# Lesson Plan Select one of the following lesson plans that will also be used for your final assignment.

Quite often, teachers obtain their lesson plan ideas from colleagues and/or online and then modify to best fit the individual student needs in theirclass. For this assignment, you will begin the planning stage of lesson plan development by taking a traditional lesson plan and transforming it into a SIOP Model lesson plan. Select one of the following lesson plans that will also be used for your final assignment. First Grade Math: A lesson on Symmetry (Links to an external site.)Links to an external site. Third Grade Science: A lesson on Magnets (Links to an external site.)Links to an external site.
edu321_wk_4_assignment___exemplar__1_.pdf

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SIOP Model Planning Sheet
Date:
Symmetry: Folding shapes to verify
September 19, 2016
whether or not they are symmetrical/
Common Core State Standards (or state standards):
1.CC.2.3.1.A Geometry
1.CC.2.3.1.A.1 Compose and distinguish between two-three dimensional shapes based on their
attributes. Symmetry (1-V.7).
Content Objectives:
The students will be able to :
1) Recognize objects, shapes, and letters of the
alphabet that are symmetrical/ nonsymmetrical.
2) Identify the lines of symmetry: fold the paper
cutout shapes to see if theyre exactly the same
on both sides, place letters of the alphabet into
correct piles (symmetrical or nonsymmetrical),
design symmetrical kites.
* Lesson and activities will also connect and relate
to the story Lets Fly a Kite by Stuart J. Murphy.
Language Objectives:
The students will be able to:
1) Define and describe symmetry (and other key
vocabulary words pertaining to the lesson).
2) Explain the difference between symmetrical
and non-symmetrical shapes, letters, and
objects.
Key Vocabulary:
1) Symmetric 2) Non-symmetric 3) Lines of symmetry 4) Reflection 5) Equal
Materials:
1) Cut out shapes for each student: squares, rectangles, diamonds, triangles, circles, stars, and ovals
(students will fold these into different positions to identify the lines of symmetry). 2) Cutout capital
letters of the alphabet. 3) Large index cards, one labeled symmetrical, the other labeled
nonsymmetrical (students will place letters in designated group). 5) Construction paper, scissors,
crayons, string, a hole punch, and shape stickers (used to design their symmetrical kites).
Essential Question:
How is symmetry used in our world?
3
Higher order Questions:
Identify the difference between objects that are symmetric and those that are non-symmetric.
How do you know if the objects are symmetric or not? Explain.
Student Activities:
Scaffolding:
X Modeling
X Guided
X independent
Grouping:
whole class
small group
x partners
x independent
Processes:
Strategies:
X hands-on
X writing
X meaningful
X listening
X speaking
Activities and Strategies: The students will be asked to recall what they have recently learned about
shapes, and explain what some of those shapes are. I would utilize the literature to introduce
symmetry, define it, and explain the differences between symmetrical and non-symmetrical objects. I
would model symmetrical and non-symmetrical shapes through the use of images, and with folded
paper shapes, then have the students fold the shapes they were provided with. As they fold the
shapes, they will be asked if both sides are equal, and if they see lines of symmetry (if so, how many).
They will compare symmetrical lines between their own shapes and a partner, and work together to
determine how many lines of symmetry each shape has (if any). They will then be provided with the
letters, and work with their partner to determine if the shapes are symmetrical or not, by placing
them into the appropriate pile. *If time provided, they will begin to work on their symmetrical kite
independently. *I would walk around the classroom to assist students if necessary, and to monitor
their knowledge of the content.
Review and Assessment:
Formative Assessment Summative Assessment
During the lesson, the
I would provide a test
X Individual
students would use the
with images of shapes
Group
thumbs up, thumbs
and letters that we
down approach, so I
discussed in class. They
X Written
can immediately see
would circle each shape
who gets it, and who
or letter that represents
Oral
does not. They would
lines of symmetry, and
also be provided with
place an X next to the
exit tickets consisting of non-symmetrical
two questions. They will images. They would also
identify whether or not
draw lines of symmetry
two different shapes are on shapes (to see if
symmetrical by writing
theyre symmetrical),
yes or no. They will also and complete the
draw 1 shape consisting second half of shapes
of symmetry, and one
and letters to make
without.
them symmetrical.
4
SIOP Model Reflection: 1) Lesson preparation supports the language development of our ELLs by
providing educators with an idea of what the students know, and what they can do, based upon the
