SIOP lesson plan

Liany Antigua

EDDN 634

Dr. Simms

TEACHER: L. ANTIGUA CLASS: 10TH GRADE DATE:10/14/2021

TOPIC: “WHAT ARE YOU THINKING ABOUT, ROBERT?” POEM

CONTENT OBJECTIVES: SWBAT MAKE TEXT-TO- LANGUAGE OBJECTIVES:

SELF CONNECTIONS ABOUT THE ADVERSITIES THEY SWBAT USE SENTENCE FRAMES SUCH AS “I
FACE THINK …”, “I FEEL …”, “ I WONDER
BY READING “WHAT ARE YOU THINKING ABOUT, …”, “I HOPE …” TO EXPRESS THEIR THOUGHTS.
ROBERT?” AND CREATING A
CONCRETE POEM.
KEY VOCABULARY: MATERIALS (including supplementary and adapted)
● TEXT-TO-SELF CONNECTION ● LESSON SLIDES
● ADVERSITY ● PROMETHEAN BOARD
● CONCRETE POETRY ● IPAD FOR CLASS DOJO
● INFERENCE ● ENTRY TASK TICKETS (INDEX CARDS)
● SACAGAWEA (PRE-TEACH ● COPIES OF TECHNICALLY, IT’S NOT MY FAULT (PREVIOUSLY
PRIOR TO READING THE POEM) DISTRIBUTED TO
● WWE SMACKDOWN (PRE- STUDENTS IN BAGGIES FOR ORGANIZATION PURPOSES)
TEACH PRIOR TO READING THE ● CONCRETE POEMS ON CONSTRUCTION PAPER WITH PICTURE OF
POEM) EACH
STUDENT (PREVIOUSLY ASSEMBLED TO MAXIMIZE INSTRUCTIONAL
TIME)
● EXIT TICKETS (INDEX CARDS)
● TIMER
● PENS/PENCILS/MARKERS/COLORED PENCILS
● TEACHER CLIPBOARD WITH CHECKLIST
HIGHER ORDER QUESTIONS:
● HOW DO MODERN AUTHORS USE LANGUAGE TO CONVEY THEME AND MEANING
IN A LITERARY TEXT?
● HOW CAN I SHARE THE ADVERSITIES I FACE?
ACTIVITIES
TIME:
Lesson Steps: ● Entry Task ● Review Vocabulary Words ● Read "What Are You
45 mins
Thinking About, Robert?" ● Answer focus questions ● I Do: What Are You Thinking

About, Percy Jackson? ● We Do: What Are You Thinking About, Hugo? ● You Do:

Create a concrete poem ● Exit Ticket Students will review the Instructional Objective and

lesson steps. Then, they will either complete the entry task on an index card or aloud as a
mini class discussion. Next, I will review vocabulary words concrete poetry and

inferences. I will pre-teach unfamiliar words that the students will read about in the poem:

Sacagawea and WWE Smackdown, as well as provide visuals and ask students if they

have any prior knowledge on these words. Before we read the poem, we will look at the

structure of it and reflect upon what we notice and what we wonder based on what we

know so far about the main character and narrator, Robert. We will also look at the focus

questions prior to reading as a strategy to focus-in on specific things: ● What is Robert

thinking about? ● What is one problem that Robert has? ● What would happen if Robert

shared his thoughts aloud? ● Why do you think Robert chooses not to share his inner

thoughts? ● What can you infer about Robert based on his thoughts? Then, we will read

the poem, pointing out that the students will have to turn their books around to read

