You are on page 1of 6

SIOP Lesson Plan

SIOP Lesson: The four stages of a butterfly’s metamorphosis

Grade: 2

Content Standards: 2b (10) C- Investigate and record some of the unique stages that insects
undergo during the life cycle.

Key Vocabulary: Supplementary Materials:

Content Vocabulary- Butterfly, caterpillar, -Anchor chart with pictures for the students to
Life cycle, egg, stages refer back to. (Made by teacher)
Academic Vocabulary: Chrysalis, larva, -Sweet Cocoon short video by ESMA
Metamorphosis, (via-you-tube)
-Cut out pictures of the four different stages
In the butterfly’s life cycle.
-Assessment worksheet

Connections to prior knowledge/ Building Background information:

Links to students’ Background Experiences- SW orally share information they already know
with the other students at their table and then open the discussion up with the teacher and the rest
of the class. Think, Pair, Share.
Links to prior Learning- SW be introduced to the anchor chart with definitions of each stage in
the life cycle of a butterfly, in English and in Spanish along with pictures.
Objectives: Meaningful activities/Lesson Review/Assessment:
Content objectives:  TW hold up
vocabulary words
1. SWBAT comprehend cards in written in
the four stages in the English and in
life cycle of a Spanish while the
butterfly video is playing.  Ask students to
 TW pause video participate verbally by
SF: Your job today is to during each stage in calling out the
watch the “sweet cocoon” the metamorphosis definition of the
video clip and follow along process while holding different stages of a
with the teacher as she holds up the correct butterfly’s life cycle,
up the vocabulary cards. vocabulary card. while the video is
Language objective:

1. SWBAT converse and

interact with their  TW evenly pass out
peers to determine the pictures of the four
four stages in the life stages in the life cycle
cycle of a butterfly in so that each student
the correct order. represents a different
SF: Your job today is to talk  SW go around the Informal Assessment
to your classmates and classroom and
connect with other students to verbally say :
create the life cycle of a “I am ______, what are you?  Monitor students to
butterfly. make sure they are
The second student will talking and asking
respond: appropriate questions
to their peers.
“I am a __________.  Make sure and that
the students are
This will continue on until correctly gathering
there are multiple groups of into groups of four
four where each student where each student
represents a different stage in represents a different
the life cycle based on the stage in the life cycle.
picture they were assigned.

Formal Assessment
SW: Fill out a work sheet and
2. SWBAT write what write on complete sentences  Monitor the students
they have learned the four different stages in the as they are
about a butterfly’s life life cycle using the following individually working
cycle and draw a frame: on their own
worksheet. Collect the
visual to represent The first stage in butterfly’s worksheets for
each stage. life cycle us_________. In evaluation.
this stage________ happens.
SF: Your job today is to
individually fill in a handout
on the life cycle of a SW: Draw a picture to
butterfly. represent each stage in the
life cycle.

Wrap-up: Students will exchange their information on their worksheet with one another to
double check their work. . TW pick up worksheets for a grade.
Review content and vocabulary one last time with students.
Learning Strategies:
 Think, Pair, Share
 Whole Group discussion
 Interactive video
 Interaction amongst classmates


The materials for the lesson start off with an anchor chart that is made by the teacher. The

anchor chart has to include several pictures of the life cycle of the butterfly. There is also a video

on YouTube by ESMA named Sweet Cocoon. Third, you have to cut out four pictures of the

butterfly life cycle several times for all of the students to get a different one. Then you have the

assessment worksheet, which is four empty circles of the cycle and blank lines for the students to

label the stages as well as draw and color them. The content objective of this lesson is that the

SWBAT comprehend the four stages in the life cycle of a butterfly. The language objectives are

that SWBAT converse with their peers to determine the four stages in the life cycle of a butterfly

in the correct order and they will also write what they have learned about a butterfly’s life cycle

and draw a visual to represent each stage. The major activities that the teacher will have an open
discussion with the students about what they think the life cycle of a butterfly is then they will

watch a short video on it and then work on a class activity. For the class activity the teacher will

evenly pass out pictures of the four stages in the life cycle so that each student represents a

different stage. Then the students will go around the classroom and verbally say “I am ______,

what are you? The second student will respond, “I am a ______. This will continue on until there

are multiple groups of four where each student represents a different stage in the life cycle based

on the picture they were assigned. Then for the assessment they will individually work on a

worksheet where they will have to draw and label each stage accordingly. The assessment is

connected to the objective because the students will be able to identify the stages as well as know

the correct order of the cycle.

This lesson could help second language acquisition the most in the class activity.

It is good for the students to be able to socialize with one another. If they are struggling in

English then the phrases that they must use with each other is very helpful for them. According

to an article named Vygotsky’s Sociocultural Theory of Cognitive Development, it says that

Vygotsky’s main assertion was that children are entrenched in different sociocultural contexts

and their cognitive development is advanced through social interaction with more skilled

individuals. Also, the anchor chart and the video are great for the students to use them as visuals

for better comprehension. In the assessment the students are allowed to draw the stages in case

they struggle in writing the language. The lesson includes all of the eight components of the


The Lesson firstly addresses the insight from the Coleman and Goldberg readings, by

introducing clear content and language objectives, as well as instructions. Students will know

what the activity is going to consist of, and what words specifically, they have to look out for and
pay extra attention to. Next, the oral interaction transitions by encouraging a discussion between

the students, when being asked to: “Determine the four stages in the life cycle of a butterfly in

the correct order”. Having the students begin an authentic conversation pushes students to get out

of their comfort zone and this happens when both between ELL’s and fluent English speakers

have interaction. The Sheltered instruction also references Coleman and Goldberg by allowing

for academic language to develop when students are completing the life cycle of the butterfly

activity. When asking each other for their peers “role” on the butterfly’s life cycle, they are asked

to follow a specific set of words, for example: “ I am ______, what are you?” they will also be

asked to further explain by using other words such as: Because. Using these sentence frames,

should aid ELL’s to regularly incorporate academic language in the classroom. Lastly for this

lesson, students are able to develop their literacy skills by completing an individual worksheet

towards the end of the lesson. They are also given a few sentence frames such as: The first stage

in butterfly’s life cycle is_________. In this stage________ happens. At this stage they are being

asked to explain the connections that

They have made while orally practicing, requiring them to pull information from their literacy