SIOP Lesson Plan 3

Immigration Exploration through Data

Name: Emily Bauer and Jonathan
Geense

Class: Intermediate Listening and Speaking

Unit Theme: Immigration

Standards: From College and Career Readiness
Unit Topic: Immigration Exploration
Standards for Adult Education (2013)
through Data (Computer Lab or other
Prepare for and participate effectively in a
Technology)
range of conversations and collaborations with
diverse partners, building on others ideas and
expressing their own clearly and persuasively.
(CCR Listening and Speaking, Anchor 2,
Strand C)
Present information, findings, and supporting
evidence such that listeners can follow the line
of reasoning and the organization,
development, and style are appropriate to task,
purpose, and audience. (CCR Listening and
Speaking, Anchor 2, Strand C)
Content Obj.
Students will practice looking
up information online.
Compare and contrast data
from countries.
Use data to respond to
content questions.

Language Obj.
Read and write data
Use data to support answers
Listen and record details

Key Vocabulary
data, chart, graph, bar graph, table,
pie chart, region

Materials
Student laptops or computer lab
Research Handout
Question Handout
Listening Handout

SIOP Features
Preparation
_X_ Adaptation of content
_X_ Links to background
_X_ Links to past learning
__ Strategies incorporated

Scaffolding
__ Modeling
_X_ Guided practice
_X_ Indep. Practice
_X_ Comp. Input

Group Options
__ Whole class
_X_ Small groups
_X_ Partners
_X_ Independent

Integration of Processes
_X_ Reading
_X_ Writing

Application
_X_ Hands-On
_X_ Meaningful

Assessment
_X_ Whole class
__ Small groups

_X_ Speaking
_X_ Listening
Content and Language
Objectives (note: either
written on board or said
orally)

Language Objective:
Students told: Your goal
today is to read and write
down information about
immigration
LO: Students told: Your goal
today is to use your data to
answer questions and listen
and record what your partner
says.
LO: Practice polite
clarification questions. Use
these forms:
Im sorry. Could you
repeat that?
Can you say that
again, please?

_X_ Linked to obj.

_X_ Promotes engagement
Lesson Sequence
Warm up: Students
share in a think-pairshare group what they
have found the most
surprising or most
interesting about
immigration so far.
Students go to the
computer lab to find the
information they need to
fill out a handout about
immigration data.
Students are paired with
a student from another
country and ask and
answer each others
questions. The students
take notes on what they
hear.

Whole class wrap up

Review/Assessment
Students encouraged to
expand on their answers
to explore what theyve
learned.

The students check each

others answers to see if
their partner heard the
answers correctly

Students share what one

thing they learned about
their own country or their
partners country.
Peer checked handouts
are handed in to show
how well students heard
and recorded facts.

_X_ Partners
_X_ Independent

Extension/Homework:
Listening For More
Details Handout

Differentiated: (Low computer skilled, intermediate computer skilled, advanced computer

skilled) Low computer skilled students are paired with an advanced computer skilled student
to provide scaffolding. Advanced computer skilled students expand their skills as they practice
teaching those skills. Intermediate computer skilled students are challenged to stretch their
computer skills by doing as much of the work as independently as possible.