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SIOP® Lesson Plan Template 2STANDARDSTHEMELESSON TOP.docx
- 1. SIOP® Lesson PlanTemplate 2 STANDARDS: THEME: LESSON TOPIC: OBJECTIVES: Language: Content: LEARNING STRATEGIES: KEY VOCABULARY: MATERIALS: MOTIVATION: (Building background) PRESENTATION: (Language and content objectives, comprehensible input, strategies, interaction, feedback) PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback) REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning) EXTENSION:
- 2. (Reproduction of thismaterial is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.) © 2008 Pearson Education, Inc. Module 3 Assignment National Council of Teachers of Mathematics (NCTM) Standards: Website Lesson Plans Student Grand Canyon University: EED 364 Date (Insert EEI Lesson or other COE Lesson Plan) Instructor note: Remember this lesson plan needs to be original, but based on the 3 online lesson plans you found for inspiration Instructor note: The use of a reference in each section is a good way to demonstrate full competency in each area-though is it not required. Rationale The created lesson plan meaningfully incorporates the research-
- 3. based instructional strategyof XXXXXX to promote communication, inquiry, and engagement among the students. Research on the use of the strategy shows… PLANNING: Instructional Script and Materials The lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by… PLANNING: Meeting the Varied Learning Needs of Students The lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by… PLANNING: Meeting the Language Needs of Students The lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by… PLANNING: Assessments to Monitor Student Learning The lesson plan creatively allows for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students’ needs. This is demonstrated by… Reference Class Profile Student Name
- 4. English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading PerformanceLevel Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level
- 5. One year abovegrade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level
- 6. Grade level One yearbelow grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level
- 7. One year belowgrade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level
- 8. One year belowgrade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level
- 9. Two years belowgrade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level
- 10. At grade level Oneyear above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None
- 11. Grade level At gradelevel At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None
- 12. Grade level One yearabove grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Terrence No Mid SES White Male No None
- 13. Grade level At gradelevel At grade level Med Yes Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math
- 14. Grade level One yearbelow grade level Two years below grade level Med Yes Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes © 2014. Grand Canyon University. All Rights Reserved.