EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

Name: Tara Soule

SIOP Instructional Unit Plan

Thematic Topic: Dental Health- Healthy and Unhealthy Foods
Grade/Class/Subject: Kindergarten, age 5-6, science and health
Standards: Iowa Core Standards
Life Science
Understand and apply knowledge of basic human body structures (human body parts and
their functions)
Humans have distinct body structures for functions including but not limited to thinking,
walking, holding, seeing and talking.
Understand and apply knowledge of good health habits
See 21st Century Skills of the Iowa Core:
Identify influences that affect personal health and the health of others
Analyze the influence of family, peers, health professionals, culture, media, technology, and
other health factors.

Identify negative and positive health practices.

Describe how culture influences personal health choices.
Identify trusted adults/professionals who can help.

State Health Standards of Learning, Grade K

K.1 a -the importance of making healthy food choices
LESSON PREPARATION
Content Objective(s):
Kindergarten science students will use their hands and bodies to represent the words
healthy and unhealthy with motions.
Assess: Teacher will complete activity with class and use formative assessment to see if
students are accurately completing motions.
Language Objective(s):
Kindergarten science students will predict, using words, what will happen to an egg when
it is soaked in water, pop, and vinegar.
Assess: Teacher will use a class list to check off each student once they have verbally
stated a prediction.
Materials (including supplementary & adapted): Anchor chart, eggs, cups of water, pop, and
vinegar, toothbrush

EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

Name: Tara Soule

BUILDING BACKGROUND
Activities
Links to Experience: Present anchor chart to define key vocabulary.
Links to Learning: Ask students: How does your tummy feel when you eat healthy and
unhealthy foods?
Key Vocabulary: Healthy, unhealthy
COMPREHENSIBLE INPUT
Lesson Sequence
Clear Explanations (oral & written):
Anticipatory Set: Present anchor chart to students that has an image of a tooth and healthy
defined as: foods good for your teeth and body make you grow and strong and unhealthy as:
foods that are bad for your teeth and body when you eat too much. Allow children to do a choral
reading of definitions with teacher.
Engaging Activities: Teacher demonstrates saying the word healthy and flexing arm to represent
healthy. Ask students to repeat saying the word along with the action. Teacher
demonstrates saying unhealthy and patting the stomach. Ask students to repeat saying the
word along with the action. As a class place an egg in an equal amount of water, pop, and
vinegar. Ask students to predict what they think will happen to an egg soaked in each and
record class answers. After a few hours, take the eggs out and have the students verbally
state what happened to each. Brush the eggs and see what happens then.
Lesson Summary: Have students do a think, pair, share of what they feel would happen if an
egg was soaked in milk and Kool-Aid.
Transition to Next Class: Have students do an inside, outside circle where they rotate and the
partner on the inside names a healthy food, and the person on the outside names and
unhealthy food.
Variety of Techniques (modeling, visuals, hands-on activities, demos, gestures, body lg):
Visuals: Anchor chart
Gestures: Students flex to represent healthy, and pat tummy to represent unhealthy
Hands-on activities: Children will interact with teacher to conduct egg science
experiment
STRATEGIES
Higher-Order Questions: How did we decide if the water, pop, and vinegar were good or bad for
the egg? Name some other items we could experiment with placing the egg in?
Scaffolding: __Modeling
__Guided: As a class students help fill cups of liquid and place egg
in them
__Independent
Learning Strategies: __Mnemonics
__SQP2RS __GIST
__DRTA
__Rehearsal strategies
__Graphic organizers: Vocabulary
anchor chart
__Comprehension strategies: Think, pair, share to predict, and inside,
outside circle naming healthy and unhealthy foods
__Other

EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

Name: Tara Soule

INTERACTION
Grouping: __Whole Class: Present anchor chart, egg experiment, think pair, share, inside,
outside circle __Small Group
__Partners: Think, pair, share
__Independent
Opportunities for Interaction: __Technology
__Gallery Walk __Cooperative strategies
(jigsaw, T-P-S, NHT, Expert Groups, etc.) __Inside/Outside Circles
__Other
Primary Language (L1) Support: Repeat the words healthy and unhealthy for ELLs as needed
before asking them to complete motions. If students cannot name healthy and unhealthy foods in
the inside, outside circle allow them to hold up pictures to represent foods.
PRACTICE/APPLICATION
Use of hands-on materials/manipulatives: Students will actively participate in egg experiment.
Activities to apply content/language knowledge:
Processes: __Reading: Children can choral read with teacher after anchor chart has been
presented.
__Writing
__Listening: Children hear vocabulary words read
from anchor chart.
__Speaking: Children say the vocabulary words, while doing
motions.
LESSON DELIVERY
Content & Lg Objectives shared with students:
Kindergarten science students will use their hands and bodies to represent the words
healthy and unhealthy with motions.
Kindergarten science students will predict, using words, what will happen to an egg when
Student Engagement: 90%-100% of students will be complete motions, and use words to predict
what will happen to an egg in certain substances.
Lesson Pacing (based on student needs): The egg experiment will need to be checked on over a
period of time, such as a morning or a whole school day.
REVIEW/ASSESSMENT
Review of vocabulary & key concepts: Review anchor chart.
Feedback provided to students: Praise children who are repeating vocabulary motions. Thank
children for providing a prediction, as there is no wrong guess.
Assessment of lesson objectives:
Kindergarten science students will use their hands and bodies to represent the words
healthy and unhealthy with motions.
Assess: Teacher will complete activity with class and use formative assessment to see if
students are accurately completing motions.
Kindergarten science students will predict, using words, what will happen to an egg when
it is soaked in water, pop, and vinegar.
Assess: Teacher will use a class list to check off each student once they have verbally
stated a prediction.
REFERENCES
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English
learners: The SIOP model (4th ed.). Boston: Pearson Education.

EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

Name: Tara Soule

SIOP Instructional Unit Plan

Thematic Topic: Dental Health- Healthy and Unhealthy Foods
Grade/Class/Subject: Kindergarten, age 5-6, science and health
Standards: Iowa Core Standards
Life Science
Understand and apply knowledge of basic human body structures (human body parts and
their functions)
Humans have distinct body structures for functions including but not limited to thinking,
walking, holding, seeing and talking.
Understand and apply knowledge of good health habits
See 21st Century Skills of the Iowa Core:
Identify influences that affect personal health and the health of others
Analyze the influence of family, peers, health professionals, culture, media, technology, and
other health factors.

Identify negative and positive health practices.

Describe how culture influences personal health choices.
Identify trusted adults/professionals who can help.

State Health Standards of Learning, Grade K

K.1 a -the importance of making healthy food choices
LESSON PREPARATION
Content Objective(s):
Kindergarten science students will identify, using clipart pictures, which foods are good
and bad for teeth.
Assess: The teacher will walk around as students complete activity and visually check for
understanding.
Kindergarten science students will create a paper tooth containing photos of at least four
foods that are good for the teeth.
Assess: Students will not be assessed on cutting and gluing for this activity. Rather, the
teacher will check off students who have found photos of at least four foods that are good
for teeth.
Kindergarten science students will construct a chart, throughout one week, of whether or
not they brushed their teeth in the morning and at night.
Assess: This objective will not be assessed, but students will be rewarded for completing
activity.
Language Objective(s):
The students will listen to The Very Hungry Caterpillar and tell a classmate if a food
from the book is healthy or unhealthy.

EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

Name: Tara Soule

Assess: Teacher uses formative assessment while walking around to listen and see if
students are correctly identifying and naming healthy and unhealthy foods.
Materials (including supplementary & adapted): Happy Tooth, Sad Tooth, Paper Tooth and I
Brushed my Teeth! chart, document camera, glue stick, scissors, magazines, The Very Hungry
Caterpillar
BUILDING BACKGROUND
Activities
Links to Experience: Do a picture walk of The Very Hungry Caterpillar
Links to Learning: Ask students, Who remembers why our class visitor, the dentist, said we
brush our teeth?
Key Vocabulary: Healthy, unhealthy, teeth
COMPREHENSIBLE INPUT
Lesson Sequence
Clear Explanations (oral & written):
Before: Have handouts printed out and document camera turned on.
Anticipatory Set: (Whole-class instruction) Complete a picture walk showing pictures and
asking students what they predict the story will be about, then read The Very Hungry Caterpillar
by Eric Carle. Ask students to name a food they saw in the book and tell their elbow partner if it
was healthy or unhealthy.
Engaging Activities: (Partner work and individual work) Have students break into partners and
using clipart pictures provided, match the foods bad for teeth to the sad tooth and good foods to
the happy tooth. Next, provide students with a paper tooth and provided magazines. Show an
example on the document camera. Instruct students to find at least four photos of food, which are
good for their teeth, to cut out and glue onto the paper tooth. Students will label the pictures
using writing.
Lesson Summary: When students are finished, have them put the paper tooth on their desks and
complete a gallery walk to look at the foods classmates have selected.
Transition to Next Class: Instruct students to check off the box on provided teeth brushing
chart if they remembered to brush their teeth in the morning and at night. Have students bring
back chart after a week. Provide reward for students who back completed chart.
Variety of Techniques (modeling, visuals, hands-on activities, demos, gestures, body lg):
Modeling: Showing how to complete example of tooth with healthy foods by cutting and
gluing
Visuals: The Very Hungry Caterpillar, and example tooth, magazine photos of food
Hands-on activities: Students matching healthy and unhealthy foods, students creating a
paper tooth
STRATEGIES
Higher-Order Questions: What are the steps to assemble your tooth project? What do you predict
will happen to your teeth when you eat healthy food?

EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

Name: Tara Soule

Scaffolding: __Modeling and Instructional: Teacher shows an example of how to make a paper
tooth __Procedural: Partner students for picture matching activity
__Independent
Learning Strategies: __Mnemonics
__SQP2RS __GIST
__DRTA
__Rehearsal strategies
__Graphic organizers
__Comprehension strategies
__Cognitive: Preview The Very Hungry Caterpillar
by doing a gallery walk
INTERACTION
Grouping: __Whole Class: Read aloud
__Small Group
__Partners: Complete clipart
healthy and unhealthy match up activity
__Independent: Create a paper tooth with
pictures of healthy foods
Opportunities for Interaction: __Technology: Example will be shown with document camera
__Gallery Walk: Students will view each others completed tooth projects
__Cooperative strategies (jigsaw, T-P-S, NHT, Expert Groups,
etc.)
__Inside/Outside Circles
__Other ___________
Primary Language (L1) Support: After read aloud, if students needing support cannot verbalize a
food, they will be asked to just listen to classmates answers. Students who require support do not
have to label foods on tooth project.
PRACTICE/APPLICATION
Use of hands-on materials/manipulatives: Clip-art match and creating a tooth project
Activities to apply content/language knowledge:
Processes: __Reading __Writing: Students will label the foods they glued on tooth project
__Listening: Students will listen to The Very Hungry Caterpillar read aloud
__Speaking: Students verbally share with a partner a food from the book and if it is
healthy or unhealthy
LESSON DELIVERY
Content & Lg Objectives shared with students:
Kindergarten science students will identify, using clipart pictures, which foods are good
and bad for teeth.
Kindergarten science students will create a paper tooth containing photos of at least four
foods that are good for the teeth.
Kindergarten science students will construct a chart, throughout one week, of whether or
not they brushed their teeth in the morning and at night.
The students will listen to The Very Hungry Caterpillar and tell a classmate if a food
from the book is healthy or unhealthy.
Student Engagement: The teacher will expect 90%-100% of students to be on task while making
a paper tooth.
Lesson Pacing (based on student needs): Lesson can be done throughout the day depending on
recess, lunch, and specials schedule.
REVIEW/ASSESSMENT
Review of vocabulary & key concepts: Students can add the words healthy, unhealthy, and teeth
to their vocabulary journals.

EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

Name: Tara Soule

Feedback provided to students: Teacher will praise students who are on-task when creating their
paper tooth. Teacher will write correct spelling of foods on paper teeth under students writing.
Assessment of lesson objectives:
Kindergarten science students will identify, using clipart pictures, which foods are good
and bad for teeth.
Assess: The teacher will walk around as students complete activity and visually check for
understanding.
Kindergarten science students will create a paper tooth containing photos of at least four
foods that are good for the teeth.
Assess: Students will not be assessed on cutting and gluing for this activity. Rather, the
teacher will check off students who have found photos of at least four foods that are good
for teeth.
Kindergarten science students will construct a chart, throughout one week, of whether or
not they brushed their teeth in the morning and at night.
Assess: This objective will not be assessed, but students will be rewarded for completing
activity.
Language Objective(s):
The students will listen to The Very Hungry Caterpillar and tell a classmate if a food
from the book is healthy or unhealthy.
Assess: Teacher uses formative assessment while walking around to listen and see if
students are correctly identifying and naming healthy and unhealthy foods.
REFERENCES
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English
learners: The SIOP model (4th ed.). Boston: Pearson Education.

EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

Name: Tara Soule

SIOP Instructional Unit Plan

Thematic Topic: Dental Health- Healthy and Unhealthy Foods
Grade/Class/Subject: Kindergarten, age 5-6, science and health
Standards: Iowa Core Standards
Life Science
Understand and apply knowledge of basic human body structures (human body parts and
their functions)
Humans have distinct body structures for functions including but not limited to thinking,
walking, holding, seeing and talking.
Understand and apply knowledge of good health habits
See 21st Century Skills of the Iowa Core:
Identify influences that affect personal health and the health of others
Analyze the influence of family, peers, health professionals, culture, media, technology, and
other health factors.

Identify negative and positive health practices.

Describe how culture influences personal health choices.
Identify trusted adults/professionals who can help.

State Health Standards of Learning, Grade K

K.1 a -the importance of making healthy food choices
LESSON PREPARATION
Content Objective(s):
Kindergarten writing students will describe, using complete sentences, what they want
the tooth fairy to bring them in place of money.
Assess: Use a rubric to determine if students were able to use complete sentences and
write more than one sentence.
Language Objective(s):
Using provided sentence frames, kindergarten students will verbally answer sentence
frames aloud.
Assess: Use formative assessment to gauge if students can answer sentence frame
questions.
Materials (including supplementary & adapted): Dear Tooth Fairy, healthy teeth song, projector,
pencils, lined paper, sliced apples, peanut butter, marshmallows, plastic knives
BUILDING BACKGROUND
Activities
Links to Experience: Ask the class, Have you ever lost a tooth, and if so what happened after?
Links to Learning: Review anchor chart of vocabulary words healthy and unhealthy
Key Vocabulary: Tooth fairy, reward

EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

Name: Tara Soule

COMPREHENSIBLE INPUT
Lesson Sequence
Clear Explanations (oral & written):
Anticipatory Set: Students will sing projected healthy teeth song (see below) as a class after
teacher models it to students first. Ask students to point to teeth when they sing the word teeth.
Engaging Activities: Read students Dear Tooth Fairy by Alan Durant and Vanessa Cabban.
Give them the sentence frames I felt and My favorite part was and call on varying
students to answer. Next, students will be given lined paper with a space to illustrate and asked
to respond to the prompt tell the tooth fairy what you want for lost teeth in place of money.
Lesson Summary: Gather the class at the large group area and ask multiple students to share
their stories.
Transition to Next Class: For snack, use sliced apples, peanut butter, and marshmallows and
allow each student to make and eat an apple smile snack (Check for allergies in advance).
Variety of Techniques (modeling, visuals, hands-on activities, demos, gestures, body lg):
Modeling: Reading song before it is sung as a class
Visuals: Projected teeth song
Hands-on activities: Students will create a tooth fairy story
STRATEGIES
Higher-Order Questions: How do you prepare an apple smile snack? What do you recommend
the tooth fairy does to stay hidden from people?
Scaffolding: __Modeling: Read through song before students sing. __Guided
__Independent: Walk around and help students writing spell words as needed.
Learning Strategies: __Mnemonics
__SQP2RS __GIST
__DRTA
__Rehearsal strategies
__Graphic organizers
__Comprehension strategies: Ask students what is going on in the plot while reading story.
__Other ____________
INTERACTION
Grouping: __Whole Class: Sing song, listen to read aloud, verbally, answer sentence frames
__Small Group __Partners _Independent: Write tooth fairy story, make apple smile snack
Opportunities for Interaction: __Technology
__Gallery Walk
__Cooperative strategies (jigsaw, T-P-S, NHT, Expert Groups, etc.)
__Inside/Outside Circles __Other ___________
Primary Language (L1) Support: If ELLs cannot sing along to song due to not knowing how to
read or say words, then they can just listen. They can also just listen to sentence frames answers.
Students will write simple words or even just illustrate their tooth fairy story, depending on their
language level.
PRACTICE/APPLICATION
Use of hands-on materials/manipulatives: Students point to their teeth when they hear the word
teeth in the song.

EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

Name: Tara Soule

Activities to apply content/language knowledge:

Processes: __Reading: Students will read the song as they sing it. __Writing: Students write a
note to the tooth fairy __Listening: Students listen to Dear Tooth Fairy. __Speaking: Students
answer sentence frame questions after read aloud.
LESSON DELIVERY
Content & Lg Objectives shared with students:
Kindergarten writing students will describe, using complete sentences, what they want
the tooth fairy to bring them in place of money. .
Using provided sentence frames, kindergarten students will verbally answer sentence
frames aloud.
Student Engagement: 90%-100% of students will be on task answering sentence frames and
writing a tooth fairy story.
Lesson Pacing (based on student needs): The song, book, and sentence frames can be done at one
time, and then the writing activity completed later on.
REVIEW/ASSESSMENT
Review of vocabulary & key concepts: Use vocabulary words tooth fairy and reward as exit
passwords, students must read and repeat written words on door when leaving the classroom.
Feedback provided to students: Praise students for singing song as a class and answering
sentence frames. A positive comment will be written on each students story.
Assessment of lesson objectives:
Kindergarten writing students will describe, using complete sentences, what they want
the tooth fairy to bring them in place of money.
Assess: Use a rubric to determine if students were able to use complete sentences and
write more than one sentence.
Using provided sentence frames, kindergarten students will verbally answer sentence
frames aloud.
Assess: Use formative assessment to gauge if students can answer sentence frame
questions.
REFERENCES
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English
learners: The SIOP model (4th ed.). Boston: Pearson Education.
Healthy Teeth Song sung to the tune of Row, Row, Row Your Boat
Eat, Eat healthy foods
Eat some every day

EDUC 145/245: Intro to Teaching English Language Learners

Spring 2015
Professor Shaeley Santiago

If you do, "I Love You"

is what your teeth would say!
Brush, brush, brush your teeth.
Brush them every day!
Brush the fronts and brush the backs
And clean your teeth will stay!
Visit, Visit, Visit the dentist,
two times every year!
The dentist helps your teeth stay healthy
So you can smile from ear to ear!

Name: Tara Soule