Robert’s thoughts since that is the structure of the poem. First time we read it, I will read

it for fluency and so the students can hear it aloud. Second time we read it, I will use the

popcorn reading strategy to allow students to have an opportunity to practice reading the

text aloud. I will also provide some students (as needed) a transcript of the poem as an

accommodation if they are having a difficult time with turning the book around to read the

text. Then, I will use the focus questions as a class discussion, calling on students, using

wait time, and distributing ClassDojo points for participation. After that, I will introduce

to the students that they will be creating their own poems similar to Robert’s in which

they will share their thoughts. A template is provided to each student to maximize

instructional time. Teachers will display their examples of the completed concrete poems

and read it aloud to the class. Teachers will share and model their thinking process for the

poem. Then, I will ask the students what they are thinking about for their concrete poems

and give them possible ideas to help them: ● technology ● school ● favorite subject ●

least favorite subject ● 7th grade ● summer ● pets ● feelings 3 ● emotions ● food ●

sports ● movies ● TV shows ● What’s on the menu today for lunch? I’m STARVING!!!
● I wonder what my cat is doing while I’m in school. ● I think … ● I feel … ● I wonder

… ● I hope ... After that, students will begin to write their own concrete poems. Teacher

will circulate the classroom and will be able to work with students, check for students’

understanding, and give additional feedback and support. Students will have time to share

aloud with their classmates and then teachers will hang up their work on the inside

bulletin board. Students will complete the exit ticket on an index card at the end of the

period.

STUDENT ACTIVITIES (CHECK ALL THAT APPLY FOR ACTIVITIES THROUGHOUT

LESSON):

Scaffolding: X Modeling X Guided Independent

Grouping: Whole X Small Group X Partners X Independent

Class

Processes: X Reading X Writing X Listening X Speaking

Strategies: Hands-on X Meaningful Links to Objectives

REVIEW AND ASSESSMENT (CHECK ALL THAT APPLY):

X Individual Group X Written X Oral

REVIEW KEY VOCABULARY:

● TEXT-TO-SELF CONNECTION
● ADVERSITY
● CONCRETE POETRY
● INFERENCE
● SACAGAWEA (PRE-TEACH PRIOR TO READING THE POEM)
● WWE SMACKDOWN (PRE-TEACH PRIOR TO READING THE POEM)

Instructional Groups based on Data

Students are working independently based on reading levels, formative assessments,

behavior, classroom performance, NYSESLAT scores and individual needs (both based
on IEP information and teacher observations).

Modifications/Differentiation

Use of graphic organizers and checklists to support students with organizational and focus

skills ● Use of multi-sensory instruction and multiple modalities (e.g., auditory, visual,

tactile, etc) when presenting directions, explanations, and instructional content ●

Accommodations during class instruction, such as: instructions and directions broken into

simple steps, constant redirection and prompting, rephrasing, and use of visual to support

verbal directions ● Constant encouragement and positive reinforcement ● Several

opportunities to practice new material in different contexts ● Use of support of focusing

aides when completing independent work (timer) ● Lower level ELLs paired with same

language partners to support comprehension (as necessary) ● Teachers repeat questions

and prompts (as necessary) ● Lessons are differentiated to challenge certain students as

well as maintain individual needs (less scaffolds and individual attention) ● Some

students benefit from a highlighter to underline context clues and examine important

information if needed ● Teachers encourage students to think on a higher level. All

students will be given the chance to try higher level activity. If this task is too difficult, the

teachers will modify and differentiate with materials at hand

Summary/ Assessment

● Entry Task ● Share aloud of possible responses to questions ● Points of Entry: visuals

to help students understand the poem/unfamiliar vocabulary ● Teacher observations/notes

on teacher clipboard 6 ● Thumbs up/down to check for understanding ● Have students

repeat back information ● Concrete poem ● Share aloud of concrete poems ● Exit Ticket

Tell students that reflecting, or thinking back on, our learning is a very important and
powerful process for learners, both children and adults.

CCLS

● RL.6.2: Determine a theme or central idea of a text and how it is conveyed through

particular details; provide a summary of the text distinct from personal opinions or

judgments.

● RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall

structure of a text and contributes to the development of the theme, setting, or plot.

● RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a

text.

● W.6.3: Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event sequences.