Adapted from SIOP

1/2013
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Sheltered Instruction Lesson Plan

Your Name: Anya Letson ESL Level:2
Preparation Subject: English Grade Level(s): 9-12
Unit Theme: Transportation Directions Lesson Topic: Directional and Municipal
Vocabulary

Standard/s: L.3.1.a Use active listening comprehension in a variety of situations such as
following directions, responding to requests, and listening for specific purposes; L.4.2.a
Understand key content area vocabulary supported by visuals and written text provided during
classroom instruction; L .4.4.a Take accurate notes based on classroom instruction; clarify
questions regarding information with peers or teacher; and/or clarify from text or other
references; S.1.2.a Make requests and obtain information from the community; S.1.1.a Use
learned phrases to respond to questions and directions; S.1.2.a Make requests and obtain
information from the community; S.2.1.a Communicate basic wants and needs in English;
S.2.2.a Participate in social conversations with peers and adults on familiar topics by asking and
answering questions and requesting information S.3.1.a Maintain eye contact when
communicating in person; S.4.2.a Ask and respond to questions using phrases or simple
sentences; S.7.2.b Retell stories and participate in short conversations; R.3.2.a Use context
clues as a strategy to figure out meaning of unfamiliar words and phrases; R.5.2.c Restate facts
and details of text; R.6.1.b Use prior background knowledge to approach text; R.6.1.f Locate
pictures, maps, keys, charts, tables, graphs, diagrams, chapter headings, and table of contents;
R.6.2.d Use strategies to read text (preview, predict, question while reading, reread, and self-
correct); W.1.2.b Write sentences from dictation with more conventional spelling of familiar
words; W.1.1.b Write messages from left to right and top to bottom of the page; W.1.1.c Use
word and letter spacing to make messages readable; W.1.1.g Copy from a model text with
attention to using lines, margins, and spacing; W.1.2.d Organize and record expository
information on pictures, lists, charts and tables from information presented in the classroom;
W.2.2.a Capitalize and punctuate correctly to clarify and enhance meaning (such as capitalizing
titles, using possessives, commas in a series, apostrophes and contractions, and
abbreviations); W.4.1.b Compose multiple sentences around a topic; W.4.1.a Compose simple
declarative, interrogative, imperative, and exclamatory sentences appropriate for language arts
and other content areas based on a classroom model; W.5.1.c Editing: Edit writing for
punctuation, capitalization and spelling with teacher assistance; create legible final copy;
W.6.2.g Write technical materials such as instructions for performing tasks or playing a game
that include specific details; W.8.2.a Produce writing for given audiences and purposes in
English

I. PREPARATION
Content (cognitive) Objectives:
Students will be able to: use and understand language necessary to give directions, use and
understand transportation and municipal vocabulary;


Language Objectives: English Language Proficiency, Comprehension (Include 4 language
skills and vocabulary.
Students will be able to:
1. (Listening) Understand spoken directions given by a native English speaker.
2. (Speaking) Ask for and give directions in English that can be understood by a native
speaker.
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3. (Reading) Read and follow written directions in English.
4. (Writing) Write directions in English that can be understood by a native speaker.
5. (Vocabulary) Understand and use vocabulary relevant to giving directions.

Optional:
Socioaffective Objectives
Students will be able to: Have confidence in their ability to solve a problem if they are lost;
Interact with competence with native speakers in order to complete a survival task.

Materials: Vocabulary sheet, Map packet with written directions and spaces for writing their own
on maps of Nashville, Battle Creek, Grand Rapids, Detroit, and Chicago, highlighters in pink and
green, writing utensils

II. BUILDING BACKGROUND (Motivation, prior knowledge, key vocabulary, lesson focus)
a. Start the lesson by asking students about which places they have visited in the United
States, their purposes for the visit, which activities they participated in while they were
there. From this, ask students if it was easy to get to all of the places they were going,
what were their feelings about these challenges, how they solved the problem.


