ELS433N Grand Canyon Story Telling with Fairytales SIOP Plan Paper Last tutor did it wrong and need help asap. Please use lesson plan given with template g
ELS433N Grand Canyon Story Telling with Fairytales SIOP Plan Paper Last tutor did it wrong and need help asap. Please use lesson plan given with template given below along with the class profile . Also check the rubric.
create a SIOP lesson plan that integrates students’ reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the “Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Utilize strategies and classroom assessment techniques that are appropriate for all ELLs including ELLs with special needs and gifted ELLs.
Integrate the following:
Practice & Application
Review & Assessment
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Benchmark – Using SEI Strategies in a SIOP Lesson Plan
Less than Satisfactory
No standards are
mentioned in the
lesson. Lesson is not
aligned to standards.
Some standards selected
are not adequate for
class profile or are not
All standards selected
are adequate for class
profile and are
referenced. Lesson is
vaguely aligned to
All standards selected
are appropriate for
adequate for class class profile and are
profile and are
referenced. Lesson is
referenced. Lesson clearly and
is aligned to
accurately aligned to
Content and language Missing either content or Both language and
All objectives are
content objectives are provide a path to
aligned to standards.
Content and language
present, and most are what students will Extensive, wellObjectives
vocabulary is not
objectives do not provide aligned to standards.
know and be able to planned focus on
a clear sense of what
do as a result of the teaching and
students will know and objectives provide a
be able to do as a result minimal sense of what strategies for
of the lesson. Objectives students will be able to addressing content during, and after the
are unclear, or are
do as a result of the
unrelated to standards. lesson. Adequate
Incomplete reference to attention is provided to evident.
vocabulary instruction. content vocabulary
Fails to use the SIOP Uses the SIOP model
Uses the SIOP model. All Uses the SIOP
Correctly uses the
model. The lesson
though not all lesson plan lesson plan components model. All lesson
SIOP model. All
plan is missing many components are
are at least minimally plan components
of the required
addressed. The fluency are fully addressed. are fully addressed.
skills and activities are The fluency skills
activities are missing,
and activities are
weak, or incomplete.
differentiated and that create multiple,
Skills and activities
provide meaningful differentiated, and
are not gradepractice with
At least one SEI
At least one SEI strategy All SEI strategies are
All SEI strategies are All SEI strategies are
strategy is not
is not completely
adequate for all ELLs
appropriate for all appropriate for all
appropriate for all
adequate for all ELLs
including ELLs with
ELLs including ELLs ELLs including ELLs
Strategies listed ELLs including ELLs including ELLs with
special needs and gifted with special needs with special needs
in assignment.) with special needs
special needs and gifted ELLs.
and gifted ELLs.
and gifted ELLs and
and gifted ELLs.
into the learning
Plan is not
Plan vaguely integrates Plan integrates
Plan clearly and
Appropriateness appropriate for the students’ diverse cultural students’ diverse
profile of students. backgrounds. Content, cultural backgrounds.
materials and strategies Content, materials and backgrounds.
are intended for the class strategies are intended Content, materials backgrounds.
profile of students, but for the class profile of and strategies are Content, materials
could be more fully
students, but could be designed for the
and strategies are
more fully developed. class profile of
engaging and wellstudents.
designed for the class
profile of students.
10.0% Review Assessment is not
Assessment is attempted, Assessment is adequate Assessment is
Assessment is welland Assessment addressed.
but lacks clarity or is not for content and class
profile. All student
content and class
profile. All student content and class
profile. All student
clearly measured. objectives are clearly
Surface errors are
Frequent and repetitive Some mechanical errors Prose is largely free Prose is completely
pervasive enough that mechanical errors
or typos are present but of mechanical
free of mechanical
distract the reader.
are not overly
errors, although a errors. A variety of
distracting to the
few may be present. effective sentence
language and/or word
reader. Correct and
A variety of
Inappropriate word choice are present.
effective sentence utilized. Writing is
grammar, and choice and/or
Sentence structure is
structure and audience- structures are
engaging and practice
language use) sentence construction correct but not varied. appropriate language
related language is
SIOP® Lesson Plan Template
Subject/Content Area: English Language Arts
Standards (Identify by provided code and wording and include a link to each set.)
• Content Standard:
• English Language Proficiency Standard:
Objectives (Specific, Observable, Measurable. Use professional terms here.)
• Content Objective:
The student will be able to
• Language Objective:
The student will be able to
Preparation: (What do you need to do to prepare this lesson for use with ELLs? What vocabulary must
students know in order to be ready for this lesson? Include meaningful supplementary materials such as
video clips, graphs, models, visuals, etc. that will clarify the lesson’s objectives. This should also include
differentiated instruction for varying proficiency levels.)
Building Background: (How will you link this new concept to students’ background experiences?)
Comprehensible Input: (How will you make your communication more understandable? How will you
ensure that students are understanding throughout the lesson?)
Strategies: (Include specific teaching strategies & learning strategies. You need to name two strategies,
just like you did in week 5 and explain how it will be utilized in the lesson.)
Interactions: (What peer interaction will be included to help students master the objectives?)
Practice/Application: (Include at least 3 different ways for students to practice the skills necessary to
meet the objectives. These are not the same as the assessment piece.)
• Practice 1:
Lesson Delivery: (Provide a detailed, step-by-step walk-through of the lesson. It should unfold from
beginning to end in this section. It should describe all of the strategies you are using, interaction, and
practice activities exactly as they will look during the lesson.)
Review/Assessment Evaluation: (Describe how you will review vocabulary/wrap-up the lesson, and
also how you will evaluate each student’s level of mastery on each of the stated objectives.)
• Vocabulary Review:
Informal Assessment of Lesson Objectives:
Formal Assessment of Lesson Objectives:
© 2015. Grand Canyon University. All Rights Reserved.
Duration: One- Two Lessons
Dependent on student outcomes;
Grade One, English Language Arts
Storytelling (Fairy Tales and Folktales)
Standards: BC Ministry of Education, English Language
Arts, Grade One, Learning Standards
Students can recognize the structure and elements of a
• Students will create a storyboard of the Three Little Pigs, using pictures and words to
organize story events sequentially.
• Students will acquire new vocabulary by reading and discussing The Three Little Pigs as a
class and with partners.
• Students will orally retell The Three Little Pigs to a partner.
Pig, wolf, straw, sticks, bricks, house,
blow/blew, huff/puff, build, roof,
chimney, pot, fire
Order, sequence, label, beginning,
Book: The Three Little Pigs
Blank Storyboards (Resource #1)
Vocabulary words with pictures (Resource #2)
Sequencing cards (Resource #3)
Self-assessment poster (Resource #4)
Variety of books/props focused on Fairy
Prior to Lesson
Within the unit of Storytelling (Fairy Tales and Folktales), it is
recommended that a variety of books (at a variety of reading levels) and
props be made available to students in the classroom so that they may
explore independently. In this way, students will be able to build and
activate knowledge of Fairy Tale themes through hands on