Kaylee Dillon SIOP Lesson Planning Matrix for State of Matter Lesson created in 316 on March 21, 2013
SIOP Element Describe activities/ ideas from Original
Lesson Plan Describe additional activity(ies)/ ideas related to element I.PLANNING 1. Write content objectives clearly for students:
I CAN engage in a problem solving process that involves planning, questioning, and investigations. I CAN identify the three states of matter. I CAN sort objects by looking at their properties and characteristics. 2. Write language objectives clearly for students:
I CAN read words solids, liquids, gasses, properties, observe, predictions, and experiment. I CAN describe the properties of solids, liquids, and gases. 3. Choose content concepts appropriate for age and educational background level of students. List them: Sorting and classifying Solids and liquids Water can be a solid and liquid
4. Identify supplementary materials to use (graphs, models, visuals). List materials: Visuals: Music/ video & posters Models: Experiments Graphs for solid, liquid, and gas and forms of water
5. Adapt content (e.g., text, assignment) to all levels of student proficiency. List ideas for adaptation:
Group discussion Use of visuals for students to refer too
Paired explanations and peer teaching Thumbs- up, Thumbs-down Review of key vocabulary at the beginning of lesson 6. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking. List them: Speaking: class discussion, sorting game, experiment Writing: state of matter work packet and pre/post tests Listening: teacher questions, listening to peers, and Speaking: pair responses and peer teaching II., Building Background 7. Explicitly link concepts to students backgrounds and experiences. Examples:
Did not really link to background orally, instead did a pre-test Instead of pre-test, discuss with students if they have ever had a slushy in the summer time. What is the slushy like? (cold, frozen, sticky). What happens to the slushy if you leave it outside in the heat? (it melts, turns all to juice). 8. Explicitly link past learning and new concepts. Examples:
Relate the experience of a slushy melting to the states of matter that it goes through. 9. Emphasize key vocabulary (e.g., introduce, write, repeat, and Show students posters after students have already begun talking and Discuss with students the vocabulary that they will be using in this lesson: Kaylee Dillon SIOP Lesson Planning Matrix for State of Matter Lesson created in 316 on March 21, 2013 highlight) for students. List key vocabulary:
identifying states of matter.
Solids Liquids Properties Observe Predictions Experiment III. Comprehensible Input 10. Use speech appropriate for students proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners). Not Possible for this assignment Not Possible for this assignment 11. Explain academic tasks clearly.
Students will tell a partner what it means to 1) make a prediction, 2) do an experiment, and 3) observe something. After they have discussed each one with their partner, allow them to share their meanings to the class. Then, a couple of pairs will be called on to retell the class the meanings. 12. Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language). List them: -Visuals: posters, video Hands-on activities: 2 experiments and sorting activity.
Have the words written: solids, liquids, properties, observe, predictions, experiment on the board. IV. Strategies 13. Provide ample opportunities for students to use strategies, (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self- monitoring). List them: Students will predict and participate in experiments. Organizing new information into charts Categorize objects as solid, liquids, or gasses. Self-monitoring: check off steps to complete. Students can summarize to their partner what happened to the ice and what the water turned into. 14. Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. List them: Paraphrase student responses during questioning
15. Use a variety of question types including those that promote higher- order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions). List them:
Identify what materials are solids, which are liquids, and which are gases that are going to be used in the experiment. Summarize to your neighbor what the top of the water feels like and what the tablet is doing. Can you explain what the water is Kaylee Dillon SIOP Lesson Planning Matrix for State of Matter Lesson created in 316 on March 21, 2013 doing? Analyze what the water turned into. V. Interaction 16. Provide frequent opportunities for interaction and discussion between teacher/student and among students about lessons concepts, and encourage elaborated responses.
Whole group discussions: Discuss properties and characteristics of solids, liquids, and gases Ask students which state of matter water would be considered. Ask students what they use to cool a warm pop. Sorting game: call on students to explain why they believe that their example goes under the corresponding state of matter. Ask students which state of matter water would be considered. Ask students what they use to cool a warm pop. In introduction, after students have discussed each one with their partner, allow them to share their meanings to the class. Have them tell their neighbor and example that they say of each. Then call on students to give one or more examples of each form. Ask students to tell their neighbor if ice a solid or liquid?
17. Use group configurations that support language and content objectives of the lesson. List the grouping types: Experiment groups Pair-Share/ Peer Teaching
18. Provide sufficient wait time for student responses consistently. Not Possible for this assignment Not Possible for this assignment 19. Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text. Not Possible for this assignment Not Possible for this assignment VI. Practice/Application 20. Provide hands-on materials and/or manipulatives for students to practice using new content knowledge. List materials: Experiments Post test
21. Provide activities for students to apply content and language knowledge in the classroom. List them:
Students evaluate what materials in the Discovery Time activity are solids, liquids, and gases. They also discuss the properties of the water. In the Ice Experiment, students discuss with their partner a prediction, conduct an experiment, and discuss observations in their group. Students can write a sentence describing what they saw happen to the water in the first activity. 22. Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking). List them:
Reading: Reading experiments directions Writing: filling out work packed Listening/ Speaking: At the end of the experiment, tell lab members to discuss what they saw and decide if the Writing sentences after Discovery Time activity. Listening/ Speaking: During ice experiment, have students to tell their neighbor what an experiment is. Have Kaylee Dillon SIOP Lesson Planning Matrix for State of Matter Lesson created in 316 on March 21, 2013 prediction was correct. students to tell their neighbor: what a prediction is and then to decide what they are going to predict about the ice experiment, what they are observing during the experiment and discuss what they saw and decide if the prediction was correct at the end of the experiment. VII.Lesson Delivery 23. Support content objectives clearly. Not Possible for this assignment Not Possible for this assignment 24. Support language objectives clearly. Not Possible for this assignment Not Possible for this assignment 25. Engage students approximately 90- 100% of the period (most students taking part and on task throughout the lesson). Not Possible for this assignment Not Possible for this assignment 26. Pace the lesson appropriately to the students ability level. Not Possible for this assignment Not Possible for this assignment VIII. Review/Evaluation 27. Give a comprehensive review of key vocabulary. Not Possible for this assignment Not Possible for this assignment 28. Give a comprehensive review of key content concepts. Not Possible for this assignment Not Possible for this assignment 29. Provide feedback to students regularly on their output (e.g., language, content, work). Not Possible for this assignment Not Possible for this assignment 30. Conduct assessments of student comprehension and learning throughout lesson on all lesson objectives (e.g., spot checking, group response) Not Possible for this assignment Not Possible for this assignment