SIOP LESSON PLAN - ACT-ESL

SIOP LESSON PLANAdapted from Echevarria, Vogt, and Short Making Content ComprehensibleTeacher Kathy Mann, Manchester MS Date: 10/7/09 Period:5/6Subject/Class/Grade: Math 6 (MSM1)Unit/Theme: Number & Number Sense Standard: SOL 7.2Content Objective (Benchmark) - TSWThe student will be able to solve an expression of whole numbers using the Order ofOperations.Language Objective (Desired Result) –TSWThe student will be able to define PEMDAS.The student will be able to explain the steps to the Order of Operations.Key (Special) VocabularyAdd, subtract, multiply, divideParentheses (grouping symbols)PEMDASOrder of OperationsEvaluateSupplementary Materials (graphs, models, visuals) (Marzano)White construction paper (foldable)Colored pencilsDry erase boards, markers, clothsBread, peanut butter, jelly, knife, paper platePreparation /Building Background Strategies Grouping Options(Setting the Stage) (Effective Instruction) (Cooperative learning: Inter/Intrapersonal)__ x __Adaptation of content __ x___ Modeling __ x__ Whole Class__ x___ Links to background __ _x_ Guided Practice _____ Small Group(Bridge to what is known) __ _x__ Independent Practice __ x_ Partners__ x ___Links to Past Learning __ __ Higher Order Thinking Qs __ x___Independent__ x___Meaningful activities(connect to real world)(Blooms)__ ___ Opportunities to use learning strategies(monitoring and clarifying learning;Note taking--mapping)Practice/Application Comprehensible Input Review/Assessment (closure)Blooms- Application__x ___Review of key concepts__ ___ Integration of skills __ x ___Clear explanation of tasks __x __Review of key vocabulary_____Reading (explain directions) _x_ Provides regular feedback__X___Listening __ x ___ Uses gestures demonstration; adjusts speech __ x___ Various types of assessment__X___Writing __ x ___ Modeling, visuals, graphic organizers __x __ Spot checking, group response__ _x__Speaking__ ___ Testing__ x ___ Application of knowledge__ __ Hands-on materials/manipulatives(Bodily/kinesthetic)Procedure:1. Warm-up : Students will complete 3 daily review problems.2. Background: Teacher will ask students for steps to make a peanut butter and jelly sandwich. Teacher will demonstrate steps.

Teacher will write student responses and steps on the blackboard. Class will discuss how the order is important in making asandwich.3. Partner share : Students will think of when in their daily lives order is important. Students will turn to their partner and share anexample.4. Teacher will introduce the concept of Order of Operations. PEMDAS, key vocabulary, and steps will be reviewed.5. Teacher will demonstrate how to solve problems using the Order of Operations.6. Activity/Student Practice: Students will practice solving problems using the Order of Operations on their dry erase boards. Teacherwill guide the students. Students will work individually and with partners.7. Activity: Students will make a foldable on Order of Operations. Students will glue foldable into their spiral notebook for reference.8. Whole class review of Order of Operations steps.9. Assign homework: Students may begin assignment in class.Reflection – Keepers? Clunkers?