III. PRESENTATION
a. While we are having discussion, distribute the directional vocabulary sheets. Ask
students to fill in any of the words and expressions they already know. Discuss these,
and then provide definitions and examples of any words or expressions they do not know.
Make sure to provide a space for students to make connections to words, concepts, or
situations they already know. Require students to draw the concept, and allow optional
space for them to define the term in L1 if they wish.



IV. PRACTICE AND APPLICATION (include 4 language skills, research-based strategies,
scaffolding, and interaction [cooperative learning])

a. Ask students to repeat the terms, then ask recall and comprehension-level questions
about the vocabulary. Have they used any of the terms previously? How will they
remember these terms?

b. Pass out map packets and pink and green highlighters. Remind students they should
keep these packets until the unit concludes. Start with the Nashville map, and ask
students to identify any landmarks they know about in English (church, store, gas station,
park, school, pharmacy, river, restaurant, house, office, etc.).

c. Put map packet under the document camera that projects to the screen at the front of
the class. Ask students to read the written directions on the packet as I read them aloud,
and we all use pink highlighters to trace the route on the map. We do this twice.

d. Allow students to get into groups of 1-3 and complete the third directions together by
following the written instructions, using the already-written directions as a model. Monitor
student progress during group work.

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e. Go over this process as a whole class, ask students to choose another destination,
and then ask them to write directions to that destination in their groups of 1-3.

f. Have students exchange their directions with another group to follow to ensure they are
accurate before sharing with the whole group.

g. Ask students to read their directions out loud so that all can follow by marking on their
maps with the green highlighter, including the teacher on the projector, then ask students
to tear off their maps from the packet and turn them in.

h. Ask students to raise their hands if they (do, sort of do, or do not) feel comfortable with
their ability to read, write, give, and follow directions in English.

i. Review the Battle Creek map together as a class as we did the Nashville one (identify
landmarks we already know how to describe in English, provide definitions for those
significant ones that they do not), choose a place to start on the map as a class, and ask
students to write directions to two destinations on the map as homework.


V. REVIEW AND ASSESSMENT (relate assessments to learning objectives)
a. Teacher progress monitoring during the lesson, both in discussion and group work
(reading, speaking, writing, and listening).
b. Accuracy of pink highlighting on the maps as they are turned in (reading and listening).
c. Accuracy and pronunciation of spoken directions.
d. Student perception.

VI. EXTENSION
a. Ask students to write a short narrative, one or two paragraphs in length, about a time
they got lost and how they solved that problem.

Adapted from SIOP
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Name____________________________________________Date_________________
Directional Vocabulary
How do I get to_____________________________________________?
Term Drawing Definition My notes


turn left




turn right



go straight



keep going


follow




pass



cross



turn around




stop


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go until





street





corner





avenue





road





block





first





second





third




destination




Adapted from SIOP
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Sheltered Instruction Lesson Plan

Your Name: Anya Letson ESL Level: Levels 2
Preparation Subject: English Grade Level(s): 9-12
Unit Theme: Directionals Lesson Topic: Prepositions and Directions
Standard/s: L.1.2.a Follow simple three or four step oral directions to complete a classroom
task; L.3.1.b Listen attentively to stories and information read aloud; L.3.1.c Demonstrate
comprehension of oral presentations and instructions through nonverbal responses; L.3.2.e
Listen attentively to stories/information and identify key details and concepts using both verbal
and non-verbal responses; L.4.2.a Understand key content area vocabulary supported by
visuals and written text provided during classroom instruction; L.4.1.a Understand limited key
content area vocabulary supported by visual representations and realia (real-life objects);
S.1.1.a Use learned phrases to respond to questions and directions; S.2.2.a Participate in social
conversations with peers and adults on familiar topics by asking and answering questions and
requesting information; S.4.2.a Ask and respond to questions using phrases or simple
sentences; S.4.2.e Give directions or instructions to Classmates; S.6.2.a Speak understandably
with awareness of English intonation and phonological patterns; S.6.1.a Use clearly spoken
single words and learned phrases to be understood by a native speaker; S.7.1.a Describe a
concrete object or concept with prepared text; R.2.1.g Match oral words to printed words;
R.6.2.a Read and follow sequential or multiple step written directions to complete tasks and
assignments; R.6.1.d Read and follow simple written directions; W.1.1.b Write messages from
left to right and top to bottom of the page; W.1.1.c Use word and letter spacing to make
messages readable; W.1.2.b Write sentences from dictation with more conventional spelling of
familiar words; W.1.1.f Write words and short sentences from dictation with developmental
spelling; W.1.1.g Copy from a model text with attention to using lines, margins, and spacing;
W.2.2.a Capitalize and punctuate correctly to clarify and enhance meaning (such as capitalizing
titles, using possessives, commas in a series, apostrophes and contractions, and
abbreviations); W.2.1.a Use capitalization and punctuation to begin and end sentences; W.4.1.a
Compose simple declarative, interrogative, imperative, and exclamatory sentences appropriate
for language arts and other content areas based on a classroom model;