topic taught (Pearson SIOP Model, 2012). This component consists of constant assessing, which
allows the teacher to determine if the students comprehend, and whether or not she needs to move
back, reteach, or adjust the lesson, to ensure that they do get it. 2) Building background consists of
teachers linking students background knowledge and experiences to new concepts (Honigsfeld &
Cohan, 2015). Making connections from past learning to the new unit will forge those connections,
and help ELLs better comprehend the content. Focusing attention on key vocabulary, the academic
language of the lesson and repeating it multiple times, helps to ensure that they comprehend the
actual meaning of each word. 3) Comprehensive input helps to support ELLs by ensuring that
whatever we teach is comprehensible. When teachers speak clearly and slowly, present information
in more ways than one, and provide ELLs with materials to help structure complex information,
such as graphic organizers, it helps to guide them, and make the information more comprehensible.
4) Strategies help support ELLs by equipping them with learning techniques to help them become
independent, self-directed learners (Honigsfeld & Cohan, 2015). Providing students with cooperative
and instructional learning, as well as cognitive and metacognitive strategies, helps them gain the
ability to make good predictions, and identify keywords/important information. This ensures that
they clarify and figure out what the important information is, and helps them to grasp the overall
concept of the lesson. 5) Interaction provides more time for students to speak with each other and
interact with teachers among themselves (Pearson SIOP Model, 2012). Cooperative learning helps to
support the language development of ELLs, by providing them with the opportunity to converse and
interact with native English language speakers, in which they can learn from. 6) Practice and
Application help to support ELLs by creating opportunities for them to apply new content and
language knowledge (Honigsfeld & Cohan, 2015). Teaching students the different meanings of
specific keywords, using images and display charts pertaining to those words, and having students
read words, define them, and share their thoughts with a peer, helps to build their English vocabulary
skills, and to better comprehend the information presented. 7) Lesson Delivery helps to support ELLs
by ensuring that lessons are student-centered, paced accordingly, and include teacher
responsiveness to both content and language objectives (Honigsfeld & Cohan, 2015). Providing ELLs
with the opportunity to define the words through the use of images (relating to the images and
vocabulary the teacher discussed) helps them to distinguish the multiple meanings of specific words,
and helps the teacher to immediately determine which students comprehend, and those who do not.
8) Review and Assessment support ELLs by generating and gathering examples of their work (such
as portfolios), which can be used to look at student progress and growth over time. This helps ELLs
(and the teacher) to reflect on areas they improved in, and areas they need to improve in. Sheltering
Instruction: According to the text sheltering instruction refers to practices designed to enable ELLs
to participate in grade-appropriate lessons within a mainstream classroom (Honigsfeld, & Cohan,
2015). Implementing the best teaching practices for everyone by differentiating instruction, and by
using technology, and cooperative learning in the classroom, can help to improve English language
learners comprehension of the new language, and their overall academic success.
These components might be effective for all students, because they can each benefit from the
strategies and techniques within these components. When the teacher speaks clearly, uses images,
display charts, techniques that connect the content to the students, etc., it helps to meet each of
their individual learning needs, and should be effective in helping all students to improve their overall
5
References
Honigsfeld, A & Cohan, A. (2015). Serving English language learners. San Diego CA: Bridgepoint
Education.
Vogt, M. (2012). Pearson SIOP Model. California State University, Long Beach Island. Videos retrieved
from

ndex=5

SIOP Model Planning Sheet
Date:
Common Core State Standards (or state standards):
Content Objectives:
Key Vocabulary:
Materials:
Essential Question:
Higher order Questions:
Language Objectives:
Student Activities:
Scaffolding:
?
?
?
Modeling
Guided
independent
Grouping:
Processes:
Strategies:
?
?
?
?
?
?
?
?
?
?
?
whole class
small group
partners
independent
writing
listening
speaking
hands-on
meaningful
Activities and Strategies:
Review and Assessment:
?
?
?
?
Individual
Group
Written
Oral
SIOP Model Reflection:
Formative Assessment
Summative Assessment
Reference(s)

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