SIOP LESSON PLAN

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SIOP LESSON PLAN

• UNIT Two Kinds by Amy Tan
• LESSON America -- A Land of Opportunity.
  Immigrants
• GRADE 9--12 High School Intermediate/Transitionin
  g ESL Level Class
• SCHOOL Pittsfield High School
• TEACHER Mila Kirshteyn
• DURATION 49 minutes

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AMERICA --A LAND OF OPPORTUNITY.IMMIGRANTS
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PREPARATION

• Content Objectives
• Students will be able to (SWBAT)
• Generate a discussion and support their positions
  on the topic America A Land Of Opportunity
  with the evidence from the story Two Kinds by
  Amy Tan.
• Summarize and articulate the key points of the
  story make predictions.
• Language Objectives
• Students will be able to (SWBAT)
• Demonstrate comprehension and communicate orally
  using new vocabulary on the topic. (S.3-24)
• Work cooperatively in small groups (2-3) and
  share personal experiences and perspectives with
  each other on the topic (S.2 66 R.2)
• Incorporate new words and phrases into meaningful
  teacher/student-generated sentences. ( W.3.17)

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PREPARATION (cont.)

• The National ESL Standards for Pre-K-12 students
  (TESOL, 1997) provide guidance to teachers in
  terms of what types of students behaviors should
  be exhibited to meet those standards
• Goal 1, Standard 3 Students will use learning
  strategies to extend their communicative
  competence.
• Goal 2, Standard 3 Students will use appropriate
  learning strategies to construct and apply their
  academic knowledge.
• Goal 3, Standard 3 Students will use appropriate
  learning strategies to extend their
  socio-linguistic and socio-cultural competence.

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PREPARATION (cont.)

• SUPPLEMENTARY MATERIALS
• Highlighter, timer, white board, pencils,
  markers, paper, text handout, bilingual
  dictionaries, pictures/photos.
• KEY VOCABULARY ambivalent, to acquire (a new
  language, customs and traditions, lifestyles)
  advancement ambiguity/ambiguous to
  betray/betrayal democracy discordant
  discrimination immigrant/immigration liberty
  opportunity optimist pessimist prejudice
  success/to succeed to survive/survival.
• CONTENT ADAPTATIONS TO DIFFERENT LEVELS OF
  LANGUAGE PROFICIENCIES
• -- Using a highlighter, students
  will mark the key words in
  the sentences or concepts, and read them out
  loud.
• -- Students may use bilingual
  dictionaries or ask their bilingual
  classmates to clarify the meaning of the words
  they are confused about.

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BUILDING BACKGROUND KNOWLEDGE(25 minutes)

• Warm-up activity
• I will begin an activity by saying Today we are
  going the reasons why people leave their
  homelands and come to America. Why people
  change countries?
• When students come up with various ideas and
  thoughts about theme, I will jot them down on the
  board in a form of a concept definition map
  (Cluster-graph).
• Then I will summarize the students answers using
  a new vocabulary or key terms critical to the
  understanding of the lessons concepts. I will
  demonstrate/model how the terms are used in the
  context/sentences provided to the students.
  Students may use bilingual dictionaries if
  further elaboration is needed.

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CONTINUATION

• Then, students would work cooperatively in 2-3
  groups (5 minutes) to decide what in their minds
  the main ideas of the story were. The
  teacher-generated examples will be used to
  establish the relevance to the topic
• What did you think about the USA when you first
  arrived?
• Do you believe that you will have a better life
  when they grow up in the US? Why? or Why not?
• What do you like most about the USA?
• What do you consider to be the most important to
  succeed in the USA?
• Do you consider it a privilege to grow up/to be
  raised in the United States of America? Why? or
  Why not?
• Do you believe that your life in the USA is
  better now than it was in your country of origin?
  Why? or Why not?
• What dreams do you have for yourself?
• After that, students will share their answers
  with the whole class. These activities will
  integrate all language skills (reading, writing,
  listening and speaking).

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COMPREHENSIBLE INPUT

• To monitor my speech I will speak at a slower
  rate, clearly enunciating every word and using
  short sentences with simple syntax, or I will
  paraphrase the concepts or anything that will
  need further clarification.
• I will explain every academic task step-by-step
  for the students.
• Using a variety of techniques, such as modeling,
  visuals, hands-on activities, gestures, body
  language I will do my best to explain the
  vocabulary and make the lesson concepts
  comprehensible.

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STRATEGIES

• Scaffolding repeated readings, think-aloud,
  vocabulary words on the board, paraphrasing,
  partnering/grouping, visuals/picture on the book
  cover, doing the activity.
• Provide ample opportunity for students to promote
  higher order thinking skills problem solving,
  predicting, organizing, summarizing, evaluating,
  self-monitoring. Before they start the reading
  assignment,
• I will ask the students to focus on the
  following The title of the story Two Kinds
  will teach you a lesson. As you read the story,
  try to guess what the title of the story means.
  Be prepared to explain your answer.

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INTERACTION

• -- Working in cooperative groups or the whole
  class activities, students will be provided ample
  opportunities for interaction and discussions
  with each other and with me.
• -- I will ask the students questions that go
  beyond the answers yes or no.
• e.g. Tell me more about that
• What do you mean by?
• How do you know?
• Why is that important?
• What does that remind you of?
• -- If necessary I will paraphrase the students
  responses
• In other words
• -- I will provide an appropriate wait time for
  students responses.

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PRACTICE/APPLICATION(22 minutes)

• My students will have an opportunity to
  master the concepts of the lesson by
  participating in the small group/whole class
  activity. I will write the activity task on the
  board and have the students brainstorm it. This
  activity will provide an excellent springboard
  for discussion.

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LESSON DELIVERY

• At the beginning of the lesson, I will
  clearly state (in the student-friendly language)
  the content and language objectives orally and
  write them in the specified area on the board
  (2-3 min.). Those objectives will remind the
  students and me of the focus of the lesson and
  provide a structure to the procedures (before,
  during, after).
• I will present information to the students
  not too fast and not too slow to maintain the
  students interest and understanding of the
  lesson.

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REVIEW and ASSESSMENT(2-3 minutes)

• -- I will provide a comprehensive review to the
  key concepts and vocabulary of the lesson. I may
  ask the students to summarize the main ideas of
  the story, using the key vocabulary.
• -- I will give feedback to students regularly for
  their responses and participation.
• -- I will observe students throughout the whole
  lesson (spot checking, group work).
• -- For group/whole class responses
  Agree/Disagree (head nodding/shaking), Thumbs
  up/Thumbs down signs of understanding or
  agreement will be used.
• -- Final assessment of the lessons content and
  language objectives to solidify /evaluate the
  students learning.