SAMPLE SIOP LESSON PLAN

STANDARDS: NJCCCS: 3.1.5.F.5. Use a thesaurus to identify alternative word choices and meanings. 3.1.5.G.12 Recognize literary elements in stories, including setting, characters, plot and mood. WIDA: ELP Standard 2 Language Arts: Describe and record the feelings and emotions related to specific passages of a text.
THEME: This class has been exploring the book, Stone Fox. Various elements of guided reading have been taught over the last few weeks but there has been a particular emphasis on characters and vocabulary within or related to the book. The language focus has been to increase verbal interaction between students in order to improve their ability to give clear and detailed directions aloud and process text with a partner or small group.
LESSONTOPIC: Exploring the Mood of the Scene and Looking for Synonyms
OBJECTIVES:
Content: Use a thesaurus to find new words (synonyms) to talk about different parts in Stone Fox. / Language: Describe and discuss the emotions and feelings in different parts of Stone Fox using a thesaurus with a partner.
LEARNINGSTRATEGIES: Think aloud, partner work, visualizing, paraphrasing, using written reference materials (ex. posters, thesaurus, and strategies)
KEY VOCABULARY: synonym, thesaurus, excited, hopeful, worried, scared, hurt, lonely, tired, patient
MATERIALS: Stone Fox, illustrations of various scenes from the text on card stock, wall posters with important vocabulary and a list of characters with descriptions, role cards on card stock (mouth, hands), colored sheets of paper with one emotion word on the top, sticky notes, thesauri, index cards, markers
MOTIVATION (Building Background): Students have been using illustrations from the text to practice putting the scenes in chronological order and to reinforce their knowledge of the characters and vocabulary. The activity described in this section has been utilized 3 times as an opportunity to practice retelling significant events in a story using targeted vocabulary. It also allows students to practice giving directions to others with specific details. The activity that follows will be adapted slightly to encompass the new objectives.
The students performed this task in a group with each person having a specific role. Each student was given one of four cards. The four cards are 1) a MOUTH, 2) HANDS, 3) the word “NO”, and 4) an EAR. The MOUTH can give directions but can not use his/her hands or body to communicate. The HANDS must do exactly what the mouth says and can not speak. The EAR must only listen. And the NO can only say the word “NO”.
Following these roles, the students sorted a pile of illustrations of events into the order in which they occurred in the story. Roles were rotated every 2 minutes. Breaks were taken to briefly discuss ways to make the directions more explicit instead of using words like “there”, “this one”, etc. Vocabulary support was available on posters on the wall.
In our last class, the students described the emotions/feelings in the illustrations using their own words and attached those lists to the illustrations on an index card. They will now use thesauri to find synonyms for those words with a partner within the familiar structure of the role cards.
PRESENTATION (Language & Content Objectives, comprehensible input, strategies, interaction, feedback):
1) Presentation of Objectives and Daily Plan (both written and read aloud)
2) Review of Last Class
3) Synonym Activity (see description under PRACTICE/APPLICATION below)
4) Read Chapter 9 with focus on using newly found synonyms for emotions
5) Check Objectives and Plan
6) Ticket to Leave
7) Memory Vocabulary (if time)
PRACTICE/APPLICATION (meaningful activities, interaction, strategies, feedback):
Synonym activity: Intro: The words thesaurus and synonym are written on cards posted on or near the board. T asks students what they know about these words. Students offer definitions of the words. Definitions are established. Thesauri are distributed and teacher guides students in using them to find an example word and its synonyms.
Modeling: T will model working in partners with a student using one “mouth” card and one “hands” card. T takes “mouth” card and gives student “hands” card. T selects one sheet of paper with an emotion word on the top. T reads the word and instructs the student on how to locate a synonym for the word and record it on the paper with a marker. Emphasis is placed on explicit directions and the use of words thesaurus and synonym. For example, T says, “OK, our paper says 'happy'. We have to find a synonym for the word happy in the thesaurus. Open the thesaurus and turn to the section that has the letter 'H', Find the word...etc.” Students will then complete the same task with a partner. Instructions for this part will be written on the board.
Practice: During the partner work, each time a student uses the words synonym or thesaurus correctly while speaking, he/she will be awarded a token. The tokens will be placed on the table in a small bowl in front of the students to be used for a later activity. When a number of synonyms have been written on each sheet, the teacher will review the words. When finished, the sheets of synonyms will be left on the table within reach (and view) of the students.
REVIEW/ASSESSMENT (review objectives and vocabulary, assess learning):
While reading the next chapter in the book, students will “play” the chips that they earned during the previous activity. Periodically we will pause while reading and the students will be asked to place a token on a word that they feel accurately describes a feeling in that particular moment. Teacher is easily able to assess how the students are using the new words by what words they use.
Ticket to Leave: Write two sentences. Use a new word you found today in each sentence.
EXTENSION: Students will re-write a scene from the book using some of the synonyms found in the thesaurus. Students will review parts of speech and then explore how emotions/feelings can be categorized within that framework and how they are used in sentences. Also related to part of speech, students will discuss the forms a word may take for example:, scare, scared, scary.

“Hands Mouth Ear NO!”

for activities in which a small group of students must complete a task

Practice:

  • active listening
  • clear and explicit direction-giving
  • observation and self-monitoring
  • academic content

Roles:

Mouth – Only speaks, no body language. The mouth is the commander of the task.

Hands – Only does tasks which the mouth describes, must follow the mouth's directions exactly.

Ear – Only listens and uses what they hear to improve the directions when the roles rotate.

NO! - Only says “no” when they disagree with something happening in the group.