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SIOP Lesson Plan Outline

Date: July 14, 201 Grade/Class/Subject 7th grade / Science / Mount St. Helens

Unit Theme: Volcanos Standards: 6-8.2 ; 6-8.5


http://www.elpa21.org/sites/default/files/Final%204_30%20ELPA21%20Standards_1.pdf

Lesson Objectives:
Content Knowledge: By the end of the lesson, ESOLs will:
1. Students will be able to use vocabulary terms and information related to volcanos
2. Students will investigate volcanos and the eruption of Mt. St. Helen
3. Students will explore the Pompeii exhibit and give details about its eruption

Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the
performance of the following functions and their forms:
Students will be able to talk about volcanos and eruptions while using vocabulary related to those topics
accurately.

Form
Function
(grammatical term and/or example, eg. “Past Tense:
(in –ing form, eg. “Retelling a story” )
‘The boy went to see his grandfather;’”)
1) Students will discuss any information they Present/Past tense
already know about volcanos and gain Ex: I saw a volcano in my country.
understanding of volcanos. Lava erupts from a volcano.
2) Students will discuss and answer questions Past tense
about information read in the book, Volcano: the Ex: I read about the Mt. St. Helen’s big blast.
Eruption and Healing of Mount St. Helens, by I listened to the book while I followed along with
Patricia Lauber. the book and learned about the survivors.

3) Students will work in pairs to research, discuss, Past tense/sequence of events


practice and present information about the volcano Students will give details in sequence, similar to the
eruption in Pompeii. book about Mt. St. Helen
The volcano was dormant for many years.
The eruption was unexpected.
Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the
following vocabulary words:

Content Vocabulary Academic Vocabulary Cohesion Words


(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
academic tasks, such as “categorize”, “list”, ways, such as conjunctions and time
content) describe”) markers)
volcano/volcanic discuss first
erupt investigate furthermore
magma sequence finally
lava describe also
molten practice in addition
active present now
dormant in conclusion
extinct for example

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Special Cross-Cultural Considerations for ESOLs: Incorporate a map with volcanos around the world,
so the student can see if their country has a volcano. Ask if the student has ever seen or visited a volcano.
Show video of volcanos around the world.
Materials:
Videos about volcanos: https://www.youtube.com/playlist?list=PLQlnTldJs0ZQmYcKNCBTiv2Ea64Qg0GJo
Book, Volcano: the Eruption and Healing of Mount St. Helens, by Patricia Lauber.
Recording of book being read out loud.
PowerPoint about Mt. St. Helen: https://www.slideshare.net/mswilsonri/mount-st-helens-copy
Pompeii exhibit: http://www.unionstation.org/pompeii/overview.php

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.)
1) Lesson will begin with brainstorming questions, including: What is a volcano? What do you know about
volcanos? Is there a volcano in your home country? Have you ever seen a volcano? Are there volcanos in
the US?
2) Provide vocabulary in home language when possible to aid in understanding.
3) Provide audio recording of the book Volcano: the Eruption and Healing of Mount St. Helens, by Patricia
Lauber to allow students to hear the audio while they read.
4) Visit to the Pompeii exhibit to help students develop a connection to what a volcano can do.

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”.)
1) Students will answer questions as a class.
2) Students will demonstrate understanding of vocabulary by writing the word, defining the word and
drawing a picture of the word with the use of a graphic organizer.
3) Students will have the opportunity to listen to the book while reading.
4) Students will work in pairs to research and present about Pompeii.

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.)
1) Students will answer questions as a class.
2) Students will demonstrate understanding through the vocabulary graphic organizer.
3) Students will demonstrate understanding of the book through writing a short summary.
4) Students will work in pairs to research, practice and present about Pompeii in English.

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.)

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Possibly incorporate a science experiment in which we create volcanos and have them erupt using vinegar
and baking soda.
Demonstrate a volcano eruption under water:
https://www.stevespanglerscience.com/lab/experiments/volcano-in-a-cup-erupting-wax/
Bring in tasty volcano cupcakes for students as a reward:
https://www.education.com/activity/article/chocolate-volcanoes-white-chocolate-lava/