I. PREPARATION
Content (cognitive) Objectives:
Students will be able to: use prepositions to describe how the location of objects are related,
give and follow directions using municipal and transportation language, write short imperative
sentences in English,

Language Objectives: English Language Proficiency, Comprehension (Include 4 language
skills and vocabulary.
Students will be able to:
1. (Listening) dictating oral directions; follow directions to demonstrate understanding of
prepositions.
2. (Speaking) give directions to classmates to demonstrate understanding of prepositions.
3. (Reading) locating landmarks on a map and editing peer homework responses.
4. (Writing) directions in complete, imperative sentences in English following a model.
5. (Vocabulary) understand and use prepositions to show relationships between objects.

Optional:
Socioaffective Objectives
Adapted from SIOP
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Students will be able to: express an opinion, gain confidence in their ability to solve problems
and complete survival tasks, discover interesting attractions in the area in which they live

Materials: Prepositions vocabulary sheet, one plastic cup and one piece of candy for each
student, Text about sports in Detroit, Michigan and accompanying comprehension questions
and opinion handout about which sport they prefer and why, pink and green highlighters for
each student, Battle Creek and Detroit maps and accompanying worksheets, beach ball

II. BUILDING BACKGROUND (Motivation, prior knowledge, key vocabulary, lesson focus)
a. Produce a beach ball and ask if anyone has ever seen it. Do they know what it is?
Where are places we use it (sporting events, the beach, the lake, the pool, etc.)? How
might we use it? Today, we are going to use it to talk about prepositions


III. PRESENTATION
a. Pass out preposition vocabulary sheets. Put the teacher copy of prepositions
worksheet under the document camera so that it is projected onto the screen. Ask for
students who are willing to help demonstrate how prepositions work using the beachball,
then store those names so that you can call on them during the lesson. Explain that we
prepositions show relationships between objects, like where they are located in relation to
one another. Is the ball near or far? Is it on top of? Is it beside? Fill in the prepositions
worksheet, and ask a student to hold the beach ball in relation to him or herself according
to which preposition youre talking about at that time. Students will then complete their
drawings by putting an x on their vocab sheet in the appropriate relation to the beach ball
on the chart for each vocab word.


IV. PRACTICE AND APPLICATION (include 4 language skills, research-based strategies,
scaffolding, and interaction [cooperative learning])
a. Ask students to repeat prepositions as the student volunteer is demonstrating that
term.

b. Once the last volunteer returns to his or her seat, pass out a cup and piece of candy to
each student. Have them get in pairs and place their desks so that they are table-like.
Ask a student to identify the names for the cup and candy. Then ask them to arrange the
cups and candy as you are directing them to do orally (The candy is to the right of the
cup, then check to make sure all have placed their objects accordingly. The candy is on
top of the cup, then check, etc.). Students may use their prepositions vocab sheet to
help them. Repeat relationships that students seem to struggle with so that they can fill
those gaps.

c. Have students direct one another in their pairs as to where to put in the candy and
cups. When they feel confident in their ability, they may show the teacher by presenting
the few candy-cup formations and identifying them to the teacher. When all have finished,
they may enjoy the candy as a group. This is a good time to review expressions of
courtesy, like please and thank you.

