Using your SIOP Model Planning Sheet

Using your SIOP Model Planning Sheet, in addition to your instructor’s feedback on this assignment from Week 4, you will be transforming an ordinary lesson plan into a SIOP lesson plan that will meet the diverse needs of ELLs by applying the knowledge you have learned throughout this course. Your lesson plan must have evidence for each component of the SIOP Model: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment.
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Week 5 – Final Project
SIOP Model Lesson Plan
Using your SIOP Model Planning Sheet, in addition to your instructor’s feedback on this assignment from
Week 4, you will be transforming an ordinary lesson plan into a SIOP lesson plan that will meet the
diverse needs of ELLs by applying the knowledge you have learned throughout this course. Your lesson
plan must have evidence for each component of the SIOP Model: lesson preparation, building
background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and
review/assessment.
Step One:
You will be using the same lesson plan to modify that you selected in Week 4 during your planning
stage:
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.
Fourth Grade Social Studies: A lesson on the Algonquian Way of Life (Links to an external site.)Links to
an external site.
Fifth Grade English Language Arts: A lesson of Different Genres (Links to an external site.)Links to an
external site.
Step Two:
You will use the following SIOP Model Lesson Plan Template to complete your modified lesson plan and
to ensure that all eight components of the SIOP model are evident in your lesson plan. Feel free to
review the videos on the 8 components of the SIOP Model from Week 4’s assignment for additional
support.
Step Three:
You are going to describe two additional instructional accommodations or modifications that you would
specifically provide for your chosen case study student. This section is clearly marked in your SIOP
Model Lesson Plan Template. Be sure to use evidence from the text and one additional scholarly sources
to support your reasons for the accommodations or modifications you recommend for your case study
student.
Choose one of the case study students below to make those specific accommodations or modifications
in meeting their individual needs.
Lupe:
Lupe has lived in a suburban, middle-class city in the United States for 10 years. She is able to speak
Spanish at home, but she is unable to read or write in her first language. She was in bilingual classes in
for the first two years of elementary school and is now mainstreamed, although her English is not
completely fluent. She has basic interpersonal communication skills (BICS) and struggles with cognitive
academic language proficiency (CALP). She is friendly and cooperative when she is in class, but she
doesn’t do homework. She seems to prefer talking with friends to completing assignments. Teachers
think she has academic potential, but worry that she will eventually drop out of school because of
persistent underachievement. According to the Stages of Second Language Acquisition, she exhibits
speech emergence in reading, writing, and listening/speaking.
Hui:
Hui came from Vietnam, where he worked with his uncle in the marketplace, selling watches before
immigrating to the United States last year. He is living in a low-SES ethnic enclave in an urban city with a
lot of immigrants from Vietnam, Laos, and Thailand. He had about four years of full-time schooling in
Vietnam and is proficient in his first language. He did really well in school until he moved to the United
States as a refugee. He does really well in math but is failing his language arts classes. His attendance
has also been intermittent as he gets sick a lot. He is the smallest boy in class and does not talk very
much. He does not have basic interpersonal communication skills (BICS) or cognitive academic language
proficiency (CALP). According to the stages of second language acquisition , he is at early production
stage in reading, writing, and listening/speaking.
Sara:
Sara has lived in the United States for six months. She comes from an upper class family. She was born in
Germany and speaks German fluently and proficiently. Her father is in the United States for business
reasons. They plan on moving back to Germany in three years, when the contract expires. Sara aims to
please, but does not initiate conversations with other students. She was educated in her home country
and, in fact, studied some English as a foreign language in school. Her teachers are pleased with her
work, given the limited time she has been in this country. According to the stages of second language
acquisition, she exhibits intermediate fluency in in listening/speaking and continued language
development in reading and writing.
Step Four:
Reflect on the following question: Do you think the SIOP model is realistic for teachers to follow? Why or
why not? Be specific by providing at least two reasons for your opinion. Be sure to provide evidence
from the text and/or scholarly source to validate your reasoning.
For help with completing the Final Project, please review the SIOP Model Lesson Plan Template Tip
Sheet.
Your SIOP Model Lesson Plan should be 5-7 pages long. Please include an APA formatted title page and
cite and reference your sources. Be sure that your in-text citations and references reflect APA
formatting. Use this link from Ashford’s Writing Center to support you:
Ashford Writing Center (Links to an external site.)Links to an external site.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria
that will be used to evaluate your assignment.

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