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SIOP Lesson Plan Template 

Name: Jeanette Miller Pima Course: ​EDC286 Instructor:

Gastelum, Frances
Subject:Reading Topic:Ask and Answer Grade Level:2nd Lesson Duration:45min
# of Native English # of ELLs (with language proficiency levels): 5 ELLs (3 high intermediate and 2 low intermediate).
Speakers: 15

Brief Overview of Lesson  The purpose of this lesson is for students to explore what it means to ask and answer questions
  about a fictional text. This lesson will review what questions words are and what the 5W’s (who,
what, where, when, and why). Students will explore why we ask questions about a fictional text
and the information the answers can give us regarding the author’s purpose for writing the piece.
AZ Content Standard  English Language Arts, 2.RL.1 Ask and answer such questions as who, what, where, when, why,
Type out ONE AZ Standard in full and how to demonstrate understanding of key details in a text.
ELP Standard &  ELP Standard from Listening and speaking domain: ELP Standard 2 (Listening/Speaking): The
Performance Indicator  student will express orally his or her own thinking and ideas.
Type out ONE ELP Standard &
ONE Performance Indicator in full Performance Indicator: LI-5: asking and responding to academic questions using complete

Content Objective  SWBAT ask and answer questions about a fictional story with details.
Student-friendly language
Congruent with content standard
Language Objective  SWBAT, in small groups, discuss key details of the story by asking and answering questions.
Student-friendly language
Appropriate for diverse learners SWBAT write a question about a key detail in the story read in class.

List of Multimedia &  Teacher Materials

Materials  ● PowerPoint presentation explaining the 5W’s and How
● Smartboard
● Book: Where the Wild Things Are by Maurice Sendak
● paper strips in 5 different colors
● student sticks with names
● typed objectives for display
● vocabulary word wall word strips

Student Materials
● crayons
● colored pencils
● pencil
● Post-it note

Key Vocabulary  ● question words: who, what, when, where, why

  ● fictional text
● key details
● clarifying questions
● ask
● answer
SIOP Lesson Plan Template 

Learning Strategies  The cognitive learning strategies used in this lesson will be: previewing the story about to be
  read, establishing a purpose to our reading, making connections with past lessons, and rereading
the story to aid in student comprehension. The metacognitive learning strategies will be
generating questions and using these questions to guide in comprehension. Language learning
strategies will include paraphrasing verbally about our story and using drawings to communicate
with our writing.
Assumptions about  All students have had a previous lesson about question words and the 5W’s (who, what, where,
Learners’ Prior Knowledge  when and why). Students should know how to ask and answer a question with a partner.

Components  Lesson Sequence 

Motivation (10 min)
Describe how you will: connect to prior Building Background:
knowledge; build background; introduce ● At the beginning of the lesson I will show the story book to the students and
vocabulary; engage learners; and ask them to raise their hand if they have read this story before.
communicate the purpose of the lesson.
● Students that have raised their hand will be able to participate in a
conversation reviewing the book and what it is about. Each student will be
able to give one sentence to add to our review of the story.
Engage Learners:
● Students will be able to participate in the discussion about the book. If
students have not read the book they will be able to ask a question about the
book for another student to answer.
Communicate the Purpose of the lesson:
● If a student had not read the book, use their question as the lead into why we
need to ask questions about text.
● Discuss with students about the need for questions. Questions help us
further our understanding of something we want to know about.
● State the objectives to the class. After stating each objective place the written
objective on the board and chorally repeat as a group. Repeat with each
Introduce Vocabulary:
● Explain to students that to ask questions you need certain words. Ask
students if they remember what these words are. If they remember have
them put their hand on their heads. Pull a stick to call on a person to give one
of these words.
● The PowerPoint will be used to review the 5W’s of questioning. The
additional vocabulary will be discussed during this review and placed on the
word wall.

Presentation (10 min)  Share content and language objectives:

Describe how you will: share content and ● Students will be introduced to the content and language objectives at
language objectives; provide the beginning of the lesson. Objectives will be displayed on the board
comprehensible input; adapt content for
diverse learners; utilize supplementary
throughout the lesson. The class will discuss the purpose of the
materials; scaffold learning; and use a objectives at the beginning of the lesson.
variety of techniques to make content
concepts clear.  Provide comprehensible input:
● Vocabulary and objectives will be posted at the beginning of lesson.
Students will be able to discuss what they mean and why we need
them. Any confusion or questions can be asked at this time.

