EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
th
SIOP Instructional Unit Plan Day 1
Grade/Class/Subject: 6 Grade, Language Arts, (50) minute
periods
Key Vocabulary:
Community
Relationship
Local
Mutual
Cooperation
Interaction
Culture
Citizen
Rural
Suburban
Urban
HOTS: (These questions involve comprehension strategies from
the common core standards used for this unit)
Making Connections:
Compare rural, suburban and urban. How are they alike
and how are they different?
Questioning:
Is every community a physical place? Make an argument
using specific examples.
Thematic Topic: Communities
Standards:
Reading
Standards:
Determine
a
theme
or
central
idea
of
a
text
and
how
it
is
conveyed
through
particular
details;
provide
a
summary
of
the
text
distinct
from
personal
opinions
or
judgments.
(RL.6.2.)
(DOK
2,3)
Employ
the
full
range
of
research-based
comprehension
strategies,
including
making
connections,
determining
importance,
questioning,
visualizing,
making
inferences,
summarizing,
and
monitoring
for
comprehension.
(DOK
2,3)
Writing
Standards:
Write
informative/explanatory
texts
to
examine
a
topic
and
convey
ideas,
concepts,
and
information
through
the
selection,
organization,
and
analysis
of
relevant
content.
Visuals/Resources/Supplementary Materials:
On the Town: A Community Adventure by Judith Caseley
Whiteboard and pull-down screen connected to laptop
Sentence strips w/ sentences from On the Town
Paper for exit slips
Student journals
Connections to Prior Knowledge/Building Background:
1. In this hands-on activity, students will use sentence strips to begin the lesson with a few sentences from On the Town: A
Community Adventure. They will get into groups with students at their table and sort through the strips. The goal is for them to
come up with an idea of what our lesson is going to be about while exposing them to some of our vocabulary words. I will also
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
have a list of vocabulary words on the board I want them to look at, if they recognize any words they can use this information
in our brief discussion of what this lesson is going to be about. (10 minutes)
Content Objective(s):
1. SWABT identify what a community is
2. SWABT identify key vocabulary words
Meaningful Activities/Lesson Sequence:
1.1 Read aloud of On the Town: A
Community Adventure, Class
discussion about the book,
summarizing the main events and I
will introduce the concept of a
community. This is a very low level
book but it will help introduce the
concept of community to students and
allow them to build background
knowledge (15 minutes)
2.1 I will build on the concept of a
community by going over the vocabulary
words on the board. I will ask students if
they recognize any vocabulary words
heard in the read aloud and if they know
any that are written on the board. I will
explicitly give them the definition of the
word and model my thinking out loud
about how I put the definition into my own
words. I will also show the students a
picture of the word on the board/screen,
allowing the input to be more
comprehensible (10-15 minutes) **I will
provide dictionaries in the students L1 for
this activity in case they need to use them
for reference.
Review/Assessment:
1.1 Through out the book, I will stop at
periodically to point out specific
vocabulary words, ask students to orally
give their predictions and at the end to
review the book by having students
identify the theme/central idea of the book.
2.1 I will model paraphrasing the
definitions to review vocabulary words
with the students
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
Language Objective(s):
1. Today, I will orally tell a partner what
a community is
2. I will write down key vocabulary words
and define them in my journal using my
own words
Meaningful Activities/Lesson Sequence:
1.1 After the class discussion about the
vocabulary words, Students will work with
a partner next to them and orally share
what a community is, trying to incorporate
the vocab words into their description (5
minutes)
2.1 Students will write the key vocabulary
words in their journal and define them
using their own words to the best of their
ability. Creating their own definition will
make the content more meaningful. (10
minutes)
Review/Assessment:
1.1 Informal: Students will complete an
exit slip individually by writing down
their own definition of community
2.1 Informal: I will walk around making
sure students are writing the vocabulary
words in their journals. Stopping to give
any redirection to students who may be
lost or need guidance in defining any
words
Wrap-Up/Closure: Students will have the last few minutes of class to complete their exit slip (see assessment). In addition, if they
choose to answer one of the HOTS questions and compose an answer, they can turn it in to receive a bonus point.
