SIOP Instructional Unit Plan NEW

8/17/2019 SIOP Instructional Unit Plan NEW

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Jordan BettisLesson Plan Design Elements

(Based on Marzano’s Instructional Framework)

Lesson Segment Inoling !outine Eents

Communicate LearningGoals and Feedback

Rigorous learning goal: I can analyze what supporting details have in common todetermine the main idea.

"isplay the learning goal with visual support." Read the learning goal at the beginning then ask students to chorally repeat.

" Re!er to learning goal at the end and ask students to circle thumbs up "I can dothis#$% thumbs in the middle "I&m getting there$% or thumbs down "I need

help#$.

Lesson Segment #ddressing $ontent%&el'ing Students Interact wit ew *nowledge

Identi!y Critical

Content

'opic vs. main idea( )ow something really important is that I&m going to tell you that each

o! these bags have to do with school. 'hat&s the topic% *ust one or two words that it&smostly about. +ut% we are looking !or the main idea. ,o we are going to be talking about and

thinking% -what eactly about school is this about/0 and we are going to write a sentence.1elp ,tudents 2rocess )ew Content

Introducing main by showing visuals o! main dish and main entrance.

,chool theme( starting with something students are !amiliar with.

3isuals used throughout.

,heltered Instruction 4bservation 2rotocol ",I42$( research based lesson !ramework provento increase student achievement% particularly !or 5LL students.

1elp ,tudents Record

and Represent )ewContent

,tudents record topic% main idea% and supporting detail on a graphic organizer.

1elp ,tudents Re!lect

on Learning

6t the end o! the lesson ask student to re!lect on their learning by circling thumbs up "I can

do this#$% thumbs in the middle "I&m getting there$% or thumbs down "I need help#$.

Planning and Pre'aring +or Lessons

,ca!!old In!ormation

within lesson

Logical presentation o! content" +road to speci!ic "topic% main idea% supporting details$

6nticipates potential con!usions" 'opic vs. main idea" +ring attention to the !act that a topic is one or two words about what the tet is

mostly about and more broad "school$ and a main idea is a sentence that tells us

something speci!ic about the topic "technology helps us learn at school$.

Related to school theme% a topic that students have eperience with.3isual support.

Gradual release o! responsibility "model% guided practice% partners$.2rogress 'oward aeeper 7nderstanding

o! Content

'his lesson serves as an introduction to the !oundational concepts o! main idea andsupporting details. ,tudents would apply these !oundational concepts in an authentic way

during independent reading or guided reading. 8e would transition !rom determining the

main idea !rom simple phrases with visual support to determining the main idea o! a

paragraph% recounting the key details% and eplaining how they support the main idea. 9ainidea and supporting details would also etend into writing time and students would work on

creating paragraphs that had a main idea and details that support the main idea.


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SI,P Instructional -nit Plan Jordan Bettis

.ematic .o'ic/,chool

0rade%$lass%Su12ect/rd grade reading comprehension% level language pro!iciency

Standards/I486 C4R5 ,'6)6R

Reading ,tandards !or In!ormational 'et;ey Ideas and etails

RI.2.2-Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs

within the text.

LESS, P!EP#!#.I,Content 4b*ective"s$:

" I can analyze what supporting details have in common to determine the main idea.Language 4b*ective"s$:

" I will demonstrate my understanding by reading and analyzing supporting details% discussing the mainidea with peers% and writing down the main idea on a graphic organizer.

9aterials "including supplementary < adapted$: 9ain idea mystery bags% pencils

B-ILDI0 B#$*0!,-D#ctiitiesLinks to Learning: I know you have been learning about main idea in your classroom. 'hink(pair(share% what do

you know about main idea already/


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Links to 5perience: ,tudents will determine the main idea !rom tet related to the topic o! school% an

eperience that all students in the classroom have background knowledge about.;ey 3ocabulary: 9ain idea% supporting details% analyze% determine

$,MP!E&ESIBLE IP-.Lesson Se3uenceClear 5planations "oral < written$:

Introduce the word main=. I know that you have been learning about main idea in your classroom and that is what we are going to

be learning about today. +e!ore we read our learning target I want to talk about the word main. I have

heard that word be!ore.

