***At the beginning of each class we have a read-aloud so I begin by reading a chapter of Enrique’s Journey to the students and

we have a brief
discussion about that book.

SIOP (The Sheltered Instruction Observation Protocol) LESSON PLAN 

Lesson Title​: Fly Swatter/Marzano Vocabulary                                     ​Teacher​: Goldberg 
Date​: Thursday, March 28, 2019  ​Grade/Class/Subject*​: 7/2nd hour/ELA 
Duration​: 55 minutes *Most students are WIDA 3 (developing) with some at 2 (emerging) 
Unit/Theme​: A Long Walk to Water 
 
Content Area Standards​:  
C​CCSS.ELA-LITERACY.RL.7.4 
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative 
meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or 
stanza of a poem or section of a story or drama. 
 
CCSS.ELA-LITERACY.RI.7.4 
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and 
technical meanings; analyze the impact of a specific word choice on meaning and tone. 
 
Content Objectives​:  
I can recognize key vocabulary terms and definitions and use them correctly.  
I can use a vocabulary term in a definition and draw a picture to help illustrate the definition. 
 
English Language Development Objectives (Based on WIDA Can-Do Descriptors)​:  
I can identify familiar objects or places from oral statements 
I can point to objects, people, or places based on short oral descriptions 
I can reproduce words and phrases related to topics  
 
Materials​: Whiteboard, Markers, Marzano Vocabulary box, vocabulary lists, fly swatters 
 
Supplementary Materials​: ​Enrique’s Journey​,Swivl 
 
Key  Vocabulary​:  gourd,  rebelled,  emaciated,  thorn,  tribe,  nausea,  chaos,  ration,  honeycomb,  reeds,  panic,  rebels  inhabited,  panic,  refugee, 
independence 
 
Connections:  Activating  Prior  Knowledge/Building  Background/  Previous  Learning  ​The  included  vocabulary  terms  are  from  the  novel  ​A 
Long  Walk  to  Water  that  we just finished reading.  The vocabulary chosen is is a summative list of terms the students did not show mastery with 
during our last exit ticket.  
***At the beginning of each class we have a read-aloud so I begin by reading a chapter of Enrique’s Journey to the students and we have a brief
discussion about that book.

Lesson  Meaningful Teaching or Learning  Assessment/Next Step Planning  Adaptation of Content 

Sequence/  Activities  (e.g., Assessing student learning  (e.g., modifying teaching 
Objectives  (e.g., teaching strategies, interaction  results based on both content and  activities/sequences/content based on 
Addressed  strategies, student  language objectives, designing  students’ ELD level, including differentiating 
practice/application strategies, etc.,  next step teaching)  teaching/learning materials) 
including materials used) 

Beginning  of  a)Teacher will state objectives at  a) Teacher will ask  a) The first group of students to complete 
the Lesson  beginning of class period/lesson.  students for  the Marzano templates primarily have 
    suggestions/input at the  lower WIDA levels. The reason that they 
a)​       ​Content 
b) Teacher will explain the  beginning/whole group  completed the boxes first, is to familiarize 
Objectives:  
I can recognize 
makeup of class that day, two  discussion.  themselves with the terms. The students 
and  use  key  different groups will be  b) Teacher will listen to  do not know that this is how they were 
vocabulary  completing two different tasks  student suggestions  selected.  
terms  and  simultaneously.   while completing the   
definitions    Marzano vocabulary   
correctly  in  a  c)Teacher will re-cap that we have  template.  b) Lower level ELs are provided with a 
whole group.   finished reading A Long Walk to    matching of the term versus using a 
 
Water and this is a collective    definition or example.  
Objectives: 
I  can  discuss 
review   
and    c) Intentional pairing/grouping for elbow 
write/draw  a    buddies  
vocabulary   
term,  d) Multiple ways to convey meaning 
definition  and  (drawing, speaking).  
appropriate 
picture  as  a 
whole group 
***At the beginning of each class we have a read-aloud so I begin by reading a chapter of Enrique’s Journey to the students and we have a brief
discussion about that book.

Main Teaching  a) The teacher will model a  a) Teacher will be scoring  a) An example will be given whole 
Section  Marzano vocabulary sheet for the  the flyswatter game so  group and the students may use 
  students. We will complete a  monitoring the Marzano  my example if needed 
Vocabulary 
sheet for a word found in the  vocabulary sheets will   
Template 
a)​ ​CO​: 
book read for read-aloud. The  be difficult, which is why  b) Students are asked to complete the 
I can recognize  first group will begin their  the sheets will be  charts based on vocabulary words they 
and  use  key  templates.  assessed later.   need practice with/are not fully 
vocabulary      comfortable with giving them the freedom 
terms  and    b) Teacher will examine the  to choose 
definitions  b) The teacher will model the  vocabulary boxes the students   
correctly  flyswatter game and divide that  completed to check for  c) During flyswatter game, all students 
individually/in 
half of the class into two groups.   accuracy and understanding  will be given the opportunity to match the 
a small group.  
 
  between rounds of the game  spoken word to the written word on the 
Flyswatter:      screen.  
a)​CO​:  I  can  c) Teacher will also monitor   
match  a  which vocabulary  d) Lower-level ELs will be given additional 
vocabulary  words/definitions students  matching or simplified definitions when it 
term  to  the  struggle with to check for  is their turn for the flyswatter game 
correct  re-teaching opportunities   
definition/ 
   
example. 
 
 
Vocabulary 
Template 
b)  ​LO: 
I  can  discuss 
and 
write/draw  a 
vocabulary 
term, 
definition  and 
appropriate 
picture 
individually/in 
a small group 
 
***At the beginning of each class we have a read-aloud so I begin by reading a chapter of Enrique’s Journey to the students and we have a brief
discussion about that book.

Flyswatter 
b) ​LO​:  listen to 
a 
definition/voca
bulary  term 
and  select  the 
matching  term 
using  a 
flyswatter 
 

Extension/  a) Teacher will check for  a) Formative assessments will  a) In the future, students may be able to 
Closure  completion of vocabulary  be made based on the students  create their own examples/definitions for 
a)​  ​Content  templates. As this is a new  responses to the flyswatter  the flyswatter game even based on their 
Objectives: 
activity, the students may need  game. This will help to  Marzano templates 
I  can 
demonstrate 
more time to complete on an  emphasize any re-teaching that   
my  alternate date  needs to occur on any terms.  
understanding     
of  vocabulary    b) Self assessment will also be 
words  using  a  included as students are on 
formative  their way out of the classroom 
assessment  via thumbs up/thumbs down 
(thumbs  up, 
for how this assignment was 
down, middle)  
 
helpful to them. 
b)​  ​Language 
Objectives: 
With  a partner, 
I  can  orally 
state  which 
vocabulary 
words  I  need 
more  practice 
with 
 
 
Accommodations  
***At the beginning of each class we have a read-aloud so I begin by reading a chapter of Enrique’s Journey to the students and we have a brief
discussion about that book.

 
In this class, accommodations are provided during testing or writing assignments. Therefore, accommodations do not need to be provided 
during this lesson. When we test over these terms, many students will have the test read to them, test in a small group, have additional time to 
complete or have the amount of writing required decreased by 50%.  
 
Rubrics  
 
There is not a formative rubric included for this lesson, other than checking to see that their Marzano vocabulary sheets are completed correctly 
using the term in a sentence, with a definition and a picture.