SIOP Lessons
This lesson is part of the introduction to Romeo and Juliet. Background knowledge is built through the Jigsaw process. Areas of strength in this lesson are Lesson Prep and Delivery. Areas of improvement are Practice/Application and Review (see lesson below). Adaptation of content includes, but is not limited to, the following: intentional pairing/grouping in Kagan Cooperative Learning Groups (Bilingual, WIDA Level, Lexile level, and RIT Scores), multiple ways to display information and convey meaning (visuals, resources, etc.), CLOZE notes with word bank for vocabulary, intentional assigning of text sections, use of review sheets, translations available as needed (bilingual pairings/groupings), written and oral responses.
In order to lessen teacher talk and increase student talk, the following activities/strategies are implemented: Pick Your Side, Go-Go-Mo, One Line at a Time: Translations, and Dice Vocab and Concept Review. The YouTube video is also implemented to provide a visual while another speaker other than myself speaks; however, this teacher talk has also been limited to less than four minutes. In order to integrate content and language rather than having it be separate parts of the lesson, I provide synonyms for the key vocabulary as opposed to definitions. This gives students opportunities to make connections to the words and makes them more comprehensible. It also allows students to use synonyms from the Go-Go-Mo Strategy to apply to the One Line at a Time: Translations practice. This application integrates the content and language. Students are using language to explore, practice, and review the content. The Pick A Side Strategy also integrates content and language, as do other components of the lesson. Finally, in order to more comprehensively review key vocabulary and content, the Dice Review game and CLOZE Homework assignment are implemented in order to review these vocabulary words (synonyms) and the key concepts of the Prologue and the lesson.
The Stop the Video (Chunk & Chew) strategy is very helpful for all students, but especially ELLs to make meaning of these concepts and allow students time to reflect. I feel like I was more mindful about lessening teacher talk and increasing student
engagement and practice. There was not much time for independent practice, so I had to shorten the assignment. However, that did not deter from meeting the objectives. I feel like the strategies chosen were appropriate for the topic and provided meaningful speaking, listening, reading, and writing opportunities. In the future, I would probably use more examples and
models from web-based sources to mirror their research resources.
engagement and practice. There was not much time for independent practice, so I had to shorten the assignment. However, that did not deter from meeting the objectives. I feel like the strategies chosen were appropriate for the topic and provided meaningful speaking, listening, reading, and writing opportunities. In the future, I would probably use more examples and
models from web-based sources to mirror their research resources.
This lesson was created in a SDAIE Lesson format. Various SDAIE/SIOP strategies, as well as all four language domains, were implemented throughout. Student pairing/grouping was a key focus for this group of ELLs which include newcomers. Students were assessed on their use of signal words to develop the correct structure. For newcomers, the focus was on their ability to locate signal words and if they followed the correct structure with the information they included in the paragraph frames.
The students we worked with seemed very engaged with both this lesson and my colleagues planned lesson (exit). One student commented how much she liked it and liked answering the art questions. The volunteer said it was nice to see the students participating and engaged. It was almost immediately evident what level each student was at. We were prepared to make adaptations, but if I had it to do over again, I would recreate the cards (they were purchased from Kagan) and add visuals and even translations if I knew their L1 ahead of time. We had the students make connections how they could use these activities in their classes. I did not originally plan to do this, but they each provided good connections to their own classes. The timing went very well and this is about the time I use on this activity in my own classroom.
The purpose of this lesson was to incorporate an Own Voice text into a current lesson/unit. I chose the Own Voice Text Whoever You Are by Mem Fox to encourage learners to make text-to-text connections between this children's book and John Steinbeck's Of Mice and Men. SIOP/SDAIE components were featured throughout the lesson. Learners completed a character analysis for one character in OMM and interacted with peers using the 4 Corner/Talking Chips strategies.