. ,how picture o! school lunch. I have heard the word main dish. 8hen we eat lunch at school there area lot o! di!!erent !oods on our tray. In this picture there is an orange% a cookie% !ries% lettuce% and tomato.'hose are the side dishes% but there is also a main dish. 'he main dish is the biggest and most important!ood on the tray.

>. ,how picture o! the school. I have also heard the word main entrance. I notice that there are a lot o!entrances to your school% there are a lot o! di!!erent doors that you can go in. +ut% I notice that there is amain entrance. 'hat is the door that you go in most o! the time. ,ometimes% like a!ter recess% you might

go in a certain door% but most o! the time you go through the main entrance that is by the o!!ice.?. I know that main means biggest or most important. 'he most important !ood on the tray is the main dish

"show picture o! school lunch$ and the most important entrance is the main entrance "show picture o!school$.

@. ,how picture o! main idea. ,o today we are going to talk about main idea o! a tet or book.a. 'hink(pair(share( what do you know about main idea/

b. 9ain idea means what it&s mostly about or what is most important. 8hen good readers read theyask themselves% -what is this mostly about/0

Introduce content ob*ective and academic vocabulary

A. Read ob*ective: I can analyze what supporting details have in common to determine the main idea. 2oint

out and eplain the words analyze and determine.

a. 6nalyze(to read really closely and think care!ully about a tet. b. etermine(to think care!ully about di!!erent choices and make the best choice.

B. 6sk students to chorally read ob*ective.Introduce language ob*ectives

. 8hen we !ind the main idea we kind o! have to be like detectives. 8e have to look really closely at the

tet and think about what it is mostly about. I brought some main idea mystery bags that have somesupporting details inside o! them. 4ur *ob is going to be to read the details inside% analyze the details%

and think about what the details have in common% or what they are mostly about "language ob*ective$.

8e are going to be determining the main idea.

D. )ow something really important is that I&m going to tell you that each o! these bags have to do withschool. 'hat&s the topic% *ust one or two words that it&s mostly about. +ut% we are looking !or the main

idea. ,o we are going to be talking about and thinking% -what eactly about school is this about/0 andwe are going to write a sentence "language ob*ective$.

=E. First% I&m going to show you how to do it and then you guys will get a chance to do one with a partner.

9odel


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==. Identi!y picture details !rom the main idea mystery bag one at a time. Record the word to match the

picture on a t(chart in which one side is labeled main idea and the other side is labeled supporting

details.=. 'hink aloud

a. 1mmm what do these have in common/

b. I know they are all electronics% and they are all technology% and it&s talking about how we usetechnology at school. ,o I&m thinking how I could put those ideas into a sentence to write a main

idea.

c. 5lectronics helps us learn at school.

d. ,chools today use a lot o! di!!erent kinds o! electronics.=>. )ow% my last *ob is to think about another detail that would support this. ,o I want to think o! something

that proves that we use a lot o! technology at school.

a. ,o would it make sense i! I said% -we use scissors to cut0. oes that support or prove our mainidea that electronics help us learn at school/ 6re scissors an electronic/ )o% so that doesn&t

support our main idea. 1mm what about% we use headphones to listen to our devices.

1eadphones are an electronic% so that helps prove our main idea that electronics help us learn atschool.

Guided partner practice


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=?. 4kay% now we are going to try one together.=@. 2ass out main idea mystery bags to partners.

=A. 8e are going to look at the picture clues or details together and think about what they have in common

or what the main idea is.

=B. Remember% we know the topic is school% so that&s not going to be our main idea. 8e are thinking about a

sentence about school. 8hat all o! these details are speci!ically about.=. ,tudents take turns pulling out a clue and identi!ying the word the picture represents. 'he teacher

records the words on the t(chart.=D. 1mm what do these have in common/ 8e know they are all about school% but what speci!ically about

school/

E. 'hink(pair(write(share( work with your partner to analyze the details and write the main idea.=. 4kay% now we are thinking what other detail would support the main idea. Like% a detail about recess

wouldn&t work. It has to do with school% but it doesn&t have to do with how we get to school. 'hink

about another detail that supports our main idea.

