SIOP Lesson Plan Template (Modified)

Date: December 2, 2016

Grade/Class/Subject: Ms. Beths First grade class
Unit/Theme: How are we the same and how are we different from others
around the world.
Lesson Topic: Anti Bias/Siop Lesson
Duration: 45 minutes
State Standards:
1. ColoradoAcademicStandards:
ContentArea:SocialStudies
Standard:1.History
PreparedGraduates:
Analyzekeyhistoricalperiodsandpatternsofchangeovertimewithinandacrossnationsand
cultures

Students can:
a. Identify similarities and differences between themselves and others (DOK 1-2)
b. Discuss common and unique characteristics of different cultures using multiple sources of
information (DOK 1-2)

K-12 Anchor Standards and Domains:

Identity
1. Students will develop positive social identities based on their membership in multiple
groups in society
2. Students will develop language and historical and cultural knowledge that affirm and
accurately describe their membership in multiple identity groups.
3. Students will recognize that peoples multiple identities interact and create unique and
complex individuals.
4. Students will express pride, confidence and healthy self-esteem without denying the
value and dignity of other people.
5. Students will recognize traits of the dominant culture, their home culture and other
cultures and understand how they negotiate their own identity in multiple spaces.

WIDA Standards:
English Language learners communicate information, ideas and concepts
necessary for academic success in the content area of language arts.
ELP Level 5 Bridging (Listening)
Process recounts by Constructing models based on instructions from extended oral discourse with a
partner Following multistep oral directions during contentrelated activities
(Speaking)
ELP Level 5 Bridging Recount by Presenting information on content-related topics Sharing details
about personal experiences with peers and adults

Content Objective:
Identify basic similarities and difference between yourself and others
around the world focusing on the topics of shopping, homes,
transportation, clothes, birthdays and families.
Language Objective:
Students will be able to analyze texts about transportation, birthday,
homes, shopping, families and clothes and will then relate to the text by
recording one similarity and one difference they have from the text and
will record that on the chart.

Language Objective for overall lesson:

Students will listen to the vocabulary words that we are focusing on by
repetition and looking at visuals on a PowerPoint to understand what
similarities, differences, transportation, culture and traditions mean
through pictures. Then students will read the variety of books drawing
attention to homes, transportation, shopping, birthdays, clothes and
families around the world. By analyzing these books students will then
relate to the text by writing down one similarity and one difference from
each book that relates to others around the world.
Key Vocabulary:
-Similarities
-Difference
-Transportation
-Culture
-Traditions
Supplementary Materials:
-Books on the following topics of:
Homes, Transportation, Shopping, Clothes, Birthdays, and Families
-Graphic organizer similarities/differences
-Pencil
-PowerPoint (showing students the picture as am introduction to the
books)
Higher Order Questions:
How are we the same and how are we different from others in different
countries around us?

Time:

2 min

Lesson Sequence / Activities

Motivation:
Prior to this lesson students have gotten the background to the
IB unit and what to expect from this unit. Students will be
focusing on learning about cultures in the form of
transportation, homes, shopping, birthdays, shopping and
clothes around the world and how they are similar to them and
how they are different.
(Building background, links to experience, links to learning)
Presentation:
Language Objective For me (GOAL FOR THE LESSON AS A
WHOLE):
Students will listen to the vocabulary words that we are
focusing on by repetition and looking at visuals on a
PowerPoint to understand what similarities, differences,
transportation, culture and traditions mean through pictures.
Then students will read the variety of books drawing attention
to homes, transportation, shopping, birthdays, clothes and
families around the world. BY analyzing these books students
will then relate to the text by writing down one similarity and
one difference from each book that relates to others around
the world.

Language Objective for students I CAN STATEMENTS:

Content Objective
Identify basic similarities and difference between yourself and
others around the world focusing on the topics of shopping,
homes, transportation, clothes, birthdays and families.
-Students will do a think pair share when focusing on learning
the vocabulary words Similarities, Differences, Transportation,
Culture, and Traditions. After being asked to pair up students
will put their hand on their head when they are ready to
participate share out what them and their partner talked
about.
-Students will engage in group discussion when going through

the power point and making connection between the pictures,

and looking at what all the pictures might have in common.
Noticing details is important letting them share what comes to
their mind first.
-I will model what they are going to do when interacting with
the text, first students will engage with the text by doing a
picture walk, then students will go through and read the text,
and write down one similarity and one difference. While I am
modeling this for the students I will share my thinking aloud,
and will constantly make connection with the text. (scaffolding)
(Language and content objectives, key vocabulary, comprehensible
input, strategies, interaction, feedback)
5 min.

7 min.

Practice and Application:

-I will introduce these following words: Similarities,
Differences, Transportation, Culture, and Traditions. By doing
so I will have students turn to the person next to and share
what they think the following terms are. Once the students pair
up with a partner and discuss with them the following terms,
after each word I will gather the students up have them share
out what them and their partner talked about. (preparation)
-Students will then engage in a group discussion by raising
their hand when sharing what they see in the pictures on the
PowerPoint on the following topics of shopping, homes,
transportation, clothes, birthdays and families. (preparation)
(formative assessment) (interaction) (Speaking, listening)
-Student will then engage with the text by doing a picture walk
the first time through, as well as reading the text and writing
down one similarity, and one difference that they share
between them and another person that is around the world.
(Speaking, listening, reading, writing)
(Meaningful activities, interaction, strategies, practice and application,
feedback)
Review and Assessment:

28 min.

