SIOP Lesson Plan

1.

Lesson Preparation
a. General Information
Grade Level: Kindergarten
Subject Area/Topic: Science/Animal Babies
Student Demographics: 20 Students; 7 ESOL
Lesson Duration: 20 minuets
b. State and/or National Standard(s) and/or Benchmark(s):
SC.K.L.14.3
Observe plants and animals, describe how they are alike and how they are different in the
way they look and in the things they do.
c. Learning Objective(s)/Outcomes(s)/Essential Question(s)/Content Objectives:
Students will be able to identify the commonalities and differences between animals and
make connections between adult and baby animals.
d. Language Objectives:
Students will work together to discuss and recognize animal names and their
corresponding babies.
e. ESOL Teaching Strategy
Find Your Match
f. Detailed List of Materials and Resources for Teacher and Students
20 Matching cards with adult and baby animals.
The animals are:
Elephants
Zebras
Cheetahs
Bison
Rhinoceros
Lion
Kangaroo
Rabbit
Tortoise
Ostrich

2. Building Background

Key vocabulary is emphasized

I will start by asking students about their previous experiences with animals and grassland
animals. I will then go over and discuss the ten animal cards showing both mother and baby
together. Key vocabulary such as the animal names will be emphasized.
3. Comprehensible Input
Teacher candidate's explanation of academic tasks is clear.
I will explain behavior expectations as well as the academic task. I will tell the students the
rules for a mating game as well as what to expect.
4. Strategies (include a Step-by-Step Instructional Plan)
Teacher candidate provides ample opportunities for students to use the ESOL teaching
strategy that the teacher candidate is demonstrating.
Students will walk around the classroom and mingle until they find their animal match. After
they find their match they will sit down on the carpet and wait until the other students have
also located their match.
5. Interaction
There are frequent opportunities for interaction and discussion between teacher
candidate/student and among students, which encourage elaborated responses about
lesson concepts.
Students will be interacting with each other while they are trying to locate their match. They
will then interact with the teacher candidate as well as the teacher when they come up to talk
about their animal.
6. Practice/Application
Teacher candidate provides activities for students to apply content and language
knowledge in the classroom.
Students will be using the animal matching cards to practice their content knowledge. They
will first use them hands on to find their match and they will then use them as a reference to
answer critical thinking questions.
7. Lesson Delivery
The content objectives are clearly supported by lesson delivery

Students will stand up with their match and answer the critical thinking questions that I pose
about the animals and how they identified them. We will talk about what makes each animal
unique and how they were able to recognize which pairs matched.
8. Review/Assessment
Teacher candidate conducts assessment of student comprehension and learning of all
lesson objectives (e.g., spot checking, group response, individual replies) throughout the
demonstration of the strategy/lesson.
Throughout the lesson I will be giving formative assessments by observation. Based off the
students responses I will be able to gage their understanding of the topic.
9. Analysis
a. Explanation of Addressing Diversity (Referring to your responses to the above items in 2., please
discuss how you addressed diversity throughout the strategy/lesson.)

I addressed diversity throughout the lesson by focusing on my pace and by using hand
gestures. I also made sure to talk clearly and address students specifically. With those
students who need extra help I would make sure to stop by their work area and assist
them in any possible way. I also made sure to assist those students who I knew would
need extra help to express themselves when presenting.
b.

Informal Assessment Plan

Pre-assessment: Questioning about animals and their babies specifically names
Comprehension check: Observation as well as the ability for students to find their
match.
Post-assessment: Review questioning and detailed discussions.

c. Critical Reflection (Write one paragraph of 8-10 sentences)

The first SIOP lesson was about baby animals and utilized the ESOL strategy Find your
match. I was really proud of the outcome of this lesson. I think the students tried really hard and
did very well with the strategy. Although this was my first time using the strategy, my teacher has
done similar activities with this class. The students did really well finding their match. If I were
to teach this lesson again I would use it as an end of the unit review. It was pretty difficult for
most of the students to remember the names and features even though we reviewed them during
the building background portion. What matters most to me is that I really saw them putting forth
the effort. They all worked really well as partners when presenting their animals. I would
definitely use this strategy with my future classroom.