Revised Lesson Plan Using the SIOP Model for Teaching Addition and Subtraction in English Language

November 27, 2016 [ ]
LESSON PLAN FORMAT
Date: Grade: 1/c Student Teacher Name:
Section: 30X ID:
ENGLISH
LANGUAGE
PROFILE
SPEAKING AND LISTENING (Describe student’s oral proficiency in English)
Beginning, student can use phrases and short sentences and use the keywords in the sentences.
READING AND WRITING (Describe student’s literacy skills in English)
Entering, need pictures and body language to understand input. Student know basic oral language
and literacy such as, how to write their names and how to count.
Time: Number of
Students: 21
Content Strand: NUMBER - Addition and Subtraction
Inquiry Question: Skills Learning Outcome:
LESSON OUTCOMES: (Write down what the students will learn and be able to do or know by the end of the lesson).
Students will be able to:
 CONTENT
1. Addition and Subtraction of numbers given in sentences in English Language.
2. Interaction of students using pictures and body language for communicating various
numbers.
 LANGUAGE
1. English Language will be used strictly in classroom to help student develop oral language as
well as literacy.
2. Students will need to practice using short sentences and able to interpret them.
MATERIALS/RESOURCES NEEDED: (Describe the classroom resources needed as well as additional resources such
as whiteboard, markers, computer station, projector, textbooks)
In the classroom there will be requirement of;
1. Whiteboard
2. Markers

November 27, 2016 [ ]
3. Pictures where various numbers are shown or pictures of various things
4. Projector
5. Workbooks to work problems on
6. Pencils for students
7. Computer station and teacher. Some gifts will be placed for children, which they will win
after the play activity.
1. COMMENTS ON LESSON PREPARATION
 THE LESSON WILL BE PREPARED USING VARIOUS EASY PICTURES WHICH
STUDENTS CAN EASILY DECIPHER.
 THE STUDENTS WILL BE ASKED TO WRITE DOWN NUMBERS SEEN FROM THE
PICTURES AND USING BODY LANGUAGE (Echevarria, Richards-Tutor, Canges &
Francis, 2011).
 THE TEACHER WILL SHOW VARIOUS NUMBERS OF FINGERS TO SHOW THE
CHILDREN, WHICH THEY WILL SPEAK OUT IN ENGLOSH LANGUAGE.
2. COMMENTS ON BUILDING BACKGROUND KNOWLEDGE
 IN ORDER TO BUILD BACKGROUND KNOWLEDGE AMONGST
CHILDREN, THEY WILL BE GIVEN KNOWLEDGE OF BASIC ADDITION
AND SUBTRACTION.
 THEN THE CHILDREN WILL BE GIVEN SMALL ADDITION AND
SUBTRACTION TASKS SO THAT THEY CAN UNDERTAKE THE ACTIVITY
USING PICTURES AND BODY LANGUAGE.
 THROUGH SURVEYS AND CONSTRUCTING MODELS THE CONCEPT OF
STUDNETS CAN BE DEVELOPED EASILY.
3. COMMENTS ON COMPREHENSIBLE INPUT
Comprehensible input will include (SIOP Component #3) based on Krashen’s Input Hypothesis.
 Controlling speech for effectively communicating to students, explaining the academic
tasks in a step by step manner, repeating to students and making use of varying
instructional strategies such as body language (Himmel, Short, Richards & Echevarria,

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2009).
 Once students are able to provide the right answer then congratulating them and in case
of wrong answer making body language accordingly.
 Sufficient time needs to be provided for students for practicing content and language
using language strategies.
 Scaffolding techniques needs to be used for supporting students learning.
 Various questions need to be developed for allowing students to develop higher order
thinking.
4. COMMENTS ON STRATEGIES
 LEARNING STARTEGIES ACCORDING TO SIOP MODEL INCLUDES
METACOGNITIVE STARTEGIES FOR MONITORING PURPOSEFUL THINKING,
METACOGNITION. IT INCLUDES MATCHING THINKG AND PROBLEM,
CLARIFYING THE PURPOSE OF LEARNING, MONITORING ONES OWN
COMPREHENSSION BY MEANS OF SELF-QUESTIONNG AND TAKING
CORRECTIVE ACTIONS WHEN A STUDENT MIGHT FAIL (Echevarria & Vogt,
2010).
 COGNITIVE STARTEGIES INCLUDES SELF-REGULATED LEARNING FOR
PREVIWING A STORY PRIOR TO READING IT, ESTABLISHING A
PURPOSEFUL READING STARTEGY, CONSCIOUSLY MAKING CONNECTIONS
AMONGST PERSONAL EXPERIENCESS, TAKIGN NOTES DURING A CLASS,
COMPLETING A GRAPHIC ORGANISER AND DEVELOPING A SEMANTIC
MAP.
 FOR THIS TASK SOCIAL OR AFFECTIVE STRATEGIES WILL NOT BE USED.
OTHER PROCESSES FOR CAREFUL SCAFFOLDING OF A MODEL WILL BE
USED.
5. COMMENTS ON INTERACTION
 STUDENTS NEED TO BE GIVEN MULTIPLE OPPORTUNITIES TO STUDENTS
FOR ACADEMIC AND SOCIAL ENGLISH THROUGH MULTIPLE SETTINGS
(Echevarria, Vogt & Short, 2008).