Jackie Pesavento, Donna Doherty, Caroline Korz

SIOP Model Lesson Plan

Professor Scott Reilly
Standards

Theme
Lesson Topic
Objectives

Learning Strategies

Key Vocabulary

Standard - 11.4.9.B
Evaluate health and safety hazards
relating to children at each stage of child
development.
Bones
Fractured Bones
Language: Students will be able to
accurately use the new vocabulary in
order to determine the different types of
fractures
Content: Student will be able to
distinguish between the three different
types of bone fractures.
Using key vocabulary in sentences
Hands on activity through demonstration
the different type of bone fractures.
Personal Experience: whether the student
or someone they know has ever broken a
bone.
Modeling Verbal Reponses: The students
will model verbal responses as well as
written Reponses during the Name the
Fracture using the white board.
Repetition and Reinforcement
throughout the lesson.
Simple Fracture: the bone breaks
cleanly in two
Compound Fracture: the broken
pieces of bone stick through the
skin
Incomplete Fracture: the bone has not
broken all the way through

Materials

Smart Exchange
PowerPoint

Motivation

Presentation

Whiteboard
Marker
Carrots
Popsicle Stick
Pipe cleaner
Tissue Paper
Vocabulary Sheet
The teacher will build on background
knowledge by presenting a Smart
Exchange on the human bones.
The lesson starts with review, repetition
and routine drills to identify key
vocabulary, build background knowledge
and new concepts of fractured bones.
Word identification activities (White
board).
Visual pictures of broken bones X-Rays
are shown. The teacher will also provide
hands on activities through
demonstrating what each fracture looks
like
Curriculum information is reviewed and
new information is introduced through
observations of broken bones more
specifically the three types of fractures.
The students expand language skills as
they seek to express their
observations. The teacher takes this
opportunity to present new speaking
vocabulary by not only modeling but also
repeating.
Comprehensible Input
The teacher will do multiple
activities using manipulatives
throughout the lesson to
demonstrate the three different
types of broken bones. The first
manipulative used was a carrot to
demonstrate a simple break. First
the teacher modeled a clear
explanation of how a carrot could

Practice and Application

Review and Assessment

Extension

represent a simple fracture. Then,

the student had to use
appropriate speech to explain
why the carrot represented a bone
with a simple fracture, just as the
teacher had modeled. The teacher
repeated this activity using a pipe
cleaner and tissue paper to
represent a compound fracture as
well as a popsicle stick to represent
an incomplete fracture. The
teacher decided to use those
specific manipulatives as visual
tools to help the students
understand a complex concept of
fractured bones.
The teacher will have the student
interactively go through the Smart
Exchange PowerPoint and identify the
different bones as well as how to properly
protect your bones. The teacher will then
at the end of the PowerPoint have the
student participate in the Name that
Fracture activity.
The teacher will have the student explain
their reasoning as to which fracture is
displayed during the PowerPoint through
using the new vocabulary. The teacher
will be reinforcing the new vocabulary as
stated in the objectives.
The teacher will assess the student on
their understanding of new information
by using the white board as well as
manipulatives to demonstrate the proper
fracture.
This lesson can easily be extended by
continuing to discuss fractured bones and
the proper way to repair fractured bones.