Olivia Trobec

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

-Writing: Students will be able to point out color, lines, shape, texture, and space in the art by
writing down their observations as well as why they think the artist chose certain elements to
add to the piece.

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

-Listening: Students will practice listening when each of them presents their final piece of art as
well as when each student goes up to grab a piece of yarn/match it up to the piece of art.
Listening will also be practiced when the teacher is reviewing all the elements of art.

-Speaking: Students will practice speaking when they showcase their piece of art to the class
and explain what types of elements they used and why.

-Reading: I don’t have a lot for this one/it is missing from the lesson. I would alter my lesson by
adding in a reading piece of the author/about the piece of artwork. Or, I could have students
read each other’s explanations.

-Writing: Students practice writing when they answer questions about the piece of art/their
own art while reflecting on what elements of art they used.

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 would group students in different ways for certain domains. For example, writing would be
individual as well as listening. But, reading and speaking could be in pairs/small groups.
Language learners could be partnered during the speaking portion with a small group of
students so each of them can take turns speaking. (It would be a group project then instead of
individual.) That way, it would take pressure of the language learner student.

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

Vocabulary:

-Segment -Observation

Review of:

-Color -Line -Shape -Texture -Space

Language skills: Communicating with their class/teacher by speaking and explaining their piece
reasoning on why they think something.

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 will use the segment of yarn to compare to the piece of art.

- I made an observation that the artist most likely used the color blue in the piece of art
because they wanted the audience to feel sad.
- I am able to identify and understand each element of art such as: color, line, shape,
texture, and space.