SIOP Lesson Plan 1

SIOP LESSON PLAN

SIOP Lesson Plan

Thumbnail History

Joel Montgomery

SIOP Lesson Plan 2

SIOP Lesson Plan

This lesson is designed to establish an historical baseline students can use to make

connections with historical events. The specific purpose of this unit is to allow the students—all

seventh and eighth grade English language learners (ELLs) at Level four (Emerging) or Level

three (Developing) on the English Language Proficiency (ELP) Standards developed by the

World-Class Instructional Design and Assessment (WIDA) Consortium (2008) and approved for

use by the Illinois State Board of Education (ISBE) (2004)—to engage with the material by

working with metacognitive, cognitive, and social/affective learning strategies to connect

historical events with information in their textbooks and in classroom study. Students will work

in teams to create a thumbnail history timeline and a map of the world showing the migration of

humans throughout the planet. They will use their timelines and maps as a reference point to

make connections with other units of study throughout the year..

SIOP Lesson Plan 3

SIOP® Lesson Plan

Date: 11/18/2008

Grade/Class/Subject:7th Grade Social Studies|8th Grade (American) History-ELLs --ELP4 & ELP3

Unit/Theme: Thumbnail History

Big Idea:History provides the context and background against which all human events take shape. By working with a compressed (“thumbnail”) history, we can have a framework to help us understand some of the motivations, inventions, causes and effects that we are studying this year.

IL Learning Standards (Illinois State Board of Education, 2008): Social Sciences-16B3e(US), 16B3f(US), 16B3g(US), 16B3h(US), 16C3a(US), 16C3a(W), 16C3b(W), 16D3(W), 16E3a(W), 16E3b(W)English Language Proficiency Standards—Level 4-Emerging (WIDA)Level 3-Developing (WIDA)Social-Emotional Standards-1A3a, 1B3a, 1C3b

Content Objectives:

Draw an abbreviated timeline reflecting major civilizations in North and South America, Europe, and

related areas for the time frame 1000 BCE to 1500 CE. (Source:

Copy a map showing human migration throughout the world. (Source: National

Geographic.com/genographic project)

Language Objectives:ELP Level 4

Compare and contrast functions, relationships from oral information. (Listening)

Identify cause and effect from oral discourse. (Listening)

Discuss stories, issues and concepts. (Speaking)

Give oral reports. (Speaking)

Offer creative solutions to issues and problems. (Speaking)

Interpret information or data. (Reading)

Find details that support main ideas. (Reading)

Summarize information from graphics or notes. (Writing)

Edit and revise writing. (Writing)

Create original ideas or detailed responses. (Writing)

Key Vocabulary: Supplementary Materials:

SIOP Lesson Plan 4

timeline civilization culture BCE CE migrationconflict cause effect

Thumbnail History PowerPointWeb links:http://www.hyperhistory.com/online_n2/History_n2/a.htmlhttps://www3.nationalgeographic.com/genographic/atlas.html

SIOP Features

Preparation

√ Adaptation of Content

√ Links to Background

√ Links to Past Learning

√ Strategies Incorporated

Scaffolding

√ Modeling

√ Guided practice

√ Independent practice

√ Comprehensible input

Grouping Options

√ Whole class

√ Small groups

√ Partners

√ Independent

Integration of Processes

√ Reading

√ Writing

√ Speaking

√ Listening

Application

√ Hands-on

√ Meaningful

√ Linked to objectives

√ Promotes engagement

Assessment

√ Individual

√ Group

√ Written

√ Oral

Lesson Sequence:

1. Teacher introduces the topic to the whole group.

2. Whole group will views information from the Internet regarding the timeline chart and the map of

human migration.

3. Teacher will assign students to collaborative teams of three or four students.

4. Team members work with the materials to draw the timeline chart and map in their own notebooks.

5. Students work in teams to create enlargements of the timeline chart and map.

6. Students focus on the details of both the timeline chart and the map to make sure that the details are

correct.

7. Students will share what they have learned about creating timeline charts and maps.

SIOP Lesson Plan 5

Reflections:

1. Were the directions for the tasks meaningful to the students?

2. Were the students able to complete the assigned tasks successfully?

3. How did the students demonstrate that they were engaged during the learning process?

4. Did the students produce comprehensible output?

5. What needs to change the next time this lesson is offered to the students?

Illinois Learning Standards (ISBE, 2008a)

Social Sciences

16B3e(US) I can compare and contrast the political characteristics of the Western Civilizationsof Greece and Rome with the non-Western Civilizations in China and India in theyears 500BCE (BC) to 500CE (AD).

16B3f(US) I can explain the cause and effect of the fall of the Roman Empire and other majorworld political events between 500CE (AD) and 1500CE (AD).

16B3g(US) I can explain the cause and effect of European feudalism and the emergence ofnation states between 500CE (AD) and 1500CE (AD).

16B3h(US) I can explain the effects of European exploration and expansion on the Americas,Asia, and Africa after 1500CE (AD).

16C3a(US) I can explain the economic motivations that attracted Europeans and others to theAmericas 1500--1750.

16C3a(W) I can show major economic trends from 1000 to 1500 CE (AD) including long distancetrade, banking, specialization of labor, commercialization, urbanization,technological and scientific progress.

16C3b(W) I can explain the economic systems and trade patterns of North America, SouthAmerica, and Mesoamerica before the encounter with the Europeans.

16D3(W) I can identify origins and show cause and effect of events that have shaped worldsocial history including famines, migrations, plagues, and slave trading.

16E3a(W) Looking at the agricultural revolution that took place between 4000 and 1000 BCE(BC), I can explain how the people shaped their environments in the river-valleys ofHuang-He (China), Tigris-Euphrates (Egypt), Nile (Egypt), and Indus (Egypt).

16E3b(W) I can explain how expanded European and Asian contacts affected the environmentof both continents during the period of 1000 BCE (BC) to 1500 CE (AD).

English Learning Proficiency Standards (ELPS)-Level 4-Emerging (WIDA)

Compare and contrast functions, relationships from oral information. (Listening)

SIOP Lesson Plan 6

Identify cause and effect from oral discourse. (Listening)

Discuss stories, issues and concepts. (Speaking)

Give speeches and oral reports. (Speaking)

Offer creative solutions to issues and problems. (Speaking)

Interpret information or data. (Reading)

Find details that support main ideas. (Reading)

Identify word families, figures of speech. (Reading)

Summarize information from graphics or notes. (Writing)

Edit and revise writing. (Writing)

Create original ideas or detailed responses. (Writing) (WIDA, 2008, p. 58)

Social-emotional Learning (ISBE, 2008b)

Analyze factors that create stress and motivate performance (1A3a).

Analyze how personal qualities influence choices and successes (1B3a).

Analyze why one achieved or did not achieve a goal (1C3b).

Theme

Thumbnail History.

Lesson (Topic):

Historical Timeline and Migration Map

Objectives

Language

Compare and contrast functions, relationships from oral information. (Listening)

Identify cause and effect from oral discourse. (Listening)

Discuss stories, issues and concepts. (Speaking)

Give speeches and oral reports. (Speaking)

Offer creative solutions to issues and problems. (Speaking)

SIOP Lesson Plan 7

Interpret information or data. (Reading)

Find details that support main ideas. (Reading)

Identify word families, figures of speech. (Reading)

Summarize information from graphics or notes. (Writing)

Edit and revise writing. (Writing)

Content

Connect concepts of history with timelines.

Identify how humans spread throughout the world.

Learning Strategies

Metacognitive

Using the timeline chart as a starting place, explore how these civilizations could interact

and what events might make one civilization more powerful than another.

Cognitive

Make connections between the early civilizations and the motivations of current-day people

living in various cultures.

Social/Affective

Work with a team to create the drawing and to explore the basic ideas of timelines and

the map of human migration.

Key Vocabulary (http://canton-drmontgomery.wikispaces.com/Social+Studies)

timeline civilization culture BCE CE migration conflict cause effect

Materials

Web links

http://www.hyperhistory.com/online_n2/History_n2/a.htmlhttps://www3.nationalgeographic.com/genographic/atlas.html

SIOP Lesson Plan 8

Motivation

Internet-based information on the hyperhistory (timeline) and National Geographic

Genographic project (maps of human migration) form the springboard for class activity.

Presentation

The teacher introduces the topic of the thumbnail history and shows the Internet sites for

the hyperhistory (timeline) and the mapsof human migration.

Practice/Application

1. Teacher introduces the topic to the whole group.

2. Whole group will views information from the Internet regarding the timeline chart and the map of

human migration.

3. Teacher will assign students to collaborative teams of three or four students.

4. Team members work with the materials to draw the timeline chart and map in their own

notebooks.

5. Students work in teams to create enlargements of the timeline chart and map.

6. Students focus on the details of both the timeline chart and the map to make sure that the details

are correct.

7. Students share what they have learned about creating timeline charts and maps

1. . Review/Assessment

Rubric:

Measure Exceeds

expectations

Meets

expectations

Somewhat meets

expectations

Does not meet

expectations

Projects identify important events in human history.

7 5 3 1

Projects accurately represent a time-line of

7 5 3 1

SIOP Lesson Plan 9

important events.Projects

identify cause and effect relationships of related events.

7 5 3 1

Graphics are easily understood.

7 5 3 1

Each team member can explain the graphics to the rest of the class.

7 5 3 1

Projects represent the best efforts of all members of the collaborative teams who prepared the projects.

7 5 3 1

Project teams reach consensus on everything they include in their projects.

7 5 3 1

Project teams agree that each member contributed the best work possible.

7 5 3 1

Values 56 40 24 8

Extension:

As we continue through the year we will come back to this thumbnail history and map to

see how what we study connects to and builds on the foundation of these early civilizations and

historical events.

Reflection

1. Were the directions for the tasks meaningful to the students?

2. Were the students able to complete the assigned tasks successfully?

3. How did the students demonstrate that they were engaged during the learning process?

4. Did the students produce comprehensible output?

SIOP Lesson Plan 10

5. What needs to change the next time this lesson is offered to the students?

Summary

This lesson was designed to establish an historical baseline students can use to make

connections with historical events. The specific purpose of this unit was to allow the students to

engage with the material by working with metacognitive, cognitive, and social/affective learning

strategies to connect historical events with information in their textbooks and in classroom study.

Students will work in teams to create a thumbnail history timeline and a map of the world

showing the migration of humans throughout the planet. They will use their timelines and maps

as a reference point to make connections with other units of study throughout the year..

SIOP Lesson Plan 11

References

Echevarria, J.; Vogt, ME., & Short, D.J. (2004). Making content comprehensible for English

learners: the SIOP model, 2nd Ed. New York, NY: Allyn & Bacon.

Hyper History http://www.hyperhistory.com/online_n2/History_n2/a.html

Illinois State Board of Education (ISBE). (2008a, Goal 16). Illinois learning standards: Social

Science. Retrieved on June 20, 2008, from

http://www.isbe.net/ils/social_science/standards.htm.

Illinois State Board of Education (ISBE). (2008b). Illinois learning standards: Social-Emotional

Learning. Retrieved on June 20, 2008, from

http://www.isbe.net/ils/social_emotional/standards.htm.

Illinois State Board of Education (ISBE). (2004). EL proficiency standards presentation,

March11, 2004. Retrieved on June 13, 2008, from

http://www.isbe.net/bilingual/pdfs/el_proficiency_standards_presentation.pdf .

National Geographic—Genographic Project https://www3.nationalgeographic.com/genographic/atlas.html

World-Class Instruction Design and Assessment (WIDA) Consortium. (2008a). English

language performance standards resource guide. Retrieved June 15, 2008, from

http://www.wida.us/standards/Resource_Guide_web.pdf.