SIOP Lesson Plan 5

How Do We Talk About Immigration?

Name: Emily Bauer and Jonathan
Geense

Class: Intermediate Listening and Speaking

Unit Theme: Immigration

Standards:
Present information, findings, and supporting
evidence such that listeners can follow the line
of reasoning and the organization,
development, and style are appropriate to task,
purpose, and audience. (CCR Listening and
Speaking Anchor 4 Strand C)
Adapt speech to a variety of contexts and
communicative tasks, demonstrating command
of formal English when indicated or
appropriate. (CCR Listening and Speaking
Anchor 4 Strand C)

Lesson Topic: How Do We Talk

About Immigration?

Content Obj.
Language Obj.
Think about personal
Argue a position
opinions on immigration.
Listen for debate point and providing
Analyze previous class notes
counterpoint
for supporting information
Use adverb clauses in speaking
that support different opinions
about immigration
Debate pros and cons of
immigration

Key Vocabulary: Language for debate

In my opinion,
The way I see it,
Im afraid I disagree,
That is not necessarily true.
I respectfully disagree
I respect your opinion, however,

Materials:
Four pieces of paper with agree,
strongly agree, disagree, strongly
disagree written on them
Paper with 7 statements about
immigrants on them
Note-taking and debate steps handout
Self-evaluation form

Preparation
__ Adaptation of content
X Links to background
X Links to past learning
__ Strategies incorporated

Scaffolding
X Modeling
X Guided practice
X Indep. Practice
X Comp. Input

Group Options
X Whole class
X Small groups
__ Partners
X Independent

Integration of Processes
X Reading

Application
X Hands-On

Assessment
X Whole class

X Writing
X Speaking
X Listening
Content and Language
Objectives (note: either
written on board or said
orally)
CO: Today we will state
and support different
opinions about
immigration.

LO: Listen for the main

idea and show your
opinion by moving correct
sign.

LO: Use academic

language to state opinions
and disagree politely. Use
these forms:
In my opinion,

X Meaningful
X Linked to obj.
X Promotes engagement
Lesson Sequence and Activities
Description
1. Warm-up: Teacher tells class
there will be a debate today
about immigration. Explain that
debate is not to offend, but to
critically analyze topic of
immigration.
a. ask students what they
think of when they hear
debate
b. has anyone participated
in a debate before?
c. What skills are needed
to be a successful
debater
d. Watch a short debate to
demonstrate what a
debate looks like. (Ex:
https://www.youtube.com
/watch?
v=8_HnZaPSaJE)
e. Remind students that the
goal is to share opinions
supported by facts in a
polite and respectful way.
2. Teacher brings students
attention to four corners of room
with signs agree, strongly
agree, disagree, strongly
disagree
a. Teacher tells students
that they will hear seven
statements about
immigrants and they
need to move to
whichever sign
represents their opinion
b. students discuss with
one another their
opinions and why the
chose this corner
3. After the activity, divide students
into 4-6 even groups based on
their opinions. Try to have as
even numbered groups as

X Small groups
__ Partners
X Independent
Review/Assessment

Assess need for

additional guidance in
the debate based off
of students answers.

Monitor students
ability to find
information to support

The way I see it,

Im afraid I disagree,
That is not necessarily
true.
I respectfully disagree
I respect your opinion,
however,
LO: Support opinions with
facts and examples from
previous classes.

4.
5.
6.
7.

8.

possible. Some students may

have to switch teams/opinions
Provide parameters of debate
Provide academic language for
debate.
Give students time to use notes
from previous classes to
develop points
Students engage in mini
debates (3 to 5 minutes each)
around class, two groups per
section of class
a. after 3 to 5 minutes of
debate, groups switch
and move to a new
group for debate
Wrap up: Teacher leads whole
class discussion.
a. Did you agree with most
of your classmates or
disagree?
b. Have your opinions on
immigration changed
through this unit? How
have they changed?

opinions. Offer
support and direction
as needed.

Teacher monitors
groups, observing if
students are using
appropriate, polite
language and
stepping in to
moderate as needed.
Students fill out a selfevaluation about their
participation in the
debate groups.

Differentiation and Support: As needed, students are provided with the handout to help them
take notes and give clear steps for a successful debate. Students are encouraged to use their
notes according to their level. Thus, advanced intermediate students should try to look at their
notes as little as possible during the debates while low intermediate students will use the
notes for most of the debate.