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

This lesson plan uses the SIOP model to teach addition and subtraction in English language to students with basic oral language and literacy skills. The plan includes strategies for building background knowledge, providing comprehensible input, and practicing and applying new knowledge. The plan also includes comments on lesson preparation, materials/resources needed, lesson delivery, and review and assessment.

November 27, 2016 [REvised LESSON Using the SIOP model]
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 [REvised LESSON Using the SIOP model]
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,

November 27, 2016 [REvised LESSON Using the SIOP model]
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).

November 27, 2016 [REvised LESSON Using the SIOP model]
 A VARIED NUMBERS OF GROUPING CONFIGURATIONS NEEDS TO BE
DEVELOPED WHICH CAN GIVE STUDENTS SUFFICIENT TIME FOR
ANSWERING QUESTIONS AND CLARIFYING CONCEPTS AS MUCH AS
POSSIBLE.
6. COMMENTS ON PRACTICE AND APPLICATION
 The students will practice and apply in the new content knowledge of English. Hands-on
material for practice will be provided for applying new knowledge in classroom settings.
 Activities which integrate all four languages of listening, reading, writing and speaking
will need to be undertaken.
PROCEDURE:
What will the teacher do? What will the students do?
 Student will be sitting on the carpet Beginning Introduction- students will be given the concept
of addition and explain for them the learning
outcomes. "today we are learning to add to 10 "
- Ask the student to find two number equal to 10.
Give them time to think then to raise them hand
to wait time
- Teacher will calling out students names to
answer, the teacher will write the student answer
in the board.
- Students will be reminded of the rules of the
activity, gifts and punishment.
student responds:
 The student will raise his hand to give one example
like 9+1, 8+2, 7+3, 6+4, 5+5 and 10+0 equal 10.
Middle
-Explain the students the activity that will be taken
through body language.
-Management of time for each group will be assessed and
student’s behaviour needs to be managed.
-Explaining students what they needs to do during their
play activity.
The student in each group will write down from the body
language of the teacher or from pictures.
The students will write down task on the whiteboard and then
write down tasks.
Each student will write down task from the teacher and then
resolve them in group and answer the answers.
The leader will collect the answers and then give it to me.
End
-Select a student to come in front of the class.
-The student will be asked to select a picture
and then show it to the class. The student after
selection and showing the class the picture to
Students will come and depict body language and make use of
pictures, in case I tell him to say 10, and then he needs to say
5+5=10. Then the other boy will be selected and asked to sit
down.

November 27, 2016 [REvised LESSON Using the SIOP model]
calculate will be given gifts.
7. COMMENTS ON LESSON DELIVERY
 The lesson delivery will need to support the objectives clearly (Vogt & Echevarria, 2008).
 The language needs to be easy that supports students are academically engaged during 90-100%
period.
 The lessons are placed according to the student’s ability.
8. COMMENTS ON REVIEW AND ASSESSMENT
 A comprehensive review and assessment of vocabulary using the key concepts needs to
be undertaken.
 A feedback to the students’ needs to be provided on their language and content work.
References
Echevarria, J., & Vogt, M. (2010). Using the SIOP Model to improve literacy for English
learners. New England reading association journal, 46(1), 8-15. Accessed from
http://webcapp.ccsu.edu/u/faculty/TurnerJ/NERA-V46-N1-2010.pdf#page=14

November 27, 2016 [REvised LESSON Using the SIOP model]
Echevarria, J., Richards-Tutor, C., Canges, R., & Francis, D. (2011). Using the SIOP model to
promote the acquisition of language and science concepts with English learners. Bilingual
Research Journal, 34(3), 334-351. Accessed from
https://www.tandfonline.com/doi/abs/10.1080/15235882.2011.623600
Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English
learners: The SIOP model. Accessed from
http://www.tesl-ej.org/wordpress/issues/volume17/ej67/ej67r4/ Goldenberg, C. (2008).
Teaching English language learners: What the research does-and does not-say. Accessed
from https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?
article=1026&context=esed5234-master
Himmel, J., Short, D. J., Richards, C., & Echevarria, J. (2009). Using the SIOP Model to
Improve Middle School Science Instruction. CREATE Brief. Center for Research on the
Educational Achievement and Teaching of English Language Learners. Accessed from
https://eric.ed.gov/?id=ED549177
Vogt, M., & Echevarria, J. (2008). 99 ideas and activities for teaching English learners with the
SIOP model. Boston: Pearson Allyn and Bacon. Accessed from
http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/
99ideas.pdf