days. Instruct students to work as a group to come up with similarities and differences from both of the stories. Remind them that the information is to come from the stories read and not from any other version. Give student 15-20 minutes to work on their charts. Wrap up by having the students turn in the charts and markers and returning to their desks.
Day 4
Prior to the start of the lesson hand the charts on a wall in the classroom or on the white board. Start lesson with a review of the two stories and the activities that have been completed in the past few days. Have groups come up one-by-one and present their chart to the class having each student take turns on reading and/or explaining the information on the chart. When all groups have completed their presentations review some of the information on the charts that the students have completed expressing how each group got similar and different information. Keep charts up for rest of week.
Day 5
Start lesson with a review of what has been covered over the past week. Review some of the vocabulary words and their meanings by calling on student to give definitions of words you read. Review some of the information from the charts hanging on the walls. Give the opening lesson about 10 minutes.
Have the students either gather on the floor or stay at their desks. Start the Disney version of the movie Cinderella reminding the children to keep their volume down during the movie and to still follow the class rules. Once movie has ended have children return to their desks. Discuss with the students if there were any differences or similarities to the movie they just watched and the stories that were read during the week; writing the information on the white board.
Hand out to the students their Story Journals. Instruct the students to draw on one of the blank pages a picture that represents the Disney version of Cinderella. Give students about 10 minutes to draw and color their pictures. Once students are done have them hand their journals in. Ask students what they have learned from this lesson. Express to the students how well they did during this week with the lesson.
Conclusion & Overview
This lesson will help teach the students the differences and similarities of well-known stories. Their vocabulary along with the meanings of the words will help them increase their knowledge of certain words that they might know now or may be hearing for the first time. Incorporating some of the vocabulary words that have been introduced can be incorporated in the next few lessons; scaffolding into the next few lessons.
Either each month or for the rest of this month same lesson can be repeated using different fairytales. Try switching group participates around so that everyone has a chance to work with each other. At the end of multiple lessons or a single lesson students can write their own version of the base story at the end of their Story Journals.
SIOP Lesson Plan
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Date: 04/07/2014 – 04/11/2014
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Grade/Subject: 3rd/Reading
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Theme: Fairy Tales – Cinderella
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Lesson Topic: Compare and Contrast Different Versions of Cinderella
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Standards: (Arizona Department of Education, 2014) S3.COC.S1.B4: retelling the main idea/concept and key points/details of a presentation using sentence frames. S3.COC.B5: responding to academic discussions by sharing one’s view on facts, ideas and/or events using academic vocabulary. CT.S3.B5: retelling a story or event with a beginning, middle and end. 3.RL.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
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Content Objective(s): SWBAT identify the differences and similarities between two stories of the same genre by compiling a list of the differences and similarities.
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Language Objective(s): SWBAT compare and contrast two different versions of Cinderella by formulating a list of the differences and similarities between the two stories in small groups, and sharing these observations with the whole class to place into a Pictorial Input Chart.
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Key Vocabulary
Fairy tale, similarity, difference, compare, contrast, continent, version, attitude, wicked, royalty, magic, dear, malicious, grotto, paltry, fair, festival, banquet, and poor.
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Supplementary Materials
· Book – Cinderella The Ultimate Collection by Charles Perrault, Brothers Grimm, Henry Hewett, Joseph Jacobs, Andrew Lang
· Different colored markers to fill in story elements on pictorial input chart.
· Chart paper to write down list of story elements onto
· Map of world
· Story Journal with Word Journal forms and blank pages
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SIOP Features
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Preparation
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Scaffolding
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Grouping Options
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· Adaptation of content
· Links to background
· Links to past learning
· Strategies incorporated
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· Modeling
· Guided practice
· Independent
practice
· Comprehensible input
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· Whole class
· Small groups
· Partners
· Independent
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Integration of Processes
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Application
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Assessment
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· Reading
· Writing
· Speaking
· Listening
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· Hands-on
· Meaningful
· Linked to objectives
· Promotes engagement
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· Individual
· Group
· Written
· Oral
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Lesson Sequence:
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Day 1
1. Separate students into small groups.
2. Pass out story journals to each student.
3. Review with students the theme of the week.
4. Review with students what they know about the story Cinderella; write ideas on white board.
5. Read “Little Glass Slipper” story from book.
6. Review with students’ vocabulary words within the story having students write word then draw according picture into their story journal in the word journal section.
7. Instruct students to draw a picture that would depict something within the story they just heard into their story journal on the first blank page.
Day 2
1. Have students gather into groups.
2. Read “The Princess and the Golden Shoes” story from book.
3. Review with students’ vocabulary words within the story having students write words then draw according picture into their word journal section.
4. Instruct students to draw a picture that would depict something within the story they just heard into their story journal on the second blank page.
Day 3
1. Have students gather into groups.
2. Pass out to each group one sheet of chart paper and markers.
3. As a class review the meaning of differences and similarities; marking a few examples on the board in the pictorial input chart format.
4. Have students work in their groups on their pictorial input charts.
Day 4
1. Have student gather into groups.
2. Have each group share their pictorial input charts with class one group at a time.
3. Display each chart on the wall.
4. Discuss how each group came up with similarities and differences on project.
Day 5
1. Watch Disney version of Cinderella.
2. After movie have students discuss the similarities and differences between the movie and the stories read during the week.
3. Instruct students to draw a picture that would depict something within the story they just heard into their story journal on the third blank page.
4. Collect journals from all students.
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References
Arizona Department of Education. (2014). Standards Overview. Retrieved April 07, 2014, from Arizona Department of Education: http://www.azed.gov/standards-practices/
Mrwen. (2010, April 12). SIOP lesson plan template. Retrieved April 07, 2014, from ESL Printables: http://www.eslprintables.com/printable.asp?id=396382
Pearson Education. (2014). Main Page. Retrieved April 07, 2014, from The SIOP Model: http://siop.pearson.com/
Perrault, C., Grimm, B., & Basile, G. (2014). Cinderella: The Ultimate Collection. CreateSpace Publishing. Retrieved April 07, 2014, from http://www.barnesandnoble.com/w/cinderella-the-ultimate-collection-charles-perrault/1118760290?ean=9781496195906
Create a SIOP lesson plan in a content area of your choice for a group of ELLs at a grade and English language proficiency (ELP) level that you specify.
Use the “SIOP Lesson Plan Template,” located in the Student Success Center.
Identify and select the ELP Standards from your state.
Create a content objective and a language objective using the English Language Arts Standards from your state.
Consider applicable language acquisition stages of development in your lesson planning.
Include a 500-750 word rationale that includes an explanation regarding how the following aspects of SIOP were accounted for within the design of your lesson:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice and Application
7. Lesson Delivery
8. Review and Assessment
While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using the documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
