SIOP Language Analysis Template

Instructions: Think about your visual literacy lesson and its corresponding content objectives. Come
up with at least one language objective that you feel your students are practicing in this lesson.
Next analyze your lesson for how well the interactive activities practice each language domain.
Think about the group configurations that would be best for this kind of language practice. Also
consider the academic and content vocabulary. Lastly think about how students will practice each
piece of vocabulary by coming up with sentence stems and ways they could use each one in a
sentence.

Lesson Language Objective: (Add at least 1 language objective for this project. Pick one or more of
the language domains that you think could be practiced during this activity and create an objective for
it. It must relate to your visual literacy lesson.) 5 points
Students will describe the elements and principles used in the painting, I and the Village
Students will describe characteristics in the painting, I and the Village
Students will describe how I and the Village has meaning

The objectives during the VTS discussion are practicing the speaking domain because they will be
describing what they see orally.

Domain Practice: (For this section think about the procedure in your lesson plan so far, now analyze it
for how well it used the four language domains. Tell me where/how you built in practice of each
domain, and if one is missing tell me how you could alter the lesson to incorporate that domain. All
four domains need to be described.) 5 points

Speaking: Students are speaking during the teacher lead discussion about I and the Village. They have
time at the end of the day to talk with the other students at their table about what kinds of things
they could draw about their home life.

Reading: Students will read closing question “What is something that you could draw next time, from
where you live?” This question is written on the board. They discuss this question with the other
students at their table.

Writing: In my original lesson, students did not write anything during this class period. I changed that
by having students write one response to the closing question “What is something that you could
draw next time, from where you live?” on a piece of paper. This will be their ticket out the door. I also
adjusted the time by a couple minutes to make time for this.

Listening: Students listen to the teacher tell the history of Marc Chagall, I and the Village. Students
listen to directions to start their artwork, inspired by I and the Village.

Group Configuration: (Think about the best ways you could group students to help practice these
domains. Would this be whole group discussions, small groups discussions at their tables, sharing with
partners, etc. How might you help your language learners by partnering them with certain students?
Why did you pick this group configuration?) 5 points

I have the students sharing ideas at the end of class. They are brainstorming ideas to add to their
artwork during the next class period. The question is “What is something that you could draw during
our next class, from where you live?” The students are discussing with their tables, which I would
have a seating chart for. I would arrange students into groups, by making sure that students are at a
variety of different skill levels. ELL students would sit with students who could help read any
discussion question written on the board if needed.

Content and Academic Language Vocabulary: (Look at the lesson you made so far. What content
vocabulary will be taught? Also, what academic vocabulary and language skills the students will
practice. Break it up into two parts, the vocabulary and the language skills. Think nouns and verbs.
Make sure it is a complete list of any new vocabulary you’d use.) 5 points

Content Vocabulary: Cubism, Self-Portrait, Side Profile, Village

Academic Language Vocabulary: Describe

Vocabulary and Academic Language Usage: (Give possible sentence stems or ways each new
vocabulary term can be used in a sentence. This will model to students how they will use the
vocabulary and language skills they are being taught. Give possible sentence stems and ways of
modeling the potential ways students will use the vocabulary and language skills they are being
taught. See the example for ideas. There needs to be one for every vocabulary term you listed above.)
5 points
I know that the style of this painting is cubism because the objects and people in it are painted from
multiple _________. (angles/points of view)

This painting shows one ____ of a person’s face, which makes it a side profile. (side)

When an artist creates a picture of ______ it is called a self-portrait. (themself)

A village is place that is smaller than a _____, where people live close together. (town)

To describe what we see, we must put it into _____. (words)