SIOP Lesson Plan

Date:

Grade/Class/Subject:
Michael DePolis Grand Canyon University TSL 546 January 30, 2013

Unit/Theme:

Phonetics, Initial Phonemes Compare/Contrast sh/ch,

Morphology, Neologisms

Content Standard(s):

Grade 5, Language Arts, English Language

Learners (ELLs) Majority Spanish as first
language (L1) Oral/Written Communication

Spanish as L1 have difficulty with sh digraph as /sh/ phoneme is not found

in the Spanish language (Daz-Rico, 2012).

ESL Standards: Goal 1: To use English to communicate in social settings. Standard 2: Students will interact in, through, and with

spoken and written English for personal expression and enjoyment. Standard 3: Students will use learning strategies to extend their communicative competence.
Goal 2: To use English to achieve academically in all content areas. Standard 2: Students will use English to obtain, process, construct, and provide subject
matter information in spoken and written form (Short, 2000). ELL students: Early Intermediate, Intermediate Levels of Proficiency, Mostly Spanish as L1

Key Vocabulary
share/chair, shatter/chatter, sheep/cheap, sheet/cheat, shin/chin,
ship/chip, shock/chalk, shoe/chew, shop/chop, shore/chore,
(outlier: shoot/chute) Review with pictures: shell, chocolate,
shark, cheetah, cheese, shamrock, checkers, chess, shirt, cherry,
shadow, chicken, children (review morphemes affixes: un- and
ing)
Neologisms: neologism, bridezilla, cyberbully, exoticize,
floordrobe, frenemy, geekism, photobomb, superfood, twitterer
(Sterling, 2012).

Supplementary Materials
PowerPoint presentation comparing/contrasting sh/ch new
vocabulary with visuals.
Game- Previously played matching sh/ch (review)
vocabulary with pictures.
Wired magazine: Poster of neologisms from
Collinsdictionary.com (Sterling, 2012).
Transparency showing tongue-twister, She sells seashells
down by the seashore.
Copy of Frindle, by Andrew Clements

SIOP Features
X
X
X
X

Preparation
Adaptation of Content
Links to Background
Links to Past Learning
Strategies incorporated
Integration of Processes

X
X
X
X

Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible Input
Application

X
X
X
X

Grouping Options
Whole Class
Small groups
Partners
Independent
Assessment

X
X
X
X

Reading
Writing
Speaking
Listening

X
X
X
X

Hands-on
Meaningful
Linked to Objectives
Promotes engagement

X
X
X
X

Individual
Group
Written
Oral

Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to

Contains: Prior Knowledge/Building Background/Previous Learning
TW model/review /sh/ and /ch/ phonemes. SW play/review matching game with previous sh/ch words with pictures. TW review theme
of Frindle (previously read), and introduce vocabulary neologism.
TW review the previously studied morphemes (affixes) un and ing.
Content Objectives
Meaningful Activities
SWBAT auditorily discriminate
SW review previous vocabulary by
/sh/ and /ch/.
playing matching game with
pictures (partners): shell, chocolate,
SWBAT orally articulate /sh/ and
shark, ship, cheetah, shock, cheese,
/ch/ as initial phonemes with rimes
shamrock, checkers/chess, shoe,
in new vocabulary.
chicken, shirt, cherry, chair,
SW note (highlight) spelling
shadow, and children. (10 minutes)
changes in sh/ch rhyming words
TW review/model /sh/ and /ch/
(new vocabulary).
phonemes.
SW demonstrate understanding of

TW show PowerPoint presentation

the evolution of language through
with new vocabulary with visuals.
neologisms by combining
(Rhyming sh ch words) noting
morphemes (further sh/ch practice).
spelling changes of rimes. TW
provide handout of rhyming words
(see above). (10 minutes)
SW add new vocabulary to
vocabulary journals in threecolumn notes (word, meaning, and
visual) individually, while
practicing whispering to

Review/Assessment
Individual: TW determine
proficiency of each students
articulation of initial sh/ch
digraphs. TW check journals for
highlighted spelling changes of
rimes.
TW evaluate understanding of
concept and oral articulation during
partner sharing of tongue-twisters.
TW make note of/evaluate concept
understanding of neologisms
during groups discussions.
TW evaluate groups combining of
morphemes in the creation of their
posters, including the prefix un-,
and the suffix ing. TW evaluate
each students oral participation
within group.

