2. Introduction to SIOP Model
Used for ESL, content area, and bilingual classrooms
Composed of 30 features that are grouped into 8 main concepts
Developed for teachers to be able to integrate content and language instruction
Teachers would employ techniques to help develop the students’ skills in a new
language
3. Nocturnal vs. Diurnal Animals SIOP Lesson Plan
Topic: Which animals come out during the night and which come out during the day?
Content Objectives: Students will identify adaptations that help animals navigate daytime and nighttime
environments. Students will sort diurnal and nocturnal animals.
Language Objectives: Students will be able to discuss the differences between nocturnal and diurnal
animals. Students will write one-sentence summaries presenting key information about each type of
animal. Students will read their summaries and present key information about nocturnal and diurnal
animals. Students will apply, orally, and in writing, new vocabulary words related to nocturnal and diurnal
animals.
Learning Strategies: Using T-Charts, photos, and other graphic organizers; developing vocabulary through
context clues; summarizing key information
Key Vocabulary: Nocturnal, diurnal, nighttime, daytime, adapt, adaptation, temperature, habitat, navigate
4. Building Background
Ask students to describe their habitat, or place where they live, to a partner.
Ask a few partners to share their ideas with the large group
Then ask students what kind of animals they see near where they live
Tell the students they are going to learn about how an animal’s habitat can show us
whether particular animals like to come out at night or during the day.
Ask students to think about how they might dress if they wanted to hide in the woods or
in the city at night or during the day (What color clothing would they wear? Would they
paint their faces a color- what color?
Tell students that the science word for nighttime animals is nocturnal and the science
word for daytime animals is diurnal.
•When introducing the words nocturnal and diurnal ask the students whose native
language is Spanish if any parts of those words look like Spanish words they know (i.e.,
NOCturnal/NOChe, Diurnal/ DIa), and tell them this can help them remember these new
English words.
7. References
Echevarria, J.J., Vogt, M.J., & Short, D.J. (2017). Making Content Comprehensible for
English Learners (5th ed.). Retrieved from the University of Phoenix eBook
Collection database.
Finalized English Language Proficiency (ELP) Standards. (2016). Retrieved from
http://www.azed.gov/english-language-learners/elps/
SIOP Lesson Plans and Activities. (2016). Retrieved from
http://www.cal.org/siop/lesson-plans/
Editor's Notes
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These questions provide a way to incorporates students’ background to the new content concepts by making "connections with their own experiences and they allows the teacher to discover how much background knowledge or experience the students already have with the content concept” (SIOP Lesson Plans and Activities, 2016). The teacher might also want to ask the students how to say the animal names in their L1s. The teacher could also give an example of an adaptation that all students would be familiar with. Teacher could also do a quick spot check with thumbs up/thumbs down to see if the students are familiar with each animal presented in the book. These are all ways to accommodate students in different proficiency levels. By asking a variety of questions, including if the students know these animals will determine whether the teacher can continue with the lesson, or must first give some information on the animals. If the students have never heard or seen of a particular animal it will be hard to categorize them as nocturnal or diurnal. This is why background information is so important in both a personal, but also academic standpoint.
(Finalized English Language Proficiency (ELP) Standards, 2016).
(Finalized English Language Proficiency (ELP) Standards, 2016).