d. Have students get out their Battle Creek maps and homework from yesterday. Have
them identify orally where landmarks are located on the map in relation to each other.
Adapted from SIOP
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(Kellogg Community College is near Bronson Hospital. Northwestern Middle School is far
from Kolb Park, etc.)

e. Go over homework together, selecting student volunteers to read their directions as we
follow them with our highlighters.

f. Have students write two sets of directions on their own, then read them to a partner
without showing them the words so that they can follow. When they have finished,
compare their destination to check for accuracy. If there is a discrepancy, students
should identify where their miscommunication occurred. Then students should switch
roles so that they each have the opportunity to speak and listen and complete this activity
for both sets of directions.

g. For the final task on the sheet, students should listen to the following set of directions
and write them on their sheet from dictation. Then they should silently follow these
directions and note the destination.
Start at the corner of W. Hamlin Avenue and S. Kendall Street. Cross the river.
Turn right at Jackson Street. After the second block, turn left onto N. Washington
Avenue. Follow N. Washington Avenue for five blocks until E. Emmett Street. Your
destination is on the left. Where are you? (Battle Creek Public Health System
Library). (Assess based on student oral responses)

V. REVIEW AND ASSESSMENT (relate assessments to learning objectives)
a. Teacher monitoring
b. Student oral and written responses to map activity.
c. Student dictation response assessment (Did they end up at the right place, etc)
c. Monitoring student responses to preposition activities.
d. Pronunciation throughout.

VI. EXTENSION
Writing prompt: Have you ever been to Battle Creek? If you have, make a list of what you
did. If not, what other city have you visited and what new things did you see there?

Adapted from SIOP
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Name__________________________________________________________Date__________________
Prepositions
Prepositions are words that show how two or more things are related. They often tell where things are.
Term Drawing Definition My Notes

to the left


to the right


in front of



behind



inside



outside



toward



from


Adapted from SIOP
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until



on top of



below
underneath


at



beside



near



before



after



Adapted from SIOP
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Sheltered Instruction Lesson Plan

Your Name: Anya Letson ESL Level: Level 2
Preparation Subject: English Grade Level(s): 9-12
Unit Theme: Directionals Lesson Topic:
Standard/s: R.2.1.f Use decoding skills to read known and unfamiliar words; L.1.2.c Respond
appropriately and courteously to directions and questions; L.2.2.a Understand simple speech
produced by peers and adults on familiar topics with repetition and rephrasing; L.3.2.a Listen
and respond to stories and other texts read aloud, including classic and contemporary works;
L.3.1.c Demonstrate comprehension of oral presentations and instructions through nonverbal
responses; L.5.1.a Use ageappropriate social conventions that characterize the new culture
while listening, such as eye contact, physical proximity, and turn-taking; L.5.1.a Demonstrate
understanding of speakers feelings and attitudes toward a topic; S.2.2.a Participate in social
conversations with peers and adults on familiar topics by asking and answering questions and
requesting information; S.4.2.d Ask and answer instructional questions using simple sentences;
S.4.2.f Participate in guided discussions; S.4.1.b Respond orally to factual questions; S.5.2.a
Answer instructional questions with supporting details; S.5.1.a Answer instructional questions by
using simple sentences; S.6.2.a Speak understandably with awareness of English intonation
and phonological patterns; S.6.1.a Use clearly spoken single words and learned phrases to be
understood by a native speaker; S.7.2.b Retell stories and participate in short conversations;
S.8.2.a Ask for clarification and repetition; R.2.1.g Match oral words to printed words; R.3.2.a
Use context clues as a strategy to figure out meaning of unfamiliar words and phrases; R.3.2.a
Use context clues as a strategy to figure out meaning of unfamiliar words and phrases; R.5.2.b
Identify the topic or main idea of text; R.6.1.b Use prior background knowledge to approach text;
R.6.2.d Use strategies to read text (preview, predict, question while reading, reread, and self-
correct); W.1.2.d Organize and record expository information on pictures, lists, charts and tables
from information presented in the classroom; W.4.2.a Support a central idea with relevant
details and examples; W.4.1.a Compose simple declarative, interrogative, imperative, and
exclamatory sentences appropriate for language arts and other content areas based on a
classroom model;

I. PREPARATION
Content (cognitive) Objectives:
Students will be able to: read a basic text for main idea and details, express an opinion and
provide reasoning; read and answer questions about sports teams in Detroit, Michigan; .

Language Objectives: English Language Proficiency, Comprehension (Include 4 language
skills and vocabulary.
Students will be able to:
1. (Listening) listen to and demonstrate understanding of peer responses during a
conversation
2. (Speaking) respond to a partner in a social conversation; summarize what they have
read; answer questions about text
3. (Reading) answer comprehension questions and offer an opinion based on what they
have read; use context clues and reading strategies to make meaning from text
4. (Writing) write directions in complete sentences using a model; write words and phrases
to express their opinion
5. (Vocabulary) use prepositions and directional vocabulary to accurately communicate a
complete thought
Adapted from SIOP
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Optional:
Socioaffective Objectives
Students will be able to: express their preferences, be able to relate to peers by talking about
familiar topics or topics of interest

Materials: Sports in Detroit text, Detroit map packet and activity sheet, computer projection
screen, Quizlet set: http://quizlet.com/23997457/sau-directions-and-prepositions-flash-cards/, white
boards, dry erase markers and erasers

II. BUILDING BACKGROUND (Motivation, prior knowledge, key vocabulary, lesson focus)
a. Ask students if they have ever heard of Detroit? What things have they heard about
the city? (Write these down on the board). Inevitably, they will talk about sports teams if
they have been in the U.S. for any period of time, and maybe even if they have not. If not,
prompt them by asking about sports.


III. PRESENTATION
a. Sports are a very common topic of conversation. It is good to know at least a little bit
about which teams are playing which sport and where they play so that you can respond
to basic questions. We will read the following article to find out which teams play in
Detroit, where they play, and what they play. Then you will form an opinion about which
team you might like to watch most, and why you might want to watch that team. You
might not understand every word from the text, but you can still answer the questions by
going back through the words to look for key words in the text to answer each question. If
you do not know the answer to something, I will give you time to ask questions.


IV. PRACTICE AND APPLICATION (include 4 language skills, research-based strategies,
scaffolding, and interaction [cooperative learning])
a. Ask for student volunteers to read out loud from the text. Once those volunteers have
finished reading, allow students to read silently, then turn over their papers when they are
done. After all students have finished, give students to ask any necessary questions.

b. Go over the chart at the bottom of the page, take questions, then give students time to
fill the box in on their own.

c. When all students have finished, ask a student volunteer to summarize the article.

d. Have students meet in groups of 1-3 to discuss their responses to the box. They may
ask one another clarifying questions and should compare answers.

e. Ask students to report to the class on their discussions. Which teams play football?
What is hockey? Which team did they want to watch more? Why?

f. Have students plan their weekend trips to Detroit individually. They may use any notes
or resources they have. They choose a sporting event, restaurant, hotel, theater, and
park to attend, and use prepositions to tell where the facilities are in relation to one
another.
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g. To prepare for tomorrows quiz, project quizlet onto screen, have students use their
notes to define the vocabulary words, and give correctives to fill gaps. Recommend
quizlet app for those who use iPhone and Android or have access to the Internet.

V. REVIEW AND ASSESSMENT (relate assessments to learning objectives)
a. White board practice assessment
b. Assess student responses
c. Read Detroit weekend student responses


VI. EXTENSION
a. Ask students to discuss what they learned about sports teams with their friends outside
of class. Ask them to take a poll to determine which sports team the friends would like
most to watch and briefly report their findings to the class tomorrow.


Adapted from SIOP
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Name_________________________________________________________________________Date____________________


Sports in Detroit
Detroit, Michigan is home to four professional American sports teams. It is an important sports center as
one of twelve cities in the United States to have teams from the four major North American sports.
All but one of the area's teams compete within the city of Detroit. There are three active major sports
venues within the city: 41,782-seat Comerica Park (home of the baseball team Detroit Tigers), 65,000-
seat Ford Field (home of the football team Detroit Lions), and 20,066-seat Joe Louis Arena (home of
the ice hockey team Detroit Red Wings). Detroit is known for its avid hockey fans. Interest in the sport
has given the city the moniker "Hockeytown." In 2008, the Detroit Tigers at Comerica Park reported 3.2
million visitors with a 98.6 percent attendance rate.
[1]

The area's other major venue is The Palace of Auburn Hills, in the suburban community of Auburn Hills.
This 22,076-seat arena is home to the Detroit Pistons of the NBA. It was also home to theWNBA's Detroit
Shock from the team's formation in 1998 until its move to Tulsa, Oklahoma after the2009 season.
In college sports, the University of Detroit Mercy has a National Collegiate Athletic
Association(NCAA) Division I program, and Wayne State University has both NCAA Division I
and II programs. The NCAA football Motor City Bowl is held at Ford Field each December. In addition,
the sports teams of the University of Michigan are located in Ann Arbor, within an hour's drive of much
of the Detroit metropolitan area.
Wikipedia: The free encyclopedia. (2013, May 7). FL: Wikimedia Foundation, Inc. Retrieved June 1, 2013,
from http://en.wikipedia.org/wiki/Sports_in_Detroit
Please tell which sport each team plays in the Sport column. Then tell which you would most like to see
by putting a 1 in the Preference column next to your first choice, a 2 next to your second choice, etc. In
the Reason column, tell why you want to see the first team the most and the last team the least.
Team Sport Preference Reason

Detroit Lions
football


Detroit Red Wings


Detroit Pistons


University of Michigan
Wolverines


Adapted from SIOP
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Sheltered Instruction Lesson Plan

Your Name: Anya Letson ESL Level:
Preparation Subject: English Grade Level(s): 9-12
Unit Theme: Directionals Lesson Topic:
Standard/s: L.1.1.a Demonstrate understanding through non-verbal gestures or with single
words or learned phrases; L.1.1.d. Perform basic classroom tasks when prompted; L.1.2.b
Restate and execute multi-step oral directions; L.2.2.a Understand simple speech produced by
peers and adults on familiar topics with repetition and Rephrasing; L.3.1.a Use active listening
comprehension in a variety of situations such as following directions, responding to requests,
and listening for specific purposes; L.3.1.b Listen attentively to stories and information read
aloud; L.3.2.a Listen and respond to stories and other texts read aloud, including classic and
contemporary works; L.3.2.b Orally identify main points of simple conversations and stories read
aloud; L.3.2.c Understand the major ideas and supporting evidence in spoken messages;
L.3.2.d Identify some supporting details from a variety of media messages; L.3.2.f Identify the
main idea and some supporting details of oral presentations, familiar literature, and key
concepts of subject matter content; S.4.1.b Respond orally to factual questions; S.4.2.d Ask and
answer instructional questions using simple sentences; S.4.2.g Give simple oral reports; S.5.1.a
Answer instructional questions by using simple sentences; S.5.2.a Answer instructional
questions with supporting details; S.7.2.b Retell stories and participate in short conversations;
R.2.1.a Demonstrate that print represents spoken language; R.3.3.a Recognize common
cognates; R.5.1.c Answer factual, simple questions about content of text; R.6.2.a Read and
follow sequential or multiple step written directions to complete tasks and assignments; R.6.1.d
Read and follow simple written directions; R.6.3.b Make connections between prior knowledge,
personal experiences and what is read; W.3.1.a Use descriptive vocabulary to clarify details;
W.4.1.a Compose simple declarative, interrogative, imperative, and exclamatory sentences
appropriate for language arts and other content areas based on a classroom model; W.4.1.b
Compose multiple sentences around a topic; W.6.2.c Narrate a sequence of events with some
detail; W.6.2.g Write technical materials such as instructions for performing tasks or playing a
game that include specific details