. 'hink(pair(write(share( work with your partner to think o! another detail that would support the mainidea.

Closure>. Can you show me you are ready to move on by putting all o! your details back in your mystery bag and

putting your eyes and ears on me.

?. 4ur learning target today was% I can analyze what supporting details have in common to determine themain idea. I want you and your partner to think about how you are !eeling about meeting this goal. 6sk

students to circle thumbs up% thumbs middle% or thumbs down.

@. )ow that you have had practice !inding the main idea o! short sentences% your net step would be!inding the main idea o! a paragraph or book and eplaining how the details support the main idea. ou

could do this with your independent reading book or your books during small group time.


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3ariety o! 'echniues "modeling% visuals% hands(on activities% demos% gestures% body lg$:" 9odeling( 9odel !irst mystery bag% think(aloud% gradual release o! responsibility." 3isuals( 3isuals with academic vocabulary% photographs !or main dish and main entrance% visual

supports with supporting detail tet% graphic organizer." 1ands(on(activities( 9ain idea mystery bags gives students opportunity to manipulate the tet." +ody language(3ariety o! gestures to increase comprehensible input." 2roductive partner work( 8orking% discussing and writing with partners on main idea mystery bags.

S.!#.E0IES1igher(4rder Huestions:

" 8hat do these details have in common/" 8hat is another detail that would support the main idea/" 1ow are topic and main idea similardi!!erent/

,ca!!olding: Introducing vocabulary word main% gradual release o! responsibility.Learning ,trategies:

" 'hink(pair(share" 'hink(write(pair(share" 9ain idea mystery bags.

I.E!#$.I,Grouping: JKJ8hole Class JJJ,mall GroupJJKJ2artners JJJIndependent

4pportunities !or Interaction:" 'hink(pair(share "what do you know about main idea$" 2roductive partner work while working on main idea mystery bag.

2rimary Language "L=$ ,upport: 5ncourage students to use L= i! necessary.

P!#$.I$E%#PPLI$#.I,7se o! hands(on materialsmanipulatives:

" 9ain idea mystery bags.

6ctivities to apply contentlanguage knowledge:2rocesses: JKJReading JKJ8riting JKJListening JKJ,peaking

LESS, DELI4E!5Content < Lg 4b*ectives shared with students:

" Rigorous learning goal: I can analyze what supporting details have in common to determine the mainidea.

" isplay the learning goal with visual support." Read the learning goal at the beginning then ask students to chorally repeat.

" Re!er to learning goal at the end and ask students to circle thumbs up "I can do this#$% thumbs in themiddle "I&m getting there$% or thumbs down "I need help#$.

,tate ob*ective at the beginning and the end o! the lesson.

,tudent 5ngagement:" ,tudents will be engaging in hands on materials and manipulatives during the partner work with main

idea mystery bags." ,tudents will be engaged by peer interaction." ,tudents will be engaged in topics relevant to their own eperiences "school$.


7/13

Lesson 2acing "based on student needs$:" ,trategies to maimize time

o Graphic organizers

o Guided practice with teacher support.

" ,ensitivity to student needso 6llow ample time !or students to process uestions be!ore calling on a student to answer.

!E4IE6%#SSESSME.

Review o! vocabulary < key concepts:" Restate lesson ob*ective at the end.

6ssessment o! lesson ob*ectives:" ,tudent sel!(assessment and sel!(re!lection "thumbs up% thumbs in the middle% thumbs down$" Formatively assess students through observations and discussion.

Feedback provided to students:" 3erbal !eedback during discussion.

SI,P Instructional -nit Plan Jordan Bettis

.ematic .o'ic/,outhwest 7nited ,tates "Link to grade level social studies unit in their classroom$

0rade%$lass%Su12ect/?th grade reading comprehension% level ? language pro!iciency

Standards/I486 C4R5 ,'6)6R


8/13

Reading ,tandards !or In!ormational 'et

;ey Ideas and etailsRI.4.2-Determine the main idea of a text and explain how it is supported by key details; summarize the

text.

