SIOP LESSON PLAN for Teaching English across the Content Areas

Rationale for topic choice:

Students will be starting a new unit in Fantasy. Throughout this unit students will be reading a class
story, watching fantasy movies, short stories, and revisiting short stories that have been read in
previous units. Students will be comparing short stories with the novel the class is reading as a
whole. Students will have to recognize the different components that builds to make a fantasy story.
After analyzing different texts, students will be creating their own fantasy story based off of the
different components they have learned. For this lesson, students will be analyzing different texts to
see different character archetypes. This will help students plan for their own fantasy story.

NYSESLAT TESOL Standards:

Standard 2: English language learners communicate information, ideas, and concepts necessary
for academic success in the area of language arts.
Subject: Literacy Grade Level: 5th grade
Core Components

Content Objective

Students will be able to create and introduce different characters in their own fantasy writing.

CCSS.ELA-LITERACY.W.5.3.A
Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.

Language Objective:

Students will be able to explain their different characters using fantasy vocabulary words.

CCSS.ELA-LITERACY.RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their
approaches to similar themes and topics.

Student Population: Grade 5 ICT class

50% General Education students

49% Students with IEP,

1% ELL

Learning Community:

-Urban

- Asian: 8%, Black: 4%, Hispanic: 9%, White: 77%, Other: 2%

-District 15: Elementary School

- Classroom context: ICT classroom with team teaching

-Classroom arrangement and seating: 4 groups of tables, each group has about 5 or 6 students.

Materials/Resources:

SMART board Writing Notebook

Pencil/ Highlighter Chart paper

Short Stories PowerPoint

Sylvester and the Magic Pebble- http://truelove.org/ucbooks/Sunday_School/1%20My%20Book

%20of%20God/32) %20Sylvester%20&%20the%20Magic%20Pebble-lesson.pdf

Paper Bag Princess- https://mrta.nyc/wp-

content/uploads/2015/09/the_paper_bag_princess1.pdf

Jumanji- http://www.ric.edu/sherlockcenter/dsi/jumanji.pdf

Raising Dragons- http://mrjonathan.com/mxrm9files/AR/Raising%20Dragons.pdf

Merlin and the Dragons- http://centroderecursosmarista.org/wp-

content/uploads/2016/07/Merlin-and-the-Dragons.pdf

The Witch’s Cat’s Kittens- https://readmeastoryink.com/stories/the_witchs_cats_kitten.pdf

SIOP Components and Explanation

1. Preparation
Language and Content objective will be presented on the SMART board for students to see and to
copy down into their writing notebook.

- I will be able to compare and contrast different character archetypes to help me create
 my own using fantasy vocabulary words.

(By writing down objectives on the board and for students to copy into their own notebook,
students can refer back to stay focus on what expectations they are to accomplish during the
lesson.)

As a class, we will go over different types of Character Archetypes and different vocabulary words
that would go with each archetype. Visuals and hand gestures of each vocabulary word will also
be provided.

- Archetype: Arche: Greek: “beginning or origin”- beginning of something

- Hero: Greek: “protector”
- Villain: Evil person
- Mentor: someone to look up to or listen to
- Sidekick: sticks to the villain or hero

(This list will be posted on the board, at the end of the day a copy would be made to be pasted
into student’s notebooks to refer back to throughout the unit.)

Students will be provided with copies of short stories and chart paper to work with throughout
the unit. Students will also be given a graph of different archetypes to reference to. (Students will
be referring to short stories that they have previously read before in past units.)

2. Build Background

Teacher will review a movie that the class has watched together previously (Harry Potter).
Students will review what kind of characters they have seen and what each character means.
(Using the movie as a way for background knowledge will engage students and also start
reviewing different types of character archetypes.)

After each character that is named and their role in the movie, students will also be asked if they
have read any books or watched movies that will have these roles. (By asking students these
questions, it can help students relate back to their own prior knowledge and references.)

Key details about each character archetype will be carefully noted. (With collecting details from
the movie/ text will give students an idea and examples that makes them a specific character
archetype.)

