Education Department

University of Scranton
Lesson Plan

Name: Emma Blennau, Clare McGrade, Maddie Ligos, Maddy Abood

Course: EDUC 359
Date: 10/20/22

Title SIOP Process Comprehensible Input

Subject Area(s) SIOP Process

Summary of the Lesson Students will learn about the SIOP process,
specifically comprehensible input. Then, they will
apply it to real world scenarios.

Essential Questions How can teachers apply the SIOP Process,

specifically comprehensible input, in the classroom?

Objectives Students will be able to:

● Identify examples of ways that comprehensible
input should be applied/included in a teacher’s
lesson by completing a worksheet after
instruction.
● Apply concepts about comprehensible input to
a video of a teacher teaching a lesson by
writing down two points in which the teacher
could improve and two points in which the
teacher applied comprehensible input.

Vocabulary: Write a list of vocabulary words for the lesson.

INCLUDE a grade level appropriate definition and
vocabulary tier.
- Comprehensible input is an instructional
technique in which teachers provide input that
allows ELL students to understand most, but
not necessarily all, of the language.
- Adapted speech: use less complex
 vocabulary whenever possible, limit your use of
idioms and avoid run on sentences.
Enunciating your words and slowing down your
rate of speech will help the language learned,
and probably other students, in your class
tremendously
- Visual and graphic supports: any time you
are able to show a photo, video clip, or use a
graphic organizer, you should! Using only the
listening domain to receive content is not only
cognitively demanding, but it’s also less
effective. Visual support will increase
comprehension and overall learning.
- Objective-Driven and Chunked Instruction:
Like anything in life, it’s easy to follow along if
you know where you are going. Make use of
this practice by posting a content and learning
objective before the lesson, and referring to it
often during instruction. You will also increase
your students’ ability to digest the language
and content if you give them time. If you break
your ‘direct instruction’ or ‘lecturing’ time to no
more than 10 minutes for older students and 5
minutes for younger students, you maximize
their learning

Estimated Time 45 min

Materials Required - Powerpoint

- Worksheet
- Video of lesson
- https://www.youtube.com/watch?
v=2dxad5ezwu4
- Graphic organizer
- Example lesson plan

Procedure In a succinct way, describe the step by step format for

your lesson. You will use the Before/During/After
format.
- Complete a worksheet
- Watch a video and critique
- Plan their own lesson (or adjust one that we
give) to include CP

● BEFORE Segment:

1) Ask students to activate prior knowledge by

asking them what they remember about the
SIOP Process and how they think teachers can
accommodate ELL learners?
2) Preview objectives

● DURING Segment:

3) The teachers will present a powerpoint with

information about the SIOP Process and
comprehensible input. The teacher will include
a few discussion questions in the powerpoint.

4) The students will complete a worksheet

independently using information they learned
from the powerpoint.

5) The teachers will play a video of a teacher

teaching a lesson. The students will be given a
graphic organizer to write down the
comprehensible input components that the
teacher already included, and in the other
section they will write how the teacher could
improve.

● AFTER Segment:

6) The students will work together to create an

idea of a lesson they would teach, and how
they can incorporate components of
 comprehensible input.

7) Students will discuss their lesson as a class

and talk about how they will apply these
concepts to their classroom.

Formative Assessment - Graphic organizer

- Worksheet
- Class discussion

Resources Attach all supplementary materials and student

resources, including PowerPoints, handouts,
worksheets, graphic organizers, etc. List any
websites, links or pertinent information.

Accommodations Adaptations and accommodations – Note that you will

meet adaptations and accommodations as identified
on a student’s IEP.

References: List any references that support the lesson plan.