SIOP Lesson Plan

themselves. SW individually
highlight spelling changes in rimes.
(10 minutes)
Partners (one more confident with
one less confident) will practice
articulating new sh/ch words to
each other. (10 minutes)
TW show transparency of tonguetwister (She sells.) Partners will
practice adding/interchanging new
vocabulary to create new tonguetwisters. Example: She shatters
shells with her shoes. Each pair of
SW share their new tongue-twisters
orally with the class. (15 minutes)
Second Day
TW review the theme of Frindle,
and introduce the concept of
neologisms. Discuss that English
adds new words often (by
combining morphemes). TW
review the affixes un- and ing.
TW show poster of neologisms and
discuss with class how and why the
words were created. (See
vocabulary above.) (10 minutes)
TW and SW review new sh/ch
rhyming words from previous
lesson. Partners will combine to
form groups of four. Groups will
further discuss the neologisms and
how/why they were created. (10
minutes)

Language Objectives
SWBAT auditorily discriminate
/sh/ and /ch/.
SWBAT orally articulate /sh/ and
/ch/ as initial phonemes with rimes
in new vocabulary.
SW note (highlight) spelling
changes in sh/ch rhyming words
(new vocabulary).
SW demonstrate understanding of
the evolution of language through
neologisms by combining
morphemes (further sh/ch practice).

Groups will create posters with a

new word by combining new sh/ch
words and un-/-ing. Groups will
illustrate posters, clearly
demonstrating the meaning of the
new term (neologism). Example:
shoreshoeing- the act of wearing
shoes to the beach. (15 minutes)
Groups will orally share posters
with whole group. (20 minutes)
SW review previous vocabulary by
playing matching game with
pictures (partners): shell, chocolate,
shark, ship, cheetah, shock, cheese,
shamrock, checkers/chess, shoe,
chicken, shirt, cherry, chair,
shadow, and children. (10 minutes)
TW review/model /sh/ and /ch/
phonemes.
TW show PowerPoint presentation
with new vocabulary with visuals.
(Rhyming sh ch words) noting
spelling changes of rimes. TW
provide handout of rhyming words
(see above). (10 minutes)
SW add new vocabulary to
vocabulary journals in threecolumn notes (word, meaning, and
visual) individually, while
practicing whispering to
themselves. SW individually
highlight spelling changes in rimes.

Individual: TW determine
proficiency of each students
articulation of initial sh/ch
digraphs. TW check journals for
highlighted spelling changes of
rimes.
TW evaluate understanding of
concept and oral articulation during
partner sharing of tongue-twisters.
TW make note of/evaluate concept
understanding of neologisms
during groups discussions.
TW evaluate groups combining of
morphemes in the creation of their
posters, including the prefix un-,
and the suffix ing. TW evaluate
each students oral participation
within group.

SIOP Lesson Plan

(10 minutes)
Partners (one more confident with
one less confident) will practice
articulating new sh/ch words to
each other. (10 minutes)
TW show transparency of tonguetwister (She sells.) Partners will
practice adding/interchanging new
vocabulary to create new tonguetwisters. Example: She shatters
shells with her shoes. Each pair of
SW share their new tongue-twisters
orally with the class. (15 minutes)
Second Day
TW review the theme of Frindle,
and introduce the concept of
neologisms. Discuss that English
adds new words often (by
combining morphemes). TW
review the affixes un- and ing.
TW show poster of neologisms and
discuss with class how and why the
words were created. (See
vocabulary above.) (10 minutes)
TW and SW review new sh/ch
rhyming words from previous
lesson. Partners will combine to
form groups of four. Groups will
further discuss the neologisms and
how/why they were created. (10
minutes)
Groups will create posters with a
new word by combining new sh/ch

words and un-/-ing. Groups will

illustrate posters, clearly
demonstrating the meaning of the
new term (neologism). Example:
shoreshoeing- the act of wearing
shoes to the beach. (15 minutes)
Groups will orally share posters
with whole group. (20 minutes)

Wrap-Up:
SW and TW celebrate the class creative neologisms by creating a wall display of posters. Follow-up: Class will create sh booklets.
Original partners will create new sh tongue-twister mini-posters to display.
Rationale: With mostly Spanish L1 students, we can expect that the phoneme /sh/ may pose pronunciation, usage, and meaning
difficulties (Daz-Rico, 2012). This lesson, using /ch/ words within the context of the lesson, may be valuable practice. At the same
time, working with morphology and neologisms will increase English language awareness in a way that will keep students motivated,
building upon previous learning.

SIOP Lesson Plan

References
Daz-Rico, L. T. (2012). A course for teaching English learners (2nd ed.). Pearson Education, Inc.
Short, D. J. (2000). The ESL standards: Bridging the academic gap for English language learners. ERIC Digest. Retrieved January 30,
2013, from www.cal.org/resources/digest/0013ESLstandards.html.
Sterling, B. (2012). Web semantics: neologisms at CollinsDictionary.com. Retrieved January 30, 2013, from www.wired.com.