SIOP Lesson Plan Outline

Date: 20 June 2019 Grade/Class/Subject 1st and 2nd grade High School English

Unit Theme: Unique Foods Standards: Grades 9-10: Standard 9, Level 1; Grades 11-12: Standard 9,
Level 1

Lesson Objectives:
Content Knowledge: By the end of the lesson, ESOLs will:
1. be able to use words to describe foods.
2. be able to match descriptive words with American foods.
3. be able to read and then create an American-style menu.

Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the
performance of the following functions and their forms:

Function
(in –ing form, eg. “Retelling a story” )
1) Describing unique American foods
Form
(grammatical term and/or example, eg. “Past Tense:
‘The boy went to see his grandfather;’”)
Descriptive adjectives: “Pancakes are fluffy.”

2) Explaining food item descriptions Passive verbs: “The meal consists of a delicious flaky
golden biscuit served with fresh crispy bacon.”

3)

Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the
following vocabulary words:

Academic Vocabulary Cohesion Words

Content Vocabulary (vocabulary that may need to be taught or (vocabulary that may need to be taught or
(new vocabulary to be explicitly taught that emphasized that is critical to participation in emphasized that link concepts in meaningful
is critical to an understanding of the content) academic tasks, such as “categorize”, “list”, ways, such as conjunctions and time
describe”) markers)
Biscuits and gravy Describe Topped with
Pancakes On top of
French toast Fried in
Mac and Cheese Served with
Burritos Stuffed with
American barbecue
Chicken fingers
Chicken fried steak
Gummy worms
Catfish
Golden
Crumbly
Fluffy
Chewy
Crunchy
Soft

1
Salty
Smoky
Greasy
Gooey
Menu
Special Cross-Cultural Considerations for ESOLs: The menu is different from Korean culture with most
menus having pictures. In American culture, there are descriptions (sometimes there are pictures but not
always), so they will need to know what these words mean when ordering.
Materials: We will need markers and papers for our menu-creating activity. We will also need to create our
worksheet and PowerPoint for the lesson.
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)

MOTIVATION: (Describe how you will build background and the specific strategies that you will use to
ensure the participation of ESOLs.)
The students will become motivated by being given foods that they have seen before. They will be asked if
they know them, and if they’re good or not. The students will be asked throughout the class the meanings
of the descriptive 3words to determine whether they are participating and actively learning.

PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material
comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to
assess whether or not ESOLs are “getting it”.)
We will put pictures in the PowerPoint slides of different items, with descriptive words describing them.
Afterward we will show the American food and ask if the students can think of a descriptive word to go with
it. This will help them understand which adjective goes with which type of food. If they still don’t
understand, we will use more common descriptive words to help them understand. Afterward, we will use a
matching worksheet where they match an adjective to a picture to see if they understood what each
adjective stands for. We will also show them what a typical American menu looks like, because it is very
different from how the typical Korean menu works. American menus have descriptions of foods on them
rather than pictures most of the time. These menus also tend to use passive verbs, which will help them
with understanding what the verbs mean in menus. Then they will create their own menu with these
descriptive words to show if they can apply the knowledge they learned.

PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and
practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the
techniques you will use to assess their success in the activities. )
The students will be put into groups that will allow them to work together to figure out all of the adjectives
and their meanings. If one student cannot figure it out, then another student will be able to help them
understand since they are working together. They will work together to match pictures to the adjectives.
They will also discuss how to make their menu before doing so. The menu will demonstrate how well the

2
students are learning by their descriptions of their foods on their menus. The students working together in
the first lesson will also prepare them for the second lesson where they will work together again.

EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you
deem need further explanation or practice to ensure their mastery of the content and language objectives. )

There won’t be an extension activity for this lesson because there will be a follow-up activity in the second
class. The students will create their menu to help them with both their adjective comprehension and passive
verb use. In the second lesson, they will use these menus to roleplay in English where they will order food
using the menus that they made. There will be a rubric so that the students know how to order correctly in
an American setting. This will demonstrate how well they remember the functions that they learned in the
previous lesson, and if they are able to use them in a real-life situation.