Reviewed vocabulary words from this lesson will be left on the board for students to refer to.
Visuals and words will be placed on the board for students to refer to. (By leaving the vocabulary
words and visuals up for students, they may refer to the words or visuals for additional support.
Students can use the vocabulary words in their discussions and in their writing.)

3. Comprehensible Input

When referring to the different character archetypes, hand gestures and facial expressions will be
used to help students make a connection. (By using hand gestures and facial expressions,
students with difficulty understanding complex vocabulary words can make a connection.)

When reading different vocabulary words or looking at a short story, enunciation will be stretched
out with pauses in between for any questions. (By pausing and slowing down the speech, this can
help students process their thinking and any questions that will be asked.)

Teacher will model using a movie the class has watched using a graphic organizer.

Students will be given academic tasks with a task checklist to ensure that tasks are done to
complete the assignment. Visuals can also be put next to each task for my ELL. (By including a task
checklist this may help a student stay on task. With visuals, my ELL and students with IEPs can
have a better understanding of what should be done to complete the assignment.)

4. Strategies

Students will be asked to repeat instructions for group activities. (With instructions being
repeated, students are able to hear from multiple students and also this will allow students that
might not have heard instructions the first time to focus.)

Students will be asked to turn and talk to discuss if examples that were given is considered a good
example for certain archetypes. (With having students discuss their answers ELLs can hear
different responses that can help them formulate their own thinking.)

First paragraph of short story will be read together as a class, while reading students would shout
out circle for any characters that appear. (Having students shout out circle can help students stay
focus and engaged by carefully reading.)

Students will use a graphic organizer to help organize their thoughts. (By providing students with
a graphic organizer, this will help students organize their thoughts but also see their progress.)
In order to promote higher order thinking, different questions will be asked when reading
together as a group. Some questions can be:

- How will you categorize this character? Why?

- How can we compare this character to another character we might know?

(By providing higher order thinking questions, this can allow students to think deeper of why this
lesson is being taught and how it can relate to many other stories that have been read.)

5. Interactions

Turn and Talk will be used during the lesson, when the teacher asks students to provide another
example from our movie discussion. (This will allow students to speak to their peers in a smaller
setting. This can help students build their own thinking on top of their peers.)

Whole class discussion will happen when discussing about the movie and connecting the
characters to different books we have read as a class or on our own. Whole class discussion will
also happen at the end of the lesson when groups share their work. (This will allow the teacher to
assess students on what they know and how they are able to further help any students that could
be having trouble understanding the concept that is taught.)

Teacher prompted questions will help guide the class during the lesson. This may help provide
students to think about how or why these characters are important when speaking about fantasy.
(With teacher Prompted questions this will help guide students along during the whole class
discussion.)

Group activity and discussion: During student’s group activity, students will read each short story
that is given. After reading students will discuss what each different role the characters had in the
story. With the discussion, each student may bring their own input to the group.

Students that are in groups will be divided up into groups from different levels. This will allow
students that are below grade level on grade level to learn and listen off of students that are
above grade level. (This way is effective because students that are above grade level can help guide
students that are lower. Students that are on level and below level will be able to have a better understanding
of how they are able to help in their group.)

Wait Time Response: After asking a question student will be given 1 minute on a timer to think
about their answers. Students will then have 2 minutes to share with their peers or with the class.
(By giving students time to think about the question when asked will allow them time to actually
think about the questions in depth.)
Visuals and vocabulary word matching: When words are explained, visuals will also be provided
this will help engages my ELL and students with IEPs. This will also provide meaning to a
vocabulary word with a visual. (Including visuals can help ELLs make a connection with vocabulary
that is presented. Visuals can be something that students might have seen before to help build
background knowledge.)

6. Practice/Application

Students will have a piece of chart paper with a copy of the graphic organizer that students will
need to fill out. Students will also have copies of their short stories that they will be referencing to
during the activity and throughout the unit. (By providing students with their own individual
graphic organizer students are able to have their own copy. By also giving students a chart paper,
this will allow the team to work together to determine how they will split up the tasks to create a
presentation piece.)