Additional Features:
Preparation/Lesson Delivery
Adaptation of Content
Links to Background
Links to Past Learning
Strategies Incorporated
Lesson Pacing
Integration of Processes
Reading
Writing
Speaking
Listening
Scaffolding
Modeling
Guided Practice (gradual release
model used)
Independent Practice
Comprehensible Input
L1 Support
Application
Hands-on
Meaningful
Linked to Objectives (See HOTS)
Promotes Engagement
Group Options/Interaction
Whole Class
Small Groups
Partners
Independent
__Technology
Assessment
Individual
__Group
Written
__Oral
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
th
SIOP Instructional Unit Plan Day 2
Grade/Class/Subject: 6 Grade, Language Arts, (50) minute
periods
Key Vocabulary:
Community
Relationship
Local
Mutual
Cooperation
Interaction
Culture
Citizen
Rural
Suburban
Urban
HOTS: (This question involves a comprehension strategy from
the common core standards used for this unit)
Thematic Topic: Communities
Standards:
Reading
Standards:
Determine
a
theme
or
central
idea
of
a
text
and
how
it
is
conveyed
through
particular
details;
provide
a
summary
of
the
text
distinct
from
personal
opinions
or
judgments.
(RL.6.2.)
(DOK
2,3)
Employ
the
full
range
of
research-based
comprehension
strategies,
including
making
connections,
determining
importance,
questioning,
visualizing,
making
inferences,
summarizing,
and
monitoring
for
comprehension.
(DOK
2,3)
Writing
Standards:
Write
informative/explanatory
texts
to
examine
a
topic
and
convey
ideas,
concepts,
and
information
through
the
selection,
organization,
and
analysis
of
relevant
content.
Visuals/Resources/Supplementary Materials:
Video on community types (teachertube)
Interactive community map (online)
Popplet via computers/laptops
Student Journals
Determining Importance:
Out of all the characteristics discussed today, evaluate and
choose 3 characteristics that are the most important for a
community to have. Why are these characteristics you
have chosen so important?
Connections to Prior Knowledge/Building Background:
1. The students will start off class by watching a video about communities focusing on the different types (urban, Suburban and rural).
This will build their background knowledge and will prompt them to think about their own communities. The video ends with the
narrator asking, Do you know which kind of community you live in? After this video we will go into an activity modeled by the
teacher. (5 minutes)
[Link]
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
Content Objective(s):
1. SWBAT determine
specific elements that
are part of a
community, including
their own individual
communities
2. SWBAT find
similarities between
their communities
Meaningful Activities/Lesson Sequence:
1.1 After the video, I will share details about my own community. I will
write down characteristics of my own community on the board in a bubblemap format. I will try to incorporate the key vocab words in my bubble-map.
This activity is a model for the students think-pair-share activity (See
below) (5 minutes)
1.2 After I have shared details about my community and modeled my
thinking out-loud, I will ask students to visit this interactive community map
on their computers/laptops. Students will be able to view the types of
communities via this visual aid. (5 minutes)
[Link]
1.3 They will then have silent time to do a quickwrite about their own
community in their journal (emphasis on using the key vocab words).
Students can choose to either write in their L1 or English because this is
considered a brainstorming activity that is not graded/assessed for accuracy.
(10 minutes)
1.4 The students will then create their own bubble maps on the app Popplet.
Students will already be familiar with the App from previous use in the
class. The purpose of this activity is to collect their own ideas about their
communities in preparation to share with others. They will be asked to type
in the characteristics of their own community, using simple terms in the
bubbles. (10 minutes)
2.1 Once the students have created bubble-maps of their communities I will
pair up students into small groups. They will be participating in a modified
think-pair-share activity. Because they have already done the think part by
creating their maps I will have them move right into sharing their ideas.
Each student will share their communitys characteristics with their group.
Review/Assessment:
1.2 When students have had
time to interact with the
different types of
communities online, I will
ask for a thumbs up/thumbsdown about their
understanding of urban,
suburban and rural
communities.
1.3 Students will turn in
their journals for a quick
check, so I can make sure
they are on track and
participating. I will provide
written feedback. If they
wrote in their L1, and are
comfortable speaking, they
can verbally tell me what
they have in their journal.
2.1 Students will receive
points for their group work.
Each group is required to
share out two mvps from
their conversation on
communities.
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
Language
Objective(s):
1. I will write in my
journal about what kind
of community I live in,
using key vocabulary
words
2. I will orally
compare my
community and my
classmates
communities, finding
similarities
Then as a group I want them to compare and contrast their communities.
They can write down ideas they have discussed. And they will share out to
the whole class at least 2 mvps from their conversations with each other. I
will be writing down the mvps on chart paper at the front of the room.
(15/20 minutes)
Meaningful Activities/Lesson Sequence:
1.1 Students will write about their communities in their journals,
incorporating key vocabulary from Day 1s lesson. (See content
objective activity 1.3 above)
2.1 Students orally share with their groups, discussing similarities and any
differences. Groups will then share out to the whole class the commonalities
they found between their communities. (See content objective activity 2.1
above)
Review/Assessment:
1.1 Students will turn in
their journals for a quick
check, so I can make
sure they are on track
and participating. I will
provide written feedback
to students about their
journal entryor I will
provide verbal feedback
if the student prefers to
tell me what they wrote.
