SIOP Lesson Plan

Date:

Michael A. DePolis Grand Canyon University: TSL 546 March 3, 2013

Grade/Class/Subject:

Grade 7 ELA Reading, Early Intermediate and

Intermediate Proficiency levels

Unit/Theme:

Reading Through Cultural Celebrations

Standard 1: Reading: Conventions and Skills LA.7.1.1 Increases grade appropriate vocabulary through reading circles.
Content Standard(s): Standard 2: Reading: Reading Comprehension LA.7.2.4 Uses paraphrasing and summarizing to improve comprehension.
Standard 3: Reading: Literary Response and Analysis LA.7.3.3 Describe how historical or cultural influences help explain a text.
LA.7.3.6 Use prior experience and knowledge to interpret and analyze texts.
ESL Standards: 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.
Goal 3: To use English in socially and culturally appropriate ways. Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and
sociocultural competence (Short, 2000).

Key Vocabulary
Tango no Sekku (Boys Day/Childrens Day), Hina Matsuri
(Girls Day), Hina doll, origami, emperor, empress, imperial
court, carp banners, chi chi dango mochi, mochiko (rice flour)

Supplementary Materials
PowerPoint about Hina Matsuri (Girls Day, March 3rd)
Tango no Sekku (Boys Day) colorful carp banner example

Hina Dolls
Red felt (for leveled, staged carpet)
Styrofoam balls
Black yarn
Brightly colored Japanese patterned origami paper (enough extra
for mistakes)
Directions (copy for each group of four students) for making Hina
dolls with Styrofoam, yarn, and origami folding paper
Chi Chi Dango Mochi
gelatin mold (spray with nonstick oil)
One pound mochiko (rice flour)
Two and one half cups sugar
Two cups water

One teaspoon vanilla extract

One fourth teaspoon red food color
One and one half cups potato starch (cooking directions, cut into
diamond shapes when cool and dust with potato starch)
Copy of Shizukos Daughter by Kyoko Mori, overhead projector,
Paper/pens
Wrap-Up, Extension
Copy of Baseball Saved Us by Ken Mochizuki
Carp patterns, various colored construction paper, string, ribbon
for streamers, enough two-foot long plastic rods for each boy
(Tango no Sekku, Boys Day is May 5th.)

SIOP Features
X
X
X
X

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

X
X
X
X

Integration of Processes
Reading
Writing
Speaking
Listening

X
X
X
X

Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible Input

X
X
X
X

Application
Hands-on
Meaningful
Linked to Objectives
Promotes engagement

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

X
X
X
X

Grouping Options
Whole Class
Small groups
Partners
Independent

X
X
X
X

Assessment
Individual
Group
Written
Oral

SIOP Lesson Plan

Contains: Prior Knowledge/Building Background/Previous Learning
Begin repeated reading as whole class of Shizukos Daughter to build background Japanese cultural knowledge. TW begin book at
least eight weeks prior to this lesson. Show on overhead and use repeated/shared reading.
Annotation: Shizukos Daughter is a novel written by Japanese-American author Kyoko Mori. Yuki is a young adolescent girl
growing up in Japan. Her life is complicated by her mothers (Shizukos) suicide. Yuki is left to struggle with her loss with a cold,
distant, and sometimes cruel father and stepmother. Her loneliness and confusion are themes shared and relatable to middle school
adolescents everywhere.

TW build background knowledge by presenting PowerPoint about Hina Matsuri (Festival of Dolls, or Girls Day) (Hina Matsuri, n.d.).
(15 minutes)
Content Objectives
Meaningful Activities
Review/Assessment
SWBAT explain the cultural
SW, with partners, one early
Formative
significance of Japanese Girls Day.
intermediate proficiency ELL
Each student will receive an oral
paired with one intermediate level
SWBAT collaboratively create
communication grade based on a
ELL, provide oral feedback during
culturally significant origami Hina
rubric for feedback of Hina Matsuri
PowerPoint presentation; e.g. Hina
dolls and chi chi dango mochi
cultural learning.
dolls represent the Emperor,
treats.
Each student will be assessed with
Empress, and Imperial Court,
a SOLOM score as they collaborate
families add dolls with the birth of
by speaking and listening to
baby girls, in the past dolls were
complete cultural artifacts of Hina
floated down the river to the sea to
dolls and mochi.
rid evil spirits, Girls Day
celebrates the healthy growth and
happiness of daughters, dolls are
now displayed in red-carpeted tiers,
etc. (Hina Matsuri, n.d.).
SW work in groups of four to
create origami Hina dolls. Each

group will be provided a copy of

directions. TW guide efforts. (40
minutes)
Second Day: SW, as a whole class,
follow recipe for creating Japanese
mochi treat. (30 minutes,
refrigerated for the next day)

Formative
Language Objectives
In the eight to nine weeks prior to
Third Day: SW be given an
SWBAT share reading of Shizukos
and during the unit of Reading
assessment with framed scaffolding
Daughter through repeated and
Through
Cultural
Celebrations,
support of vocabulary for the early
shared reading.
TW
and
SW
share
and
repeat
intermediate level English
SW demonstrate sociolinguistic
Japanese cultural reading of
proficient students. SW complete
and sociocultural understanding
Shizukos
Daughter.
TW
show
the
the comprehension assessment of
through comprehension
book projected on a screen as the
theme and character development
assessment.
class
reads
together.
individually. (40 minutes)
SWBAT explain theme and
Partners of the same early
character development through
intermediate/intermediate pairing
comprehension assessment.
will speak and listen, as they
SW demonstrate understanding of
examine theme and character
introduced vocabulary, including
development of novel. SW
Japanese cultural vocabulary,
exchange dialogue journals as they
through scaffolding in the
paragraph their ideas. (25 minutes)
comprehension assessment.
Wrap-Up:
SW celebrate Girls Day, whether or not it falls directly on March 3rd, by enjoying the chi chi dango mochi that they made. During the
lesson, TW ensure that enough origami Hina dolls are made so that there is one for each girl to keep. TW and SW have a casual,
cultural discussion about Yuki (the protagonist from the novel). SW examine how adolescent middle school students share the same
feelings, fears, and confusion regardless of their culture. (15 minutes)
Extension: TW extend this lesson by preparing for Tango no Sekku, or Boys Day, now sometimes known as Childrens Day to avoid
the bias of past preference for sons in Japan. Boys Day was traditionally celebrated on the 5th day of the 5th moon according to the
Chinese lunar calendar. It is now celebrated on May 5th.

SIOP Lesson Plan

TW begin the novel Baseball Saved Us by Ken Mochizuki in the same manner of shared/repeated reading.
Annotation: In 1942, a Japanese-American boy and his family are sent to an internment camp after the bombing of Pearl Harbor. He
and his father are motivated to improvise a baseball diamond and equipment because, as his father says, People have to do
something. The Japanese phrase, shikata ganai (it cannot be helped), allowed them to remain in the strong, quiet Japanese way of
accepting their situation.
TW prepare carp patterns and materials listed above so that each boy will keep his own carp banner. Culturally, one carp banner for
every male member of the household is flown on Boys Day. The preparation will lead up to May 5th.

References
Hina Matsuri. (n.d.). Retrieved March 3, 2013, from web-japan.org/kidsweb/explore/calendar/march/hinamatsuri.html.
Short, D. J. (2000). The ESL standards: Bridging the academic gap for English language learners. ERIC Digest. Retrieved March 3,
2013, from www.cal.org/resources/digest/0013ESLstandards.html.