Adapt content for diverse learners:

SIOP Lesson Plan Template 

● The text is specifically picked to be at a lower reading level and

chosen because it is a text that many students are familiar with. If
students are not familiar with the text, the class will review the
contents of the story before the story is read. Students will be asked to
think of some questions they may want the teacher to put on an
assessment to show understanding of the important events of the

Utilize supplementary materials:

● Teacher will be using the Smartboard to help review the 5W’s and
question vocabulary. Students will divide into groups and use strips of
paper to convey their understanding of how to ask questions. Students
will use a graphic organizer and another picture book during
independent practice to ask and answer questions.

Scaffold learning:
● Students will be put into groups determined by teacher. Students will
be first put in their question word color group to discuss their question
word and why a person would use that word. The group will support
each other in coming up with one question about a key detail of the
book for their questions’ word. Students will be able to write a question
and draw a sketch using one of the 5W’s. If students are struggling
with writing they may write the question word and draw a picture of
their question. They can verbally ask their question.

Use a variety of techniques to make content concepts clear:

● Students will participate in choral reading of the objectives, answer
questions in whole group, participate in discussion with whole group,
participate in discussion with a small group, students will listen to the
story, students will listen during their group discussions, write and
draw a picture of using at least one question word, think-pair-share to
review objectives.

Practice/Application (20 min)  Practice and apply learning:

Describe how students will: practice and ● Students will discuss their given question word with their group of 5.
apply the learning; be grouped for They will write a question about the story read together in class.
interaction; engage with hands-on
materials; use a variety of strategies; and
● Students will ask and answer questions in their group of 4.
integrate language processes (reading,
writing, listening, speaking). Also, Grouped for interaction:
describe how you will promote higher ● Students will be placed in groups of 5 each with one of the question
order thinking and provide ongoing words (5W’s).
feedback throughout the lesson.
● When finished in their question group, each student will be in a group
of 4. Each group will have one color strip of paper representing one of
the 5W’s.
● Students will share their questions with their rainbow group and
answer together.
SIOP Lesson Plan Template 

Engage with hands-on materials:

● Students will use colored strips of paper in their color group to write
and draw their question to share with the rainbow group.

Use of a variety of strategies:

● Students will work together in small groups to formulate questions.
● Students will work in another small group to ask and answer questions
about the text.
● Students will use a graphic organizer in independent work to illustrate
understanding of the concept.

Integrate language processes:

● Students will be listening to the story as well as their peers in small
● Students will write questions about the story read in class.
● Students will be reading the vocabulary and objectives displayed on
the board.

Higher order thinking and ongoing feedback throughout the lesson:

● Students will be asked questions that may not have a definitive answer
from the text. Students may have to infer using the pictures as clues or
connecting their feelings with the main character’s feelings.

Review & Assessment (5 min)  Review content and language objectives:

Describe how students will: review content ● Students will place their colored pieces of paper in color groups on the
and language objectives; review front table. Teacher will ask the questions to the whole class and pick
vocabulary; and review key content
concepts. Also, describe how you will
name sticks for answers.
assess their learning.  ● Teacher will ask the class if they remember what the objective of the
lesson today was and how working in their groups related to our
● Teacher will ask the class if they remember the language objectives of
the lesson. The class will additionally be prompted to answer how did
working in groups help us achieve these objectives.
● Students will think-pair-share to answer any of the above questions.
● Students will use a Post-it note with their name and a question on the
board that was not shared with their rainbow group as an exit ticket.

Review vocabulary and key concepts:

● For morning work the next day, students will work on a graphic
organizer independently. This organizer will have the vocabulary
discussed with this lesson. Students will answer the questions on the
graphic organizer. Students will also have an opportunity to ask
questions that were not asked in the lesson about the story.
● When students are finished they may choose an exit ticket Post-it note
off the board from the end of the lesson, and answer the question on
the back of their graphic organizer.
SIOP Lesson Plan Template 

● Checks for understanding will be throughout the lesson using their
color group paper strip and their exit ticket at the end of the lesson.
● Students will be assessed on their graphic organizer that is completed
the next morning during morning work.
● Students will also be given a formative assessment at the end of the
lesson unit which would include: using vocabulary to fill in blanks of
sentences, answering questions asked about a text, and creating a
question about details in the text on the assessment.