2.1 This will be an informal
assessment. I will listen to
groups responses and
paraphrase their answers to
the whole class.
Wrap-Up/Closure: With any remaining time in class I will ask students to look at the chart paper of mvps relating to similarities and
differences between our communities. I will ask them to come to class the next day with ideas written down answering the HOTS
question. They can illustrate their answers with drawings but are required to have some form of a written answer so I can understand if
they are thinking deeply about the topic of communities. They will turn this formal assessment in for points.
Additional Features:
Preparation/Lesson Delivery
Adaptation of Content
Scaffolding
Modeling
Group Options/Interaction
Whole Class
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
Links to Background (continual
vocab usage)
Links to Past Learning
Strategies Incorporated (HOTS
question: Determining importance,
and think-pair-share activity)
Lesson Pacing
Integration of Processes
Reading
Writing
Speaking
Listening
Guided Practice
Independent Practice
Comprehensible Input
L1 Support
Application
Hands-on
Meaningful
Linked to Objectives
Promotes Engagement
Small Groups
__Partners
Independent
Technology
Assessment
Individual
Group
Written
Oral
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
SIOP Instructional Unit Plan Day 3
Grade/Class/Subject: 6th Grade, Language Arts, (50) minute
periods
Key Vocabulary:
Community
Relationship
Local
Mutual
Cooperation
Interaction
Culture
Citizen
Rural
Suburban
Urban
HOTS:
Can you assemble a flowchart or mind map about communities
using all of the vocabulary words from this unit?
*By having students create flow charts, they will be selecting,
organizing and sorting information they have learned about
communities. This process links to the common core writing
standard I have used in this unit.
Thematic Topic: Communities
Standards:
Reading
Standards:
Determine
a
theme
or
central
idea
of
a
text
and
how
it
is
conveyed
through
particular
details;
provide
a
summary
of
the
text
distinct
from
personal
opinions
or
judgments.
(RL.6.2.)
(DOK
2,3)
Employ
the
full
range
of
research-based
comprehension
strategies,
including
making
connections,
determining
importance,
questioning,
visualizing,
making
inferences,
summarizing,
and
monitoring
for
comprehension.
(DOK
2,3)
Writing
Standards:
Write
informative/explanatory
texts
to
examine
a
topic
and
convey
ideas,
concepts,
and
information
through
the
selection,
organization,
and
analysis
of
relevant
content.
Visuals/Resources/Supplementary Materials:
Clickers
iPads/Laptops with recorded instructions uploaded
Printed directions for assignment
Scratch paper
Student journals for vocabulary reference
Large chart paper for drafts
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
Connections to Prior Knowledge/Building Background:
Review of Key Content Concepts: (15 minutes)
[Link] will start off class using handheld devices to answer questions about key ideas we have covered so far in the unit. This
activity is to help them remember their prior knowledge and will be used by me, the teacher, to see which students may be struggling
with concepts and who may need re-direction. They will respond to various questions posted on the board via handheld devices. . The
answers will be multiple choice so they can select their answer. I will state the question out loud and read all possible answers to the
students. Once students have answered I will ask them to give me a thumbs up so I know they are ready to move on to the next
question. Here are the questions I am going to give the students:
What is in an urban community?
What does the word mutual mean when discussing a community?
Who interacts in a community?
Is every community a physical place? (HOTS question from day 1)
Bonus question (From HOTS question today): Students will write/create their responses individually on a scratch piece of paper for a
bonus point. This is a quick formal assessment. If the student can support their thinking with a detailed chart/mind map they will get a
bonus point. They will be answering this prompt: Can you assemble a flowchart or mind map about communities using all of the
vocabulary words from this unit? [Comprehensive Review of Key Vocabulary]
Content Objective(s):
1. SWBAT select ideas that they will
incorporate in our classroom
community mural
Meaningful Activities/Lesson Sequence:
1.1 I will ask students to think about our
classroom. Our classroom is a community
too. There are many characteristics of our
classroom and the students in it that make
it a special place. Students can look back at
their homework from the day before or in
their journal for ideas. I will give an
example and then ask students to give
examples of ways that our classroom is its
own community. (10 minutes)
Review/Assessment:
1.1 Each student will give an example of
one way our classroom is a community.
This will be an informal assessment and
students will not be graded. The purpose of
this assessment is to see if students can
relate the concepts of community to our
classroom.
