SIOP Instructional Unit Plan

7/24/2019 SIOP Instructional Unit Plan

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SIOP Instructional Unit Plan

Jordan Bettis

Thematic Topic:

Holesby Louis Sachar character descriptions.

Grade/Class/Subject:4

thgrade Reading

Standards:

IOWA CORE STANDARDS

Describe in depth a character, setting, or event in a story or drama, drawing on specificdetails in the text (e.g., a characters thoughts, words, or actions). (RL.4.3)

Refer to details and examples in a text when explaining what the text says explicitly and

when drawing inferences from the text. (RL.4.1)

LESSON PREPARATION

Content Objective(s):

(Day 1)-I can categorize adjectives based on if they are a physical description or

personality description. (Day 2)-I can refer to details in the text to make inferences about a character.

(Day 3)-I can describe a character in depth using details from the text.Language Objective(s):

(Day 1)- I can read adjectives out loud to a partner.

(Day 2)- I can verbally ask and reply to yes or no questions about a character.

(Day 3)- I can write adjectives and evidence from the text on their four square.

Materials (including supplementary & adapted): (see SIOP materials PowerPoint)

BUILDING BACKGROUND

Activities

Links to Learning: Adjective graphic organizer (Day 1).

Links to Experience: Relate four square to gym teacher (Day1).

Key Vocabulary: Adjective, evidence, inference, physical characteristics, personal qualities.

COMPREHENSIBLE INPUT

Lesson Sequence

Clear Explanations (oral & written):

(Day 1): Begin the lesson by reviewing the previously learned material about

describing a character using personality traits rather than physical characteristics.

Remind students that it is more descriptive to describe a character as hard working

rather than just saying they have brown hair. Give students an envelope with a varietyof adjectives on slips of paper. Have students take turns choosing an adjective and

reading it to a partner. After they read the word, they should determine if it should be

glued on the physical description side or the personality trait side of their graphicorganizer.

As a whole class we are going to practice describing a person that the entire class isfamiliar with, the gym teacher. I am going to demonstrate how to make a four square,


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with input from the students. Make a list of about 10 words on the whiteboard taking

responses from the students to describe the gym teacher. They can refer to the graphic

organizer that they created with adjectives that describe personality traits. Narrow thewords down to the four best words that we can provide specific examples for. For

example, the gym teacher is strict because he makes us run laps if we talk when we

are not supposed to. Or the gym teacher is nice because he lets us pick what game weplay on Fridays. Follow up by talking about the importance of providing evidence tosupport how we feel about the gym teacher. If we just told someone that the gym

teacher was nice they might ask us why? Giving them evidence helps to prove our

point. After we have four adjectives and four pieces of evidence from the text tosupport them, then we can finish by drawing pictures to match our words.

(Day 2): Divide students into 6 small groups to play headbands with characters fromHoles. Model with another student how to play the game. Provide written instructions(in English and Spanish) about how to play the game to each group. Before the

groups begin playing brainstorm a few yes or no questions and write them down onthe white board. The students can refer to these questions if they are having a difficulttime coming up with questions independently.

Ask students to remain in their small groups to participate in a gallery walk. Have 6large Post-It notes placed on the walls around the room with character names from

Holes written at the top. Invite the groups to write down one adjective to describe that

character with evidence from the text (remind them that they might want to use someof the information that they talked about while trying to guess that character during

head bands). Give each group 3-5 minutes to write details about that character and

then rotate to the next character until each group has written about each character.

When they rotate have them read what the other groups wrote so that they write adifferent adjective.

(Day 3): Explain to the class that they are going to make a four square about theirfavorite character fromHoles. Refer to the student objective. Write the instructions onthe board. 1. Brainstorm by writing at least 10 words to describe your character. 2.

Choose the 4 best describing words. 3. Find evidence in the text to support the words

that you choose. 4. Make a four square. 5. Read your four square to a partner.

Variety of Techniques (modeling, visuals, hands-on activities, demos, gestures, body lg):

Modeling- head band rules

Visuals- adjective graphic organizer, gallery walk, four square graphic organizer Hands-on-activities- head bands, gallery walk, sorting and gluing adjectives

Demos- PE teacher four square demo

Body language- high fives during head bands, pointing to which Post-It note to go to next

during the gallery walk


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STRATEGIES

Higher-Order Questions:

(Day 1)-Why do I want you to provide examples to prove your point? For example, why

do I want you to tell me why the gym teacher is nice instead of just telling me they are

nice? (Day 2)-Why is it important to understand the characters in the stories we read?

(Day 3)-How does understanding the characters make us better readers?

Scaffolding:

(Day 1)-Modeling (whole class gym teacher example)

(Day 2)-Guided (Gallery Walk)

(Day 3)-Independent (Four Square)

Learning Strategies:

Head Bands

Gallery Walk

Four Square

INTERACTION

Grouping: _Day 1_Whole Class _Day 2_Small Group_Day 1_Partners_Day 3_Independent

Opportunities for Interaction:

(Day 1)-Students will work with partners to take turns reading and categorizing

adjectives. Students will work with the whole class when making a four square about thegym teacher.

(Day 2)-Students will work in small groups while playing Head Bands and participatingin the Gallery Walk.

(Day 3)-Students will work independently when creating their four squares.

Primary Language (L1) Support: Provide Spanish-English vocabulary list, provide headbanddirections in Spanish.

PRACTICE/APPLICATION

Use of hands-on materials/manipulatives:

Sorting and gluing vocabulary words

Headbands and gallery walkActivities to apply content/language knowledge:

Processes: _1,2,3,4_Reading _1,2,3,4_Writing _1,2,3,4_Listening

_1,2,3,4_Speaking

LESSON DELIVERY

Content & Lg Objectives shared with students:

1.

Write on the whiteboard I can list ______________ that describe personality traits andI can read _________________ adjectives out loud to a partner.See if they can guessthe word that is missing (adjectives) that we had talked about in a previous lesson.

2. Write the objectives on the whiteboard and have the objective reader read them out

loud to the class.3. Record the lesson objectives on Voki and show the avatar on the smart board. Have the

students watch and listen to the avatar stating the objectives.

*State objective at the beginning and the end of the lesson.


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Student Engagement:

(Day 1)-Students will be engaging in hands on materials and manipulatives during thesorting and gluing vocabulary activity.

(Day 2)-Students will be engaged by peer interaction and headbands (a fun game).

(Day 3)-Students will be sharing their four square with a partner. The teacher will walk

around the classroom while the students are working to answer questions, provideassistance, and ask questions. While working on the four squares, the teacher will provide

a brain break where students can get up and do 3-5 minutes of physical activity.

Lesson Pacing (based on student needs):

Strategies to maximize time

o Graphic organizers.

o Set a timer during the gallery walk activity to cue students when to rotate.

Sensitivity to student needs

o Provide modified four square.

o Allow ample time for students to process questions before calling on a student to

answer.

REVIEW/ASSESSMENT

Review of vocabulary & key concepts:

(Day 1)-As an Exit Slip, ask students to write down two adjectives that describesomebodyspersonality.

Assessment of lesson objectives:

(Day 2)-Gallery Walk posters displayed in the room.Feedback provided to students:

(Day 3)-Four Square rubric.


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FOUR SQUARE GRADING RUBRIC

1 2 3 4 Total

Character

traits.

Four

square

includes 1

character

trait.

Four

square

includes 2

character

traits.

Four

square

includes 3

character

traits.

Four

square

includes 4

character

traits.

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Evidence

from the

text.

Four

square

includes 1valid piece

of

evidence

from the

text.

Four

square

includes 2valid

pieces of

evidence

from the

text.

Four

square

includes 3valid

pieces of

evidence

from the

text.

Four

square

includes 4valid

pieces of

evidence

from the

text.

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TOTAL POINTS:

COMMENTS:

*Modify to 2 points per square for the modified foursquare.

Documents

SIOP Instructional Unit Plan