SIOP ® Lesson Plan Template 1

Teacher: Pete Brewis Date: 13 March 2019 Grade/Class/Subject:

English Language and Literature Grade 6

Unit/Theme: Standards:

Argumentative Writing Criterion C: Producing Text

i. produce texts that demonstrate thought and imagination

while exploring new perspectives and ideas arising from
personal engagement with the creative process

ii. make stylistic choices in terms of linguistic, literary and

visual devices, demonstrating awareness of impact on an
audience

iii. select relevant details and examples to support ideas.

Criterion D: Using Language:

i. use appropriate and varied vocabulary, sentence structures

and forms of expression

ii. write and speak in an appropriate register and style

iii. use correct grammar, syntax and punctuation

iv. spell (alphabetic languages), write (character languages)

and pronounce with accuracy

v. use appropriate non-verbal communication techniques.

Content Objective(s): Language Objective(s):

● three specific reasons for thesis statements ● use of the oxford comma
● clearly stating who students believe is the most ● proper use of clauses
important person in ancient history

KEY VOCABULARY: SUPPLEMENTARY MATERIALS:

● thesis statement ● A3 sized paper
● clauses ● scotch tape
● feedback ● overhead projector
 SIOP FEATURES
PREPARATION SCAFFOLDING GROUP OPTIONS
☐ Adaptation of content X☐ Modeling X☐ Whole class
X☐ Links to background X☐ Guided practice ☐ Small groups
X☐ Links to past learning X☐ Independent practice ☐ Partners
☐ Strategies incorporated X☐ Comprehensible input X☐ Independent

INTEGRATION OF PROCESSES APPLICATION ASSESSMENT

X☐ Reading X☐ Hands-on X☐ Individual
X☐ Writing ☐ Meaningful ☐ Group
☐ Speaking X☐ Linked to objectives ☐ Written
X☐ Listening X☐ Promotes engagement ☐ Oral

LESSON SEQUENCE:

Students started the lesson by finishing and turning in their thesis statements on google classroom. As these were simply
one sentence I was able to give feedback on them quickly as they came in. For students who finished earlier than others,
they were instructed to begin to work on their outline. Once all students had turned in their thesis statements I handed out
small strips of paper to each student that I had cut the day before. On this piece of paper, students wrote down their thesis
statement. Once they wrote their thesis statement on the paper they were called up in their table groups in order to tape them
to the board at the front of the room. Once all students had taped their thesis statements to the board, they went up each
table at a time to gather one of the statements. I then projected four questions onto the board that students were instructed to
answer on the back of their classmate’s thesis statement. Once they finished that, they taped the thesis statement back on the
board and then re gathered their own thesis statement to review the feedback that they had received from their peer.

REFLECTIONS:
Overall I thought that this lesson went well. It was a good opportunity for students to get quick feedback from me
and their peers while also having an opportunity to get up out of their seats for a while. The piece that I would
want to improve for next time, however, has to do with the four questions. I found it difficult to come up with four
worthwhile questions that would give students a route to provide meaningful feedback to their classmates. I think
that part of the problem has to do with the fact that coming up with four questions for one sentence is difficult,
but I do believe that it is possible for provide students with more clear scaffolding for this task.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP ® Model.