SIOP Language Analysis Template: Name:__Logan Vermeer_________

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

The language domain I think goes best with mine (without making modifications to the current
lesson) would be writing. Not only are the students doing a writing portion in this assignment,
but they are also being asked to recreate what they see. For this, they are needing to use their
understanding of how to both read but also “write” or create with paper and color, how they
interpret the image. The language objective for this assignment would be for their spelling and
punctuation in their reflection to be accurate. Without this, it could be very difficult to make
sense of what the student is trying to convey.

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

For this lesson, I believe I did a pretty good job at incorporating all of them. Of course, there are
some stronger ones than others, but each are represented. I could have more emphasis on
making sure students are being attentive listeners when their peers are sharing their
reasonings. I could have added more emphasis on how to give good feedback to their peers as
well. For the speaking domain, it is also a shorter and not as much of a focus for this lesson as
this lesson is more a personal and individual/expressive one. For this domain, students will be
telling their peers why they interpreted the lesson as they did, and why they changed or added
to the photo the way they did. The writing domain would be covered by writing their reflection
of what they did and why they did it but also by the visual representation on their
interpretation of the artwork Starry Night, into what they have now created. The reading
domain would be when they are reading their reflection to their peers but also “reading” by
looking carefully and critically at the artwork they are going to replicate. For this, they need to
make visual notes of the mood, feeling, colors and message that the artwork shows off to them.
For each student this could be similar or extremely different.

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

Being that this lesson is more individualized at least initially, I would try and put students in new
groups with students that they do not normally sit near or talk to. I would avoid putting kids
who fight or don’t get along together in groups. I would also be cautious about putting too
many students together that struggle at being good listeners or keeping students together who
don’t like to talk as much. Trying to keep an even number of each in a group would be key. As
mentioned in the lesson plan, this time would be in small groups. We also would incorporate a
large group time as well for students to share but this would be less time. The goal is for
students to be able to make sense of what they created and be able to explain why they
interpreted it this way.

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

For this lesson, I did not focus on vocabulary or language skills specifically. Seeing this as
something that should be included though, I think it would be fairly easy to add. Including
vocabulary such as, mood, tones, or depth of a piece of artwork could be addressed. I do
mention being able to interpret their artwork and the artwork they created. So going in detail
on what that might mean or how that might look could be gone more in depth as well. To have
students speak intentionally and choose their words carefully could make their work come alive
more and have it better understood.

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

Mood: The mood of this felt _________________ (happy, sad, warm, cold etc.). I wanted to add
_________because I wanted to feel _________ when someone viewed it.

Tone(s): The tones in this piece of artwork were ________________. It felt ___________
because of the similar colors and use of light.

Depth: In this piece of art, I added ___________. This allows the viewer to see the distance in
the photo and gather information about the size of certain objects.

Interoperate: I interpreted the artist’s work by the way the used the color. They created a
___________ looking piece which made me feel ________________.