-I will check for understanding by listening to the conversations

in the think pair share, then will gather the group back
together for ideas of what they think each vocabulary word
means. (Formative Assessment Oral/Listening to partner when
sharing what they discussed) (Speaking, listening)

3 min.

-Students will then engage in a group discussion by raising

their hand when sharing what they see in the pictures on the
PowerPoint on the following topics of shopping, homes,
transportation, clothes, birthdays and families. (Formative
Assessment Oral/Listening to partner when sharing what they
discussed) (Preparation relating themselves/comparing
themselves to others) (Speaking, listening)
-I will check for understanding by looking at the students
graphic organizer as I walk around helping the students engage
with the text. Looking for Key details as to how they are similar
and how they are different. (Formative Assessment Writing)
(Application) (Individual Assesment) (Writing) (independent
practice) (Speaking, listening, reading, writing)
-I will check for understanding when I am working on the
closing part of the lesson and to see what the students say
when they name off their take-away from this lesson.
(Formative Assessment Oral) (Preparation)
(Review objectives and vocabulary, variety of formative
assessments/checks for understanding)
Extension:
I will mention at the end of the lesson that there is not one
right way to celebrate holidays, use transportation, not one
place that you go shopping is better than the other. Not all
families are the same and that is okay. Everyone has different
homes, ways of transportation, and shop at different places,
wear different clothes, and celebrates birthdays differently. It
is important that the students use their prior knowledge of
making mental notes in their head when they are interacting
with the texts. Children can interact with the text in different
ways such as picture walks and reading the text. Extend that
what we just learned about relating texts back to themselves
by doing so students can relate to the text and recording one
thing that is similar and one thing that is different.
SIOP Features

Preparation

X Adaptation of content
X Links to background
X Links to past learning

X Strategies incorporated

Integration of Processes
X
X
X
X

Reading
Writing
Speaking
Listening

Scaffolding
X
X
X
X

Modeling
Guided practice
Independent practice
Comprehensible Input

Application
X
X
X
X

Hands-on
Meaningful
Linked to objectives
Promotes engagement

Group Options
X Whole class
_ Small groups
X Partners
X Independent

Assessment
X Individual
_ Group
X Written
XOral

Reflections:

Siop Lesson Reflection

During my lesson teach there were multiple things that went well and engaged that students in
their learning. A key component to this lesson plan was repetition and clarification as well as allowing the
students to engage in making personal connections. First when I was introducing culture, traditions,
transportation, similarities and differences it was important that the students were able to interact with
one another in a think pair share by engaging them to first think independently then pair up with a partner
then share aloud what they discussed. This strategy seemed to work really well, it allowed students to
participate in several aspects of the Siop lesson such as listening and speaking. After working those

words I had a visual PowerPoint displaying the topics of the books. The essential question for this part of
the lesson was how these pictures are similar and how are they different? When I showed the students
the PowerPoint I was asking them to engage in a group discussion allowing them to thin and share their
idea with their peers, it was important that I engaged all students in this process. Displaying visuals
helped reach out to those students who are visual learners as well as student who have a hard time
making connections. This allowed students to think freely as they were also very engaging in
conversation about similarities and differences. Student would discover one thing about a picture and
relate it to themselves for example when we showed a student riding a bike they said I ride a bike to
school too! This really allowed students to engage in higher level thinking when relating back to self.

Being able to assess the students in any lesson is very important but especially in Siop, checking
for understanding and interaction with others and the text is a key component for English Language
Learners. I was able to assess these students throughout this whole lesson. There was lot of interactions
throughout the lesson. Interaction amongst peers, interaction with the text, and also allowing higher level
thinking of making connections between themselves and others in the text. Having the students interact
with the text first through a picture walk was important to get the student to visually see similarities and
differences that they might have. At the end of the lesson I was able to assess and understand the level of
comprehension of each student on reading, writing, listing and speaking.

Modeling for the students was one of the most important parts of this lesson. Modeling is an
effective way to make sure that the students understand as well as for directional purposes so they know
what the main point of this lesson and their outcomes as well as their end goal is for this lesson. While I
was walking the students through the process of their task I was thinking out loud and constantly making
connections with the text and making a mental note of pictures and details that the book provided for
me to relate to. Doing so was important because not only did it have the students think about connections

between them and the text but also gives them ideas of strategies that they can use when working and
engaging with the text when it is their turn.

Watching the video one of the main things I noticed was the notice level the students got to be
very loud at times and I should of used more strategies to get the students attention opposed to putting
their hand on their head. Next time I would use more repetition when I was reading the words, I had that
in my lesson plan to have the students say the words with me, but when I jumped right into the lesson it
didnt happen. I noticed that in the text the students were still having trouble recognizing the key words
that I listed on the board, next time I would break down each word by syllables then have the students say
them to themselves in a quiet voice then say them all together as a class. I believe that by doing that it
will really help the students understand each word better when they came across it in the text they wont
struggle as much.

LINK TO YOUTUBE VIDEO:

https://youtu.be/1O5Cg61pj3g