LESS, P!EP#!#.I,Content 4b*ective"s$:

" I can analyze what supporting details have in common to determine the main idea.Language 4b*ective"s$:

" I will demonstrate my understanding by reading and analyzing supporting details% discussing the mainidea with peers% and writing down the main idea on a graphic organizer.

9aterials "including supplementary < adapted$: 9ain idea mystery bags% pencils

B-ILDI0 B#$*0!,-D#ctiitiesLinks to Learning: I know you have been learning about main idea in your classroom. 'hink(pair(share% what doyou know about main idea already/

Links to 5perience: ,tudents will determine the main idea !rom tet related to the topic o! school% an

eperience that all students in the classroom have background knowledge about.

;ey 3ocabulary: 9ain idea% supporting details% analyze% determine

$,MP!E&ESIBLE IP-.Lesson Se3uenceClear 5planations "oral < written$:

Introduction the word main

A. I know that you have been learning about main idea in your classroom and that is what we are going to

be learning about today.B. ,how picture o! main idea. ,o today we are going to talk about main idea o! a tet or book.

a. 'hink(pair(share( what do you know about main idea/

b. 9ain idea means what it&s mostly about or what is most important. 8hen good readers read they

ask themselves% -what is this mostly about/0


9/13

Introduce content ob*ective and academic vocabulary

. Read ob*ective: I can analyze what supporting details have in common to determine the main idea. 2ointout and eplain the words analyze and determine.

a. 6nalyze(to read really closely and think care!ully about a tet.

b. etermine(to think care!ully about di!!erent choices and make the best choice.D. 6sk students to chorally read ob*ective.

Introduce language ob*ectives

>E. 8hen we !ind the main idea we kind o! have to be like detectives. 8e have to look really closely at the

tet and think about what it is mostly about. I brought some main idea mystery bags that have somesupporting details inside o! them. 4ur *ob is going to be to read the details inside% analyze the details%

and think about what the details have in common% or what they are mostly about "language ob*ective$.

8e are going to be determining the main idea.>=. )ow something really important is that I&m going to tell you that each o! these bags have to do with the

,outhwest 7nited ,tates% I know that&s what you have been learning about in social studies. 'hat&s the

topic% *ust one or two words that it&s mostly about. +ut% we are looking !or the main idea. ,o we aregoing to be talking about and thinking% -what eactly about the ,outhwest 7nited ,tates is this about/0

and we are going to write a sentence "language ob*ective$.

>. First% I&m going to show you how to do it and then you guys will get a chance to do one with a partner.9odel

>>. Read details !rom the main idea mystery bag one at a time and show supporting picture.

a. 'he whole state is A%E miles suared.

b. 'he only state larger than this state is 6laska.


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c. 'his state is BB> miles !rom east to west.

d. Germany could !in inside this state.>?. 'hink aloud

a. ,tart with the topic% I know that all o! these details have to do with the ,outhwest 7nited ,tates.

1mm which state is this about/ 8ell I know 'eas is the second biggest state% so I am going towrite 'eas as my topic.

b. 1mmm what do these have in common/ 8hat eactly and speci!ically about 'eas are these all

about/

c. 6ll o! these details have to do with the size o! 'eas. ,o I&m thinking how I could put those ideasinto a sentence to write a main idea.

d. 'eas is a very large state.

e. 'eas is the second largest state.!. )otice how my topic is one word and my main idea is a !ull sentence. 6ll o! the details support

or prove my main idea.

Guided group practice

>@. 4kay% now we are going to try one together.>A. 2ass out one detail !rom the bag to each student in the group.

>B. 8e are going to read the clues or details together and think about what they have in common or what themain idea is.

>. isplay details and chorally read as a group.>D. Remember% we are also thinking about what state in the ,outhwest 7nited ,tates these clues are about so

that&s not going to be our main idea. 'hen we will write a sentence about what all o! these details are

speci!ically about.?E. isplay clues on the doc cam and read them chorally with the students.

