Amanda Benko

EDUC 359
Fall 2020
SIOP LESSON PLAN
SUBJECT: English Language Arts
UNIT FOCUS: Concepts of Print

Lesson #1 Length of Lesson 40 min

STANDARD(S):
● CC.1.1.K.A: Utilize book handling skills.
● CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print.

LESSON TOPIC: Identifying Parts of a Book

OBJECTIVES: write on board and read out loud

Language Students will:
● Define new vocabulary visually and through labeling.
Content Students will:
● Identify the parts of a book through labeling and pointing.

KEY VOCABULARY: title, author, front cover, back cover, pages

MATERIALS: a book, book parts empty diagram, labeled sticky notes

______________________________________________________________________________

PREPARATION:
1) The teacher will write key vocabulary onto sticky notes. Label title, author, front cover,
back cover, and pages.
2) The student will be asked to select their favorite book either from the classroom library.

MOTIVATION:
** Post, read, and explain the content and language objectives of this lesson to the students.
“Let’s look at our language objectives for today. Students will (read language objective above).
Now let’s look at our content objectives for today. Students will (read content objectives above)”
Explain the objectives.

WARM UP/BUILDING BACKGROUND: (15 minutes)

 ● The student will have a book selected to read. The teacher will read it to the student.
● After reading the text, the teacher will ask the student what they thought about the book
and how it made them feel by using simple phrases.
○ If the student needs help expressing their thoughts and feelings they can refer to
an emotions chart. The teacher will then help them construct simple phrases.

PRESENTATION: (10 minutes)

● After reading the book, the teacher will point out key features of the text and explain why
they are important to the reader. After the teacher says the key term and points to it on the
book, she will have the student also point to it and repeat the word.
● The teacher will integrate aspects of the student’s native language, along with gestures
and visuals, to help deepen their understanding.
● The teacher can also facilitate a discussion with the student about each book part to see if
they have any thoughts to add.
○ The front cover helps the reader get an idea of what the book is about. The reader
can look at the pictures on the front cover.
○ The title can help explain the book to the reader and pique their interest.
○ The name of the author tells the reader who wrote the book.
○ The back cover sometimes gives the reader more information about the book.
Sometimes there is a summary, an author bio, or more visuals.
○ The pages of the book is where the story takes place. They’re usually numbered
so the reader can go back to certain parts of the book.
● The teacher and student will fill out a diagram about the concepts of print. The student
can use this diagram as a resource later.

PRACTICE/APPLICATION: (10 minutes)

● The teacher will select a sticky note with a vocabulary term about the features of print on
it. The teacher will show the student the word and say it aloud.
● The student will have to repeat the word and point to where it would be located on the
book. The student can use the diagram as a resource if needed.
● The teacher and student will review this together a couple of times (approx. 3-5 times).

REVIEW/ASSESSMENT: (5 minutes)
● The student will be given the sticky notes with key terms on them. The student will place
each sticky note on the book to indicate where that feature of print is located.
○ 1) Take out your book and sticky notes.
○ 2) Pick a sticky note and read the word.
○ 3) Put the sticky note over that part of the book (ex. if you pick up the term “title,”
place the sticky note over the book’s title).
○ 4) Put all the sticky notes on a part of the book.
 ● Review objectives: “Let’s see if we met our language objectives for today. Students will
(read language objectives above). Now let’s see if we met our content objectives for
today. Students will (read content objectives above).” Discuss if met or not and why/how.

STRATEGIES:
1. I do-We do-You do → this strategy is effective because it follows the gradual release of
responsibility framework. The teacher will first model identifying the parts of the book to
the student, then identify parts of the book together, then have students identify them
individually. This will help develop the student’s understanding.
2. Diagram/Graphic Organizer → this strategy is effective for the lesson because it visually
represents each part of a book and serves as a resource for the student. The student can
use this diagram when completing later activities.
3. Hands-On Labeling → this strategy allows the student to be hands-on, which addresses a
more kinesthetic learning style. It also allows the student to apply the terminology to a
real-life book, instead of just an empty diagram.