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SIOP Lesson Plan Template (Modified)

Date: November 25, 2016


Grade/Class/Subject: Crew (SEL)
Unit/Theme: Sympathy (One of their 5 pillars of being a productive/active citizen)
Lesson Topic: Sympathy with others who you may not be able to relate to.
State Standards: N/A
Critical Practices Goals: I like knowing people who are like me and different from
me, and I treat each person with respect.
WIDA Standards: English Language learners communicate for social and
instructional purposes within a school setting.
Content Objective:
Language Objective: I can use sympathetic language to inspire hope I others
Key Vocabulary:
Sympathy- students will create definition and understanding.
Vocab- students will create poster with words that show sympathy.
Supplementary Materials:
Higher Order Questions:
How would you feel if you were in this students position?
Why is sympathy important?
What does sympathy look like?
What does sympathy sound like?
How can we be sympathetic, if we have never experienced what this student is
experiencing?
Time:

Lesson Sequence / Activities


Motivation:
Connect lesson back to the 5 pillars of crew. Ask them to access
background knowledge and what they already know about the word
sympathy. Have students read both learning targets.
Presentation:
Ask students what are some words or phrases that show a person that
we are feeling sympathy for their situation? Call on students for their
ideas and write their words/phrases down on the board so they can
refer back to them later.

Then students will be split into 2 groups. Each person in the group will
be handed a quote from a child who is going through a hard time.
These quotes were either found on the internet or things students I
have come across in my field placements have said to me. In a circle,
students will go around and read their quote out loud to their group.
Once everyone has read their quote out loud, the group will be given
time to discuss their quotes, how they feel about them, and to perhaps
ask the group questions.
Practice and Application:
Once both groups are done reading and have been given an
opportunity to talk about their quotes, the class will regroup and come
to the living room. Students will then be told to write a letter of
sympathy to inspire hope in the children who wrote/said these quotes.
These letters will be written individually and can be written about the
one that they read out loud, or by one that they heard and really
wanted to write about.
Review and Assessment:
These letters may be incredibly personal to these students, and for this
reason they do not need to put their names on the letters or turn them
in. A formative assessment will be done during the writing process to
see how engaged students are with their writing. They will also be
given time at the end of class to share what they wrote about if they
feel comfortable doing so. Since this takes place during SEL time, the
assessment process is more personal and fluid and is not rigidly
graded.
SIOP Features
Preparation
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Adaptation of content
Links to background
Links to past learning
Strategies incorporated

Integration of Processes
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Reading
Writing
Speaking
Listening

Scaffolding
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Modeling
Guided practice
Independent practice
Comprehensible Input

Application
_ Hands-on
_ Meaningful

_ Linked to objectives
_ Promotes engagement

Group Options
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Whole class
Small groups
Partners
Independent

Assessment
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Individual
Group
Written
Oral

Reflections: