Siop Lesson the Content Goal

Siop Lesson

The content goal is from the United States Academic Standards which mentions, "All third students will be able to equate the use of literary components, among texts as well as character(s), setting, plot, point-of-view and theme." It states the following

"Third grade students will successfully use language in a group setting of their colleagues to orally communicate information,"

"Third grade students will be able to classify character(s), plot, setting, theme and point-of-view,"

"Third grade students will be able to restate the story utilizing important vocabulary as a guide" and

"Third grade students will be able to listen for context clues to suitably recognize meanings of new vocabulary"

Reading Activity

The novel that will be chosen for the lesson is called "North and South" written by Elizabeth Gaskell. The novel takes place during the Civil War period regarding a twelve-year-old boy. The teacher will need to be able to complete some background knowledge before starting this lesson plan in order for them to learn what knowledge the students have about the Civil War period. Throughout the classroom Pre-reading activities of displaying visuals should be set to assist students in building background knowledge for instance a huge, student friendly map of showing the United States from 1865 pre-war era with the North and South openly described in addition to the position of where the main character lived. Key vocabulary vocabularies of character(s), theme and point-of-view, setting, plot, should be exhibited for students.

Key Vocabulary

Civil

Slavery

Union

confederate

Lesson Sequence

In groups, students will create a word splash using words like civil, union, north, slavery. Students will stimulate prior knowledge by brainstorming words that connect with unit vocabulary. Third grade students will carousel around the classroom in order to provide related knowledge for each vocabulary term.

Strategies

Students will be able to answer higher order thinking questions with the intention to explain the importance of the reasons of the civil war.

1. What states were the first ones to leave the union?

2. What role did the north play in the civil war?

Practice / Application

Students will also do things such as create a vocabulary flip -book. Inside of this flip book, will include both simple text and pictures to display the purposes of each plant / flower part. As students finish each vocabulary term in their individual flipbook, a student will then be called to drag one of the vocabulary word so that they can match the definition

Observation

This paper will expound on how to integrate the SIOP lesson plan for Literary Arts at the 3rd grade reading level for students in inclusion. It also took into account the language attainment stages of development when handing out the lesson. After observing a third grade student at an elementary school, I was able to come up with a lesson plan that would be suitable for other students in the same situation using the state standards. My student name was Jose Sanchez and was a second generation Mexican-American. However, as a student in inclusion, he was pretty advanced in his reading and language skills. He along with the other students observed were interested in reading that involved the history of the United States. Jose spoke English really well and had excellent comprehension skills. The other students observed were able to pick out key words in paragraphs and would look them up themselves in order to get a good understanding of what they were reading. These students along with Jose developed a love for reading which sort of put them above everyone else in the classroom. Their listening skills were also superb but I think this came because of the interest in certain subjects such as history. Since this student has known me for a couple of years and has worked with me before, there was not much time was spent with developing rapport. Since I knew reading was his thing, I started by asking Jose to share some of his books with me in his desk. (These books stood for books that have already been introduced for the period of a guided reading lesson and are delivered for the student to develop fluency and practice oral reading.) He was extremely enthusiastic in sharing all of his "favorites." Jose was talented at utilizing picture clues and also sounding out some words that he did not identify routinely. He was also able to answer particular questions about the stories but he had some struggled when he was asked to repeat the story at certain parts like in the middle. I felt self-assured that the stories were certainly on Jose independent reading level.