SIOP Lesson Plan Template (Modified)

Date: September 28, 2017

Grade/Class/Subject: 1st/Mrs. Tohtsonie/ELA

Unit/Theme: Traditional Stories

Lesson Topic:

State Standards:
Content Area: Reading, Writing, and Communicating
Standard: 1. Conventions of Standard English
Concepts and skills students master:
1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
a. Print all upper- and lowercase letters.
2. Demonstrate command of the conventions of standards English
capitalization, punctuations, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in series.
d. Use conventional spelling for words with common spelling patterns
and for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness
and spelling conventions.

Standard: 2. Reading Standards for Literature

Concepts and skills students master:
1. Ask and answer questions about key details in a text.
2. Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
3. Describe characters, setting, and major events in a story, using key details.
9. Compare and contrast the adventures and experiences of characters in stories.

Standard: 3. Reading Standards for Informational Text

Concepts and skills students master:
4. Ask and answer questions to help determine or clarify the meaning of words
and phrases in a text.

WIDA Standards:
The language of Language Arts
English language learners communicate information, ideas and concepts necessary for
academic success in the content area of Language Arts

Content Objective: Students will be able to write complete sentences using the main details
and elaboration from the five-square graphic organizer.
Language Objective: Students will be able to listen to a story, discuss with their group
members, and write a complete sentence that conveys their complete thoughts of the story.

Key Vocabulary:
Sheep
Trick
Wolf
Fable short story that teaches a lesson.

Supplementary Materials:
Book: Jack and the Wolf by Chris Sheban
Pencils
Writing worksheet
Sentence builders
Graphic organizer

Higher Order Questions:

What makes a complete thought?
Why are capitalization and punctuation important to writing sentences?
What lessons can you learn from the story?

Time: Lesson Sequence / Activities

5 mins Motivation:
(Building background, links to experience, links to learning)
Anticipatory Set:
The teacher will ask the students what they know about writing
sentences. Questions will include: What makes a complete sentence?;
What goes at the beginning and end of a sentence?; Why does a writer
us complete sentences?
The teacher informs students that a complete sentence starts with a
capital letter and ends with a punctuation mark. The teacher will also
inform the students that a complete sentence has a complete thought. A
complete thought has a who and it tells what the who did.

Complete thought = who + did what

Ms. Pete bakes cookies.

Teacher will then bring out a sentence builder activity. On this activity,
the students will be asked to make complete sentences using sentence
strips. After the students have created their sentences, they will be asked
to record it on their worksheet. Students will be asked to do three or five
complete sentences.

Presentation:
20 mins (Language and content objectives, key vocabulary, comprehensible input,
strategies, interaction, feedback)
 Have students read the objectives so that they know what they will be
doing during this lesson.
Begin the lesson by asking the students what makes a complete
sentence.
The teacher will ask students about the story, Jack and the Wolf to see
if they still remember it from a previous lesson.
The teacher will reread the story: Jack and the Wolf by Chris Sheban.
After reading the story, the teacher and students will discuss what
happened in the story by identifying who the characters were and where
the setting took place.
Afterwards the teacher will give the students the graphic organizer and
go over what is needed in the graphic organizer and how the organizer
will help them write complete sentences.
Before beginning the graphic organizer, the teacher will ask the students
to think about what happened in the story. Who the characters are? What
was Jack doing? What did Jack say? Who came to Jack? What did Jack
learn?
The teacher will then ask students to write their complete sentences
using the graphic organizer. Students will be asked to work
independently and after they have completed their sentences they will be
asked to share with their group members. When sharing their sentences,
the students will be comparing their work to other students to see if they
have all written complete sentences correctly. (During this time the
teacher will be observing and assisting the students as needed).
Lastly, the teacher will then ask students to turn in their complete
sentences. The teacher will have a short debrief with the students to see
if the graphic organizer made it easier for them to write their sentences.

Practice and Application:

5 mins
(Meaningful activities, interaction, strategies, practice and application, feedback)
The students will discuss their seasons with their group members. The
teacher will be observing the students to see if the students are writing
their sentences correctly by using the graphic organizer. Plus, the
teacher will look at the students writing to make sure they are writing
complete sentences.

Review and Assessment:

(Review objectives and vocabulary, variety of formative assessments/checks for
understanding)
As a group, we will come together and discuss the proper way to write a
sentence. The students will be informed that a complete sentence begins
with a capital letter and has an ending punctuation.
As a group, we will work with building complete sentences before going
onto the story.
The students will get a graphic organizer where they will write complete
sentences in boxes two, three, and four. After filling in the graphic
organizers the students will be given a sheet to write their complete
sentences of the story.
 The teacher will also collect the students writing of their complete
sentences that describes what happens in the story.

Extension:
Class will compare and contrast what the characters do in the story.
SIOP Features

Preparation
_x Adaptation of content
_x Links to background
_x Links to past learning
_x Strategies incorporated

Integration of Processes
_x Reading
_x Writing
_x Speaking
_x Listening

Scaffolding
_x Modeling
_x Guided practice
_x Independent practice
_x Comprehensible Input

Application
_x Hands-on
_x Meaningful
_x Linked to objectives
_x Promotes engagement

Group Options
_x Whole class
_x Small groups
_ Partners
_x Independent

Assessment
_x Individual
x Group
_x Written
_ Oral
Reflections: