Lesson Plan Template - complete one for each of the 5 consecutive lessons

Lesson # 3

Grade Level: 11 and 12

Instructional Model: SIOP

Semester & week: First semester, week

six

Lesson Title: The Challenges of Being the New Kid

STANDARDS & REQUIREMENTS
CCGPS or GPS
Standard(s)

ELACC11-12RI10: By the end of grade 11, read and comprehend literary nonfiction in
the grades 11- CCR text complexity band proficiently, with scaffolding as needed at the
high end of the range. By the end of grade 12, read and comprehend literary nonfiction
in the grades 11 - CCR text complexity band independently and proficiently.

ELACC11- 12W10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.

Differentiation

Anticipated unknown vocabulary and grammar patterns will be presented to students

with visuals and sentence examples. The teacher will read the text aloud as students
follow along to model reading. Students will discuss the text in groups and are allowed to
contribute in their native language.

RESOURCES
Academic Language

narrative, journal entry, discussion

Language Functions

Comprehend, write

Language Vocabulary

Vocabulary: residency card/visa, immigrate, economic, packing/to pack, culture, to miss,

tradition, insufficient, disease, to join a group, psychology

Materials

Print out of narrative, notebooks

Technology

N/A

LESSON PROCEDURE
Enduring
Understanding

What are some of the challenges of moving to a new country as a teenager?

Essential Question(s)

Why is it important to read a narrative about an immigrant in the U.S.?

How can you relate to the students story?

How are the experiences of this student relative to your own?

Lesson Objectives:
Content objective &
Language objective

Objectives are measurable and aligned with the standard. What will students know or
be able to do as a result of this lesson?
Students will be able to comprehend a narrative and discuss its similarities and
differences with their own experiences. Students will be able to write short response
to the narrative in their journals.

Assessment Link

The teacher will assess the quality of discussion and the depth of writing in the students
journals.

Introduction to Lesson

Students will be introduced to background information for the text (vocabulary, grammar
patterns, information about the students home country, etc.) via a power point
presentation with visual aids and sentence examples.

Teacher Activities

Specify:

Power point presentation on background information.

Student Activities
Listen and take notes
*Assessment
Formative: Oral questions to check throughout for understanding

Body of Lesson

The teacher will read the text Telling My Story by Jeannette Neto aloud as the students
follow along. Students will write down their response to the text as well as any unknown
vocabulary. Students will then discuss in groups their reactions to the text and any
similarities or differences in their own lives.
Teacher Activities
Read the text aloud, monitor

Specify:
Student Activities
Keep track of vocabulary, write a response to the text, discuss with groups
*Assessment
Formative: Quality of discussion, written responses

Closure

Whole class discussion

Teacher Activities
Facilitate discussion

Student Activities
Students share with the class what they wrote and what they discussed in groups
*Assessment

Specify:

Formative: quality of discussion

*ASSESSMENT - use prompts below to guide your thinking. Enter selected assessments in
areas above.
Evaluation

Students will demonstrate their knowledge of the text through written responses in their
journals and class discussions.