SIOP Language Analysis Template: Name: Arianna Munoz Chevalier

Along with the revised peer reviewed visual literacy activity, I want you to now fill out the SIOP
Language Analysis Template. You will need to think about this activity more in depth and
answer all the questions listed in the template to be able to finish the assignment with a fully
thought out plan in place for a visual literacy activity that also meets the needs of your ELLs
students. See the template details for more information on how to complete it, please feel free to
alter or add anything that you see fit to your original plan into this template based on our
discussion and peer review today. This is meant to be a progressive assignment that continues to
build upon itself to allow you to consider new aspects of integrating visual literacy into your
planning.

Visual Literacy Assignment Rubric Total:________/50 points

SIOP Language Analysis Template:________/25 points

Final Grade:__________/75points
SIOP Language Analysis Template

Instructions: Think about your visual literacy lesson and its corresponding content objectives.
Come up with at least one language objective that you feel your students are practicing in
this lesson. Next analyze your lesson for how well the interactive activities practice each
language domain. Think about the group configurations that would be best for this kind of
language practice. Also consider the academic and content vocabulary. Lastly think about
how students will practice each piece of vocabulary by coming up with sentence stems and
ways they could use each one in a sentence.

Lesson Language Objective: (Add at least 1 language objective for this project. Pick one or
more of the language domains that you think could be practiced during this activity and create
an objective for it. It must relate to your visual literacy lesson.) 5 points

My students are practicing the speaking and listening language domains by analyzing and
reflecting what they see in the historic artwork during discussions.

Language objective: Given the VTS/art criticism questions, students will analyze the artwork
through discussion.

Domain Practice: (For this section think about the procedure in your lesson plan so far, now
analyze it for how well it used the four language domains. Tell me where/how you built in
practice of each domain, and if one is missing tell me how you could alter the lesson to
incorporate that domain. All four domains need to be described.) 5 points

My students are practicing the speaking and listening language domains by analyzing and
reflecting what they see in the historic artwork during discussions. My students are also
practicing the writing language domain by analyzing and reflecting what they see in the historic
artwork during the assessment. The one domain I felt was missing was reading. I could have
students read about their artwork and write what they learned about the artwork and the artist
in their assessment.

Group Configuration: (Think about the best ways you could group students to help practice
these domains. Would this be whole group discussions, small groups discussions at their tables,
sharing with partners, etc. How might you help your language learners by partnering them
with certain students? Why did you pick this group configuration?) 5 points

Whole group discussion allows for deeper learning opportunities by sharing their ideas and
gaining different perspectives. Students can share their prior knowledge and experiences can
connect with others when all the students are looking at the same piece of art. It’s easier for
our brains to store information when it's connected to background knowledge because our
brains are wired to make connections. I could modify the lesson into a think-pair-share
approach. This approach allows for individual reflection, teaches students to explain their
thoughts and keep students engaged.
Content and Academic Language Vocabulary: (Look at the lesson you made so far. What
content vocabulary will be taught? Also, what academic vocabulary and language skills the
students will practice. Break it up into two parts, the vocabulary and the language skills. Think
nouns and verbs. Make sure it is a complete list of any new vocabulary you’d use.) 5 points

New content vocabulary I use to teach about the Civil Rights Movement:

Civil: Occurring between or among citizens of the state

Right: An abstract idea of that which is due by law or nature

Movement: A group of people who try together to achieve certain goals

Discrimination: Prejudice or unjust behavior to others based on differences in age, race or

gender.

Segregation: The act or practice of keeping people or groups apart.

Analyzing, speaking, listening, demonstrating and concept skills were used in the lesson,
although I never discussed them with the students. Although, this academic vocabulary could
be introduced to the students.

Vocabulary and Academic Language Usage: (Give possible sentence stems or ways each new
vocabulary term can be used in a sentence. This will model to students how they will use the
vocabulary and language skills they are being taught. Give possible sentence stems and ways of
modeling the potential ways students will use the vocabulary and language skills they are being
taught. See the example for ideas. There needs to be one for every vocabulary term you listed
above.) 5 points

When analyzing the artwork, I noticed __________ made me think about ____________
because ________________________. This reminds me of ________________________.

Listening to a different perspective, I believe ___________________________________.

The artist demonstrates _______________________ when________________________.

This artwork reminds me of _________________________________________________.

I can connect to _______________________ because ____________________________.

The concept of the artwork is _______________________________________________.

The concept relates to my life because ________________________________________.