?=. 1mm what do these have in common/ 8hat state are these details about/ 8hat speci!ically about that

state/?. 'hink(pair(write(share( work with your partner to analyze the details and write the topic and main idea.

Independent partner practice


11/13

?>. Give a main idea mystery bag to two students and have them work in partners.??. isplay directions on the board.

a. Read details in the bag.

b. etermine the topic "which state is this about/$

c. etermine main idea "what eactly about the topic/$d. 8rite on the graphic organizer.

Closure

?@. Can you show me you are ready to move on by putting all o! your details back in your mystery bag and putting your eyes and ears on me.

?A. 4ur learning target today was% I can analyze what supporting details have in common to determine themain idea. I want you and your partner to think about how you are !eeling about meeting this goal. 6sk

students to circle thumbs up% thumbs middle% or thumbs down.

?B. )ow that you have had practice !inding the main idea o! short sentences% your net step would be

!inding the main idea o! a paragraph or book and eplaining how the details support the main idea. oucould do this with your independent reading book or your books during small group time.

3ariety o! 'echniues "modeling% visuals% hands(on activities% demos% gestures% body lg$:" 9odeling( 9odel !irst mystery bag% think(aloud% gradual release o! responsibility." 3isuals( 3isuals with academic vocabulary% photographs !or main dish and main entrance% visual

supports with supporting detail tet% graphic organizer." 1ands(on(activities( 9ain idea mystery bags gives students opportunity to manipulate the tet." +ody language(3ariety o! gestures to increase comprehensible input." 2roductive partner work( 8orking% discussing and writing with partners on main idea mystery bags.

S.!#.E0IES1igher(4rder Huestions:

" 8hat do these details have in common/" 8hat is another detail that would support the main idea/" 1ow are topic and main idea similardi!!erent/


12/13

,ca!!olding: Introducing vocabulary word main% gradual release o! responsibility.

Learning ,trategies:" 'hink(pair(share" 'hink(write(pair(share" 9ain idea mystery bags.

I.E!#$.I,Grouping: JKJ8hole Class JJJ,mall GroupJJKJ2artners JJJIndependent

4pportunities !or Interaction:

" 'hink(pair(share "what do you know about main idea$" 2roductive partner work while working on main idea mystery bag.

2rimary Language "L=$ ,upport: 5ncourage students to use L= i! necessary.

P!#$.I$E%#PPLI$#.I,7se o! hands(on materialsmanipulatives:

" 9ain idea mystery bags.6ctivities to apply contentlanguage knowledge:

2rocesses: JKJReading JKJ8riting JKJListening JKJ,peaking

LESS, DELI4E!5Content < Lg 4b*ectives shared with students:

" Rigorous learning goal: I can analyze what supporting details have in common to determine the mainidea.

" isplay the learning goal with visual support." Read the learning goal at the beginning then ask students to chorally repeat." Re!er to learning goal at the end and ask students to circle thumbs up "I can do this#$% thumbs in the

middle "I&m getting there$% or thumbs down "I need help#$.

,tate ob*ective at the beginning and the end o! the lesson.

,tudent 5ngagement:" ,tudents will be engaging in hands on materials and manipulatives during the partner work with main

idea mystery bags." ,tudents will be engaged by peer interaction." ,tudents will be engaged in topics relevant to their own eperiences ",outhwest 7nited ,tates$.

Lesson 2acing "based on student needs$:" ,trategies to maimize time

o Graphic organizers

o Guided practice with teacher support.

" ,ensitivity to student needso 6llow ample time !or students to process uestions be!ore calling on a student to answer.

!E4IE6%#SSESSME.

Review o! vocabulary < key concepts:" Restate lesson ob*ective at the end.

6ssessment o! lesson ob*ectives:" ,tudent sel!(assessment and sel!(re!lection "thumbs up% thumbs in the middle% thumbs down$


13/13

" Formatively assess students through observations and discussion.Feedback provided to students:

" 3erbal !eedback during discussion." 8ritten !eedback on graphic organizer.

Documents

SIOP Instructional Unit Plan NEW