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
1.2 I will introduce our end of unit project.
Students will then begin the first steps in
the project. I will put students into small
groups (predetermined) based on L1s if
possible. All directions for this activity
will be recorded in step-by-step by
instructions. Groups can listen to the
recording as many times as they want on
their devices (ipad/laptops) slowing it
down if needed. There will also be a print
out of the directions and expectations for
students to reference. Once students have
had time to look at the instructions I will
have them turn to a partner and retell the
instructions. (5 minutes)
Language Objective(s):
1. I will orally describe
characteristics of our classroom
community to my classmates and
teacher
2. I will retell the instructions for
our classroom mural to a partner
1.3 Groups will draft on paper, at least 3
ideas they want to incorporate in our
classroom community mural. They can
include words or pictures. (20 minutes)
1.3 I will monitor the group work during
class. Groups will turn in drafts to me at
the end of the period.
Meaningful Activities/Lesson Sequence:
1.1 Students will orally describe the
characteristics of our classroom
community at the start of class. I will
ask for volunteers first but I want each
student to take a turn responding. (See
content objective activity 1.1)
Review/Assessment:
2.1 Students will turn to a shoulder partner
and retell the instructions after they have
See assessment above.
2.1 I will then ask partners for a thumbs
up/thumbs down, based on if their partner
was able to retell the directions clearly or if
they need some clarification. I will visit
groups that need clarification for a quick
re-teaching.
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
had time to listen to the recorded
instructions and follow along on the
printed instructions. (See content objective
activity 1.2 above)
Wrap-Up/Closure: We will discuss the questions from the beginning of the day (see building background section). I will pull them
up on the board again and ask students if they were confused by any of these questions or need clarification. We will go through the
answers. In addition I will ask students how they are feeling about their progress of their draft and if they will be ready to start the
final mural the following day. I will allow more time if students are not ready.
Additional Features:
Preparation/Lesson Delivery
Adaptation of Content
Links to Background
Links to Past Learning
Strategies Incorporated
Lesson Pacing
Integration of Processes
Reading
Writing
Speaking
Listening
Scaffolding
Modeling
Guided Practice
Independent Practice
Comprehensible Input
L1 Support
Application
Hands-on
Meaningful
Linked to Objectives
Promotes Engagement
Group Options/Interaction
Whole Class
Small Groups
Partners
Independent
Technology
Assessment
Individual
Group
Written
Oral
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
Day 3 Instructions for Draft
Students will orally retell these step-by-step instructions to a partner. Instructions are also recorded and students can listen to them.
Our classroom is a community! We are a group of individuals who each bring unique characteristics to the table. Together, we have a
relationship that involves interaction and cooperation. The purpose of this project is to demonstrate your knowledge of communities
and to be able to recognize that our classroom is a unique community unlike anything else!
1. In your groups, come up with 3 characteristics of our classroom community that you feel are important.
________________________
________________________
________________________
2. Find a way to visually represent these 3 characteristics. You can use pictures or words.
3. Incorporate key vocabulary knowledge into your plan. The key vocabulary words from this unit are:
Community
Relationship
Local
Mutual
Cooperation
Interaction
Culture
Citizen
Rural
Suburban
Urban
4. Write and draw (draft) on paper, a plan of how your group is going to represent the 3 most important features of our classroom
community. Work together as a group!
5. Once you have completed a draft, write all group members names on the draft and hand it in to Ms. H!
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
th
SIOP Instructional Unit Plan Days 4 & 5
Grade/Class/Subject: 6 Grade, Language Arts, (50) minute
periods
Thematic Topic: Communities
Standards:
Reading
Standards:
Determine
a
theme
or
central
idea
of
a
text
and
how
it
is
conveyed
through
particular
details;
provide
a
summary
of
the
text
distinct
from
personal
opinions
or
judgments.
(RL.6.2.)
(DOK
2,3)
Employ
the
full
range
of
research-based
comprehension
strategies,
including
making
connections,
determining
importance,
questioning,
visualizing,
making
inferences,
summarizing,
and
monitoring
for
comprehension.
(DOK
2,3)
Writing
Standards:
Write
informative/explanatory
texts
to
examine
a
topic
and
convey
ideas,
concepts,
and
information
through
the
selection,
organization,
and
analysis
of
relevant
content.
Key Vocabulary:
Community
Relationship
Local
Mutual
Cooperation
Interaction
Culture
Citizen
Rural
Suburban
Urban
HOTS:
Visuals/Resources/Supplementary Materials:
The student statements require higher order thinking. See the
rubric for a description of how students will be assessed on their
higher order thinking.