I. PREPARATION
Content (cognitive) Objectives:
Students will be able to: converse with peers in English, read maps and directions, use and
understand prepositions to express relative location, write directions for travel, give oral
directions

Language Objectives: English Language Proficiency, Comprehension (Include 4 language
skills and vocabulary.
Students will be able to:
1. (Listening) answer questions about Grand Rapids attractions after watching a video;
2. (Speaking) converse with peers and the whole class about their experience with
museums.
3. (Reading) read a map and follow written directions for travel.
4. (Writing) write simple directions for travel, write words and phrases to complete
sentences and answer questions.
5. (Vocabulary) understand vocabulary related to attractions, prepositions, and directional
vocabulary.

Adapted from SIOP
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Optional:
Socioaffective Objectives
Students will be able to: share their previous experiences and their opinions about museums,
support one another in their preparation for the quiz, demonstrate their proficiency with pride.

Materials: Internet access, Frederik Meijer Gardens promotional video,
http://www.youtube.com/watch?v=mWX3Pvt5TmQ, video participation guide, Grand Rapids map
activity, quiz, highlighters, writing utensils

II. BUILDING BACKGROUND (Motivation, prior knowledge, key vocabulary, lesson focus)
a. Ask students about their experiences with art, music, and museums? Ask them to
describe a museum. What happens there? What should a person do at a museum? Why
might one go to a museum?

III. PRESENTATION
a. Today we will review prepositions, direction giving and related vocabulary. We will also
learn about Frederik Meijer Gardens and other attractions in Grand Rapids, Michigan
before we take the quiz.

IV. PRACTICE AND APPLICATION (include 4 language skills, research-based strategies,
scaffolding, and interaction [cooperative learning])
a. Students watch a Frederik Meijer Gardens & Sculpture Park promotional video and
answer comprehension questions about what they watch using a participation guide.
b. After the video, students share their answers and we discuss items 6 & 7 by asking
students to meet with others who share their opinion (positive or negative) about whether
they would like to go, and discuss why they feel that way.

c. Students complete the Grand Rapids Map Activity in groups of 1-3, then we go over
the responses together in preparation for the quiz by choosing students to respond
because we are reviewing and not interacting with new material. Leveled questioning is
used to ensure student success. Students are permitted to ask any final questions before
taking the quiz.

d. Students demonstrate proficiency of directional vocabulary, imperatives, and
prepositions by taking the Map Quiz.

V. REVIEW AND ASSESSMENT (relate assessments to learning objectives)
a. Quiz results to assess reading, writing, and vocabulary
b. Assess speaking and pronunciation based on student conversations and review
responses
c. Assess listening comprehension based on video participation guide

VI. EXTENSION
a. Ask students to describe in narrative form (either in complete sentences or by listing) a
trip they took to a museum.




Adapted from SIOP
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Name__________________________________________________________Date__________________

Frederik Meijer Gardens & Sculpture Park video:


1. Circle the things you can find in Grand Rapids:
Zoo museums restaurants river desert

2. Grand Rapids is the second _____________________________ city in Michigan.

3. Frederik Meijer Gardens & Sculpture Park has:
rides art plants boats airplanes

4. You can find these types of plants:
Tropical carnivorous magical cacti

5. The Childrens garden has _________________________ and ______________________________.

6. A trip to Meijer Gardens would be _______________________________________.

7. If I went to Meijer Gardens & Sculpture Park, I would ______________________________________.







Name__________________________________________________________Date__________________

Frederik Meijer Gardens & Sculpture Park video:


1. Circle the things you can find in Grand Rapids:
Zoo museums restaurants river desert

2. Grand Rapids is the second _____________________________ city in Michigan.

3. Frederik Meijer Gardens & Sculpture Park has:
rides art plants boats airplanes

4. You can find these types of plants:
Tropical carnivorous magical cacti

5. The Childrens garden has _________________________ and ______________________________.

6. A trip to Meijer Gardens would be _______________________________________.

7. If I went to Meijer Gardens & Sculpture Park, I would ______________________________________.

Adapted from SIOP
1/2013
ejp