Professional Documents
Culture Documents
Students can:
a. Identify similarities and differences between themselves and others (DOK 1-2)
b. Discuss common and unique characteristics of different cultures using multiple sources of
information (DOK 1-2)
WIDA Standards:
English Language learners communicate information, ideas and concepts
necessary for academic success in the content area of language arts.
ELP Level 5 Bridging (Listening)
Process recounts by Constructing models based on instructions from extended oral discourse with a
partner Following multistep oral directions during contentrelated activities
(Speaking)
ELP Level 5 Bridging Recount by Presenting information on content-related topics Sharing details
about personal experiences with peers and adults
Content Objective:
Identify basic similarities and difference between yourself and others
around the world focusing on the topics of shopping, homes,
transportation, clothes, birthdays and families.
Language Objective:
Students will be able to analyze texts about transportation, birthday,
homes, shopping, families and clothes and will then relate to the text by
recording one similarity and one difference they have from the text and
will record that on the chart.
Time:
2 min
7 min.
28 min.
3 min.
Preparation
X Adaptation of content
X Links to background
X Links to past learning
X Strategies incorporated
Integration of Processes
X
X
X
X
Reading
Writing
Speaking
Listening
Scaffolding
X
X
X
X
Modeling
Guided practice
Independent practice
Comprehensible Input
Application
X
X
X
X
Hands-on
Meaningful
Linked to objectives
Promotes engagement
Group Options
X Whole class
_ Small groups
X Partners
X Independent
Assessment
X Individual
_ Group
X Written
XOral
Reflections:
words I had a visual PowerPoint displaying the topics of the books. The essential question for this part of
the lesson was how these pictures are similar and how are they different? When I showed the students
the PowerPoint I was asking them to engage in a group discussion allowing them to thin and share their
idea with their peers, it was important that I engaged all students in this process. Displaying visuals
helped reach out to those students who are visual learners as well as student who have a hard time
making connections. This allowed students to think freely as they were also very engaging in
conversation about similarities and differences. Student would discover one thing about a picture and
relate it to themselves for example when we showed a student riding a bike they said I ride a bike to
school too! This really allowed students to engage in higher level thinking when relating back to self.
Being able to assess the students in any lesson is very important but especially in Siop, checking
for understanding and interaction with others and the text is a key component for English Language
Learners. I was able to assess these students throughout this whole lesson. There was lot of interactions
throughout the lesson. Interaction amongst peers, interaction with the text, and also allowing higher level
thinking of making connections between themselves and others in the text. Having the students interact
with the text first through a picture walk was important to get the student to visually see similarities and
differences that they might have. At the end of the lesson I was able to assess and understand the level of
comprehension of each student on reading, writing, listing and speaking.
Modeling for the students was one of the most important parts of this lesson. Modeling is an
effective way to make sure that the students understand as well as for directional purposes so they know
what the main point of this lesson and their outcomes as well as their end goal is for this lesson. While I
was walking the students through the process of their task I was thinking out loud and constantly making
connections with the text and making a mental note of pictures and details that the book provided for
me to relate to. Doing so was important because not only did it have the students think about connections
between them and the text but also gives them ideas of strategies that they can use when working and
engaging with the text when it is their turn.
Watching the video one of the main things I noticed was the notice level the students got to be
very loud at times and I should of used more strategies to get the students attention opposed to putting
their hand on their head. Next time I would use more repetition when I was reading the words, I had that
in my lesson plan to have the students say the words with me, but when I jumped right into the lesson it
didnt happen. I noticed that in the text the students were still having trouble recognizing the key words
that I listed on the board, next time I would break down each word by syllables then have the students say
them to themselves in a quiet voice then say them all together as a class. I believe that by doing that it
will really help the students understand each word better when they came across it in the text they wont
struggle as much.
https://youtu.be/1O5Cg61pj3g