Mural paper
Paint, pencils, markers
Laptops
Rubric for statements
Printer to print the statements
Connections to Prior Knowledge/Building Background:
1. Students will be using their group drafts they created on day 3 as a guide for todays lesson.
Content Objective(s):
1. Students will create our classroom
mural on a sheet, using paint and
markers
Meaningful Activities/Lesson Sequence:
1.1 Students will get back into their L1
groups from day 3. They will be given
a plot on the classroom mural that is
Review/Assessment:
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
Language Objective(s):
1. I will write a statement describing
what I put in the mural and why I
selected it.
2. I will orally present my written
statement to a partner and to the class.
their space to create their final draft of
the mural. They will have to
communicate together to decide who is
doing what part of their mural.
Students will have the whole class
period on day 4 to work on the mural.
Meaningful Activities/Lesson Sequence:
1.1 Once students have finished the mural
(most likely on day 5) they will use laptops
and write a statement describing why they
selected what they did to put on the mural.
They will be expected to tie their statement
into what we have learned through out the
unit about communities. The students will
have time in class on Day 5 to do so and
they will use a rubric to guide their
writing.
Review/Assessment:
1.1 Students will use the rubrics as a guide
for their writing piece.
2.1 I will collect the student statements as
a formal, summative assessment. I will
collect the rubrics as well and use them to
give students feedback on their statement
and if they need to fix anything. If they
need to adjust their final writing piece I
will hand the rubric back to them with
comments and have a personal discussion
2.1 Students will then get into partners and with the student on how they can improve
share their statements. This will serve as a their work. I will give them multiple
practice round for their speaking. I want attempts to improve their writing. I will
them to have time to get comfortable with allow for differentiation by letting students
their speaking and to plan out what they
have more processing time. I realize that
are going to say and to make sure their
some students may need more time to
writing makes sense. If there are any errors come up with a statement about their work.
in the writing, students will work together They will not be assessed on the speaking
with their partner to correct the errors.
portion-I just want the students to have
Once they have shared their statements to a practice with their speech.
partner, they will share their statements to
the class orally.
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
Wrap-Up/Closure: [Comprehensive Review of Key Content Concepts]
Students will turn in their statements. We will wrap up with a few outcome sentences that students will complete as an exit-slip. Their
ticket out the door is to turn in their statement and their outcome sentences on scratch paper. Here are the outcome sentences students
must answer
I wonder
I discovered
I still want to know
I learned
I still dont understand
Something I will remember is
Additional Features:
Preparation/Lesson Delivery
Adaptation of Content
Links to Background
Links to Past Learning
Strategies Incorporated
Lesson Pacing (approximate)
Integration of Processes
Reading
Writing
Speaking
Listening
Scaffolding
Modeling (students use their own
drafts as a model for the final
mural)
Guided Practice (partner work)
Independent Practice
Comprehensible Input
L1 Support (grouping)
Application
Hands-on
Meaningful
Linked to Objectives
Promotes Engagement
Group Options/Interaction
Whole Class
Small Groups
Partners
Independent
Technology
Assessment
Individual
__Group
Written
__Oral
EDUC 145/245: Teaching English Language Learners
Fall 2014
Professor Shaeley Santiago
Day 5
Rubric for Student Statements
0
Description
Organization
Reflection
Key Vocabulary Usage
Use of Critical
Thinking
Limited information provided
about why the student/group
chose to incorporate the
characteristics on the mural
General information provided
about the characteristics
chosen for the mural
10
Detailed information presented
regarding why the
student/group chose what they
did for the mural and why it
was important to their group to
add to the mural
Writing lacks organization,
difficult to read and is
confusing
The student lacks reflection on
the mural activity. No
statements linking their work
to learning from the unit
Student attempts to organize
their thoughts
The student statement is easy
to read, organized and neat
Student supports their ideas
from the mural with one or two
past learnings from the unit
Student sufficiently connects
their mural and reasoning to
key concepts learned in the
unit
Student makes no effort to use
key vocabulary in their
statement
Student lacks critical,
reflection and higher-order
thinking in their statement
Student uses a few key
vocabulary words from the unit
in their statement
Student includes brief
reflection and critical thinking
components to explain their
reasoning behind the portion of
the mural they created
Student uses and demonstrates
knowledge of key vocabulary
words in their statement
Student demonstrates higherorder thinking within their
description, and goes into
depth with their statement,
giving reasoning for their
choices in the mural
**Students can score between 0-5, and 5-10. Specific feedback will be provided to the students explaining their scores.
Total Possible Points= 50
Teacher Feedback:
