Sie sind auf Seite 1von 4

Key: SW = Students will | TW = Teachers will | SWBAT = Students will be able to | HOTS = Higher Order Thinking Skills

SIOP Lesson Title: Grade:

Content Standard(s):

Key Vocabulary: Supplementary Materials:

Content: Subject Specific and Technical Terms:

(Carefully select the critical content vocabulary and technical
terms you will introduce, teach, reinforce, and assess for this
particular lesson.)

General Academic: Cross-Curricular Terms/Process &

(These are words and terms that are used in all academic
disciplines. Note: As you read through the lesson plans in
the PDToolkit and Making Content Comprehensible, you may
think the number of vocabulary words in some lessons is
excessive for English learners. When you select vocabulary
for SIOP lessons, consider your English learners language
proficiency levels and select accordingly. If you teach
heterogeneous classes (with both native-English and English
learners), you may need to differentiate vocabulary words for
each group. Generally, for English learners, 1015 new
vocabulary words per unit are appropriate, depending on the
length of the unit and the English proficiency of your

Word Parts: Roots and Affixes:

(Include any word parts (e.g.,
photo+synthesis=photosynthesis) that enable students to
learn new vocabulary, primarily based on English
morphology. See chapter 3 in Making Content
Comprehensible for more information.)

(Write higher order thinking questions here, along with any
tasks that require critical thinking. Make sure ELs have the
language to be able to respond and participate fully.)

Explicit Connections to Prior Knowledge and Experiences/Building Background:

(Indicate how you will explicitly activate students prior knowledge, and then build background where gaps in knowledge and/or
experience may exist. How will you assist students in making connections to what they already know and have experienced?)
Explicit Connections to Past Learning:
(Indicate how you will link explicitly the content learning from past lessons to the specific content that is being taught in this
lesson. How will you assist students in making connections to the content taught in these past lessons?)

Content Objective(s): Meaningful Activities: Sequence Review/Assessment:

SWBAT: (In this section, write your lesson (As you are writing your lesson
(Write content objective(s) that can be sequence, beginning with the oral sequence, indicate where and when you
taught, practiced, and assessed within presentation of content and language will have an opportunity to review
this particular lesson. Its not necessary objectives, and what you will do for the content concepts and vocabulary with
to use SWBAT. You may choose We features of Building Background (links to students, and assess their progress in
will, You will, Students will, students backgrounds, past learning, meeting the content and language
etc.) and introduction of vocabulary). objectives for this lesson. For the most
Continue to briefly write the sequential part, these assessment opportunities will
SF (if needed) steps of the lesson, including meaningful be spot-checks, teacher observations,
(Younger children and beginning English activities that provide practice and and questioning as students practice and
speakers will benefit from content application of key content concepts and apply. If you find that students arent
objectives that are written in simple, key content and academic vocabulary.) making progress related to the
student friendly language.) objectives, back up and re-teach a small
group or the entire class if necessary.
Remember that all of the activities you
Language Objective(s): choose to include in the lesson should
SWBAT: provide opportunities for assessment.)
(Write language objective(s) that can be
taught, practiced, and assesed within
this particular lesson. Its not necessary
to use SWBAT. You may choose We
will, You will, Students will,

SF (if needed)
(Younger children and beginning English
speakers will benefit from content
objectives that are written in simple,
student friendly language.)

Wrap-Up: This must include the review of the content and language objectives, followed by teacher choice of final
wrap-up to the lesson.
(Write a quick wrap-up activity to provide closure to the lesson. Your wrap-up activity provides you with additional assessment
information that can serve as the basis for tomorrows lesson. Your final assessment is of students responses to whether they
have met the lessons content and language objectives.)