Students will work in their groups to carefully analyze the short stories and the different
characters that authors have chosen. Students will analyze the different ways and actions that the
author chooses to define the characters. (Having students analyzing the short stories will allow
students to have a close read. Also, by having students include details in their explanation,
students will have to back up their thinking with evidence.)

Students will present their findings to the class. Students will discuss what they have written
down as a group. (With students presenting, students are able to speak to their peers which will
allow the rest of the class to listen. Students that present are able to practice their speaking to a
whole class audience.)

Students will then work individually to create their own characters. When creating their own
characters students will develop their characters using content vocabulary words and using
fantasy description words. Students will then share with their peers for feedback. (Students
creating their own stories, allows students to incorporate the content and language objectives
into their own individual work. This will be an assessment in which will allow the teacher to see if
students were clear with the objectives.)

7. Lesson Delivery
To support the content objectives for this lesson, students will be creating their own characters
for their own fantasy story. To do this, students will analyze different fantasy short stories that
will help students create their own characters. Students will analyze different events from these
short stories by looking at how authors included in their details to support their characters.
(Students will have to create their own fantasy story at the end of the unit. With this lesson
students will start out with creating their fantasy story characters. It is important for students to
look at different references to help them create their own characters.)

Students will be discussing what they have found through their analyzing of the different short
stories. After students are finish with their group work, students will also have to present their
work to the class. Students will create their own characters and will speak to their peers and
teacher and explain why they might have chosen these specific characters. (By having students
share and speak multiple times to their peers and teachers, students are using the vocabulary
that they have learned in the lesson. This will help support their language objective.)

For student engagement, students will work in their groups with their peers and will have to work
independently. When reading a short paragraph before letting students work on their own,
students will actively have to shout out “circle”. Students will have to actively listen to participate.
(By having students express their voice in a louder setting, students will build the adrenaline. With
breaks or having students work in groups students can bounce ideas off of each other. When
independently working students can focus on their own creative fantasy story in hopes that they
will be excited and wanting to share their thoughts.)

With multiple parts to this lesson, when first going over the different characters by using a movie
this can take about 10 minutes. When reading a short paragraph and having students shout
“circle” this can take about 5 minutes. When students work in their own groups, you want to be
able to give students as much time, and because students have already read these stories,
students will not be spending much time reading and it would be more of skimming through the
short stories, this would take about 15-20 minutes. Students would have a quick share of what
they have worked on as a group about 10 minutes. This would lead into their quiet break where
students will then work on their exit ticket/ character creation. Students will have about 15
minutes to think and come up with characters they would like to see in their own story with a
description of what they might do to have that specific title. During wrap up students will discuss
at their table with their peers of one character they want to include and what will make them
have that specific archetype title.

8. Review/Assessment
To review key vocabulary and key content concepts, teachers will do a quick review of active
engagement of shouting out different character archetypes or definitions for students to react to.
Students can show the different gestures that teachers have shared or repeat key components of
a vocabulary. (By doing this not only can students be actively involved and moving around,
students will have to have active listening to be able to provide the answer to match the
question.)

When students hand in their exit ticket after coming up with characters and details, teachers can
provide written feedback directly on the exit ticket to be handed back to students. (Giving student
feedback the next day will help students remember what was taught from the previous day. This
can help students work towards developing their work with given feedback.)

Teacher would be observing students when they work in groups and during student conferences.
This will help teachers see if students are comprehending the objectives that were taught during
the lesson.

9. Extension/Homework
Students will be asked to work on an exit ticket which will allow them to create their own
characters for their own fantasy story. (Students will be drawing on their own analyzing of short
stories to help them create characters. This will reinforce their understanding of the content
objective.)

Students will be asked for homework to find a fantasy movie or book that they have read or
watch to name the different characters that appear. Students will have to list their name and
archetype and list 1 or 2 details of evidence. (By having students work on the same activity at
home, students can work with their parents on gathering more details to help them to develop
their own characters throughout the unit.)

10. Presentation: VIDEO or ONLINE PRESENTATION

Prepare a video mini lesson of your SIOP Lesson Plan or be prepared to present to class on
ZOOM (10 – 15 minutes). Feature the SIOP components. Teach us directly as though we
were your students as well as explain parts of your lesson.