SIOP LESSON Planing

Teacher name: Vivian Araz

Level: 1 Group: 11th and 12th Unit / Lesson Topic: Unit 4 Clothing, places
and weather

Time Frame: 12 h./3 h. x day (4 days) Date: June 19th to 22nd, 2017.

Content Objectives: (What information/content will
students learn by the end of the lesson?)
SWBAT name and distinguish items of
clothing.
SWBAT talk about diverse places and
clothing for different weather.
Language Objectives: (What language skills will
students practice include the four skill areas: R, W, L, S)
SW look at illustrations of clothing items in
picture cards and relate them to their names.
SW draw clothes according to the weather.
SW answer the question What are you
wearing?
SW listen and act out short conversations
about clothing.

Key Vocabulary: (What words should students be Materials / Resources: (What materials and resources
introduced to during the lesson? What word should students master do you need to make available to help students reach the planned
by the end of the lesson? objectives?)

Blouse, boots, dress, hat, gloves, pants, Clothing flashcards

umbrella, shirt, coat, scarf, shorts, cold, wet, Climate worksheets
hot Fashion show props
Student book
CD
Computer or cd player

Higher Order Question(s): (What HOTS will students use during this lesson?)

What are you wearing?

What should you wear when its cold?
What should you wear when its hot?

Warm Up(s)/Ice-Breaker(s) (What songs, games, or activities, that are relevant to the unit, will warm-up the students for
that days activities? Can be a review activity from a prior day.

Banana song

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Instructional Activities: Check () the ones to be used

Building Background: Differentiation ___ Gallery Walk

Links to experience
Strategies ___ Turn-N-Talks
__X Tiered assignments ___ Roundtable
Links to learning:
(The teacher can ___ Jigsaw
Ask the students what are you accommodate different ___ Pairs
wearing today? abilities) Check/Review
__X Flexible grouping ___X
Answers in Spanish are ok. (for the conversation
Independent/Group
Show a video about clothes practice)
___ Learning centers
Project
Lesson Delivery: (main focus of the class) ___ Curriculum compacting ____Integration of
__X_ Varying questions Technology
Get students talking about clothing items (The teacher can ask ___ Print
different variations of alternatives, i.e., E-
Presentation: (include activities that help students reach what are you wearing? To text
language and content objectives, provide comprehensible input,
practice good language learning strategies, and allow for student accommodate students __X_ Use of Audio
interaction and feedback) who need extra help. Clip/Music
Example: Are you wearing ___ Interactive
The teacher will have a routine in place for a skirt? Are you wearing Student Notebook
every class. Greetings pants? ___ Formal Writing
Ice breaker __X Independent Projects
___ Informal Writing
Review of knowledge Fashion show/Act out a
shopping situation
___ Graphic/Visual
Delivery ___ Brain Compatible Organizers
Assessment Instruction __X_
X Learning Styles Modeling/Demonstr
1. The teacher will present two sets of Some students will learn ation
flashcards. One with images of by drawing, others by __X_ Think Aloud
answering questions, ___ Reciprocal
clothing and one with clothing names. others by dressing up and Teaching
Present both sets of cards and teach it others by talking. ___ Group Activities
to your students. The teacher will __X_ Cultural Contexts ___ Simulation
tape the name cards to the wall. She ___ Wait time
Teaching Strategies
___ Different
will give students one card with an __X_ Scaffolded
purposes for
Questioning
image and ask them to find the viewing/reading
___ Independent reading/
clothing name. __X_ Reading in groups or ___ Cross-Curricular
2. The teacher will hand out a pairs Connections
___ Interpretation of
worksheet containing 2 different
Graphics
climates. The students will draw 4 (Maps, graphs,
items of clothing people can wear for cartoons, tables)
__X_ Cooperative Learning
each climate.
___ Think-Pair-Shares

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 After they are done the teacher will
ask volunteers to present what they
drew.
3. The teacher will organize a fashion
show. The teacher will ask students to
bring different outfits to class. The
students can dress up in any way they
want. Advise the students they will
have to describe their outfit.
The students will walk the runway
and present their outfit. Example:
a) What are you wearing?
b) Im wearing a pink dress with a red
hat.
4. Following the students book, the
teacher will play an audio of a short
conversation about clothing while the
students listen and follow the text.
The teacher then will encourage the
students to read with her following
the audio. After, the students will
practice the short conversation in
groups and pairs various times. The
teacher will make sure the students
fully understand the short
conversation.
Finally, the students will present the
conversation.

Assessment: Suggested Assessments:

Formative Assessment(s): (Can I move on? Who __X_ Collect and Grade ___ Check for Completion
needs remediation? Grouping strategies/who can work together to __X_ In-Class Check __X_ Rubric
support learning?) ___Checklist ___ Peer/Self-Assessment
Formative assessment for each activity. ___ Journal/Learning Log ___ Portfolio
___Constructed Response ____Quiz
1. Students will pair the flashcards correctly. ____Test _X__ Presentation
The teacher will make annotations if a child __X_ Performance Assessment __X_ Informal Assessments
repeatedly fails. He or she may need extra ___ Ticket Out (after reviewing of the objectives, end of day)
help. __X_ Teachers mental/physical checklist during group
activities (teachers observation while students are working)

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 2. The teacher will grade the worksheet. The
teacher will make annotations if a child
didnt complete the worksheet or if the
answers are wrong. He or she may need
extra help.
3. The teacher will create a rubric for this
assignment that will grade materials, voice
level, grammar, accuracy, and
pronunciation.
4. The teacher will make continuous checks
during the activity to make sure the
students understand the conversation. A
child presentation cant be graded until he
or she completely understands the
conversation.
The teacher will create a rubric for this
assignment that will grade voice level,
accuracy, and pronunciation.

Summative Assessment(s): (Final test, grade,

decision-based on multiple assessments)
Sum of the various formative assessments.

Out of Class Assignment (homework): Fashion show project/ acting out a conversation
about a shopping situation.

Teacher Reflection: (Reflect about lesson presented.)

What did not work in the class?
What really works in the class?
What activity works better?

Instructional Expectations Checklist:

Target language is used by instructor
Students background knowledge is activated
Learning is framed
Students demonstrate understanding of tasks/language
Manipulatives/ learning styles are considered
Formative assessments/ immediate feedback are used
Productive use of target language by students (speaking, writing, group activities)
Demonstration of receptive skills in target language by students (listening/reading)
Use of differentiated strategies
Wrap up objectives of class