SIOP Lesson Plan Template 3

Ruth M Neely Grade Level Cluster: 6-8 English Language Proficiency Levels: Beginning and Developing STANDARDS: Pennsylvania Common Core (obtained from
http://www.pdesas.org/Standard/CommonCore):

CC.8.5.6-8.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CC.8.5.6-8.D. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CC.8.5.6-8.I. Analyze the relationship between a primary and secondary source on the same topic. CC.8.6.6-8.I. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. WIDA English Language Proficiency Standard 5: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies THEME: Founding the English Colonies LESSON TOPIC: Escape From Religious Prosecution OBJECTIVES: Content:
Students will be able to explain main ideas of religious struggles and prosecution as factors that lead to the founding of colonies like Jamestown based on primary and secondary sources and locate it on a map.

Language: Students will be able to use key vocabulary and identify the main idea of the text and classroom conversation and write about it at the appropriate level. KEY VOCABULARY: Content Vocabulary:
Colony/colonize, religion, Pilgrim, Puritan, Jamestown, prosecution

SUPPLEMENTARY MATERIALS: Sections of the textbook, related primary and secondary

documents from the library, photos from books or the internet (of Puritans, Jamestown, etc.), a map to display on the overhead and draw routes across the ocean, circle where Jamestown is, chapter summaries for the Beginning Level students (to locate main ideas).

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SIOP Lesson Plan Template 3

MOTIVATION:
(Building background and explicit links to past learning)

When students come into the room, the teacher asks students if they know how their families came to live in America. Offer a word wall and sentence starters on the board for the use of students in levels 2-3 so they can participate in conversation. My family is from My family came here ____ years ago. After a few students offer where their families came from, the teachers asks the students if they know why their families came all the way here, or why a person might travel great distances to a new country. Students will then write quietly for a few minutes about their ideas of why people would travel to a new, strange, and foreign land. While other students are using the independent writing time, the teacher should review key vocabulary words with the ELLs. Before class, the teacher would have written key vocabulary words on the board/overhead. LESSON SEQUENCE:
(Language and content objectives, comprehensible input, strategies, interaction, feedback) Narrative #1 Lesson introduction: After the students have written for approximately 5 minutes and vocabulary has been explicitly introduced to the ELLs, the teacher should say the following: Okay, everyone, I want us to all come back together now. I would like everyone to please look at the overheard and look at the content and language objectives for today. Could we please all read them together? (the class and teacher read the objectives in unison).

Great, thanks. Are there any words in there that we dont recognize? Can someone remind me what a primary source is? (Student offers answer, or teacher explains, show definition on board). How about a secondary source? (Student offers answer, or teacher explains, show definition on board). And can someone please explain to me what prosecution is? (Again, student answers, definition shown on board). Now lets think about what those really mean, and what you have written about. What are some of the reasons you all thought of for why someone might leave their homeland? Did anyone think of religion or prosecution as reasons why someone might move to a new country? In fact, thats what happened in England in the 1600s. PRACTICE AND APPLICATION: MEANINGFUL ACTIVITIES (Meaningful activities, interaction, strategies, practice and application, feedback)

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SIOP Lesson Plan Template 3

1. Students scan textbook section independently. Level 2 students receive rewritten text to scan and an accompanying audio recording of it to listen to. Level 3 students should (lightly) underline new vocabulary words in the text. 2. In groups, students jigsaw read the textbook and work as group to get main ideas. Discuss. 3. Come together as a whole class. Recognize text as secondary source and why. Review use of vocab and main ideas gathered by the groups. 4. As a whole class, look at interactive map on board. Have students look at the map, find England, find America, Virginia, Jamestown. 5. Have a student circle Jamestown and another circle England. 6. Have a student come up to draw the map a ship would take to Jamestown. 7. Then look at original map of Jamestown and identify as a primary source. Why is this a primary source? Have students compare to contemporary map of Jamestown and look at how they are different through think-pair-share

REVIEW/ASSESSMENT: (Review objectives and vocabulary, assess learning)

Students write on new things theyve learned, identifying if they learned them from primary or secondary sources (including class discussion). Students should reflect on fleeing for religious freedom, and responses to main ideas from lesson. For Beginner level students: Have sentences starters and a word bank at the top with vocabulary words to assist students in completing a sheet of main ideas for the lesson.

For Developing level students: Produce short paragraphs explaining the main ideas of the lesson. While students are working, the teacher should be circulating, helping stumped students, checking for comprehension, and making sure the ELL students are on target. If there is a common misconception it could be addressed or brought to the whole class for a brief discussion. WRAP-UP: (Go over content and language objectives; closure of lesson)
Narrative #2 Wrap Up: Okay class, so today weve learned that people left England in the 1600s to colonize (show word/definition), to do what? (students say colonize) colonize America in order to escape religious prosecution (show word/definition on board, have students repeat prosecution) or punishment. We learned about Puritans (show definition/picture) and Pilgrims (show definition/picture) in your textbooks. Textbooks are what kind of source (Student offers answer secondary). Thats right. They are secondary because they offer a modern perspective on something that happened in the past and were written recently. We also looked at the map and traced the route from England to Jamestown (show definition). Then we looked at the old map of Jamestown, the first permanent settlement in (what is now) the United States. (show picture of map) That old map of Jamestown is what kind of document? (Student answers primary document). Thats right, because that is the document that they made
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SIOP Lesson Plan Template 3

back in the 1600s, it was there during the time we are studying. As a group you all recognized the main ideas about why people left England because of religious prosecution and used new vocabulary. Lets look again at our objectives (show them on board, walk through them again). Id say based on your contributions and written responses, you guys accomplished our goal for today! Before you go, I want everyone to write down one question: something you didnt understand or want to know more about, and hand it to me as you go out the door and we say goodbye. (Level 2 students receive a form with starters and word bank, or are welcome to just speak the question.) Excellent work, and well start with what life was like in Jamestown tomorrow. Thanks for your hard work!

(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP Model.)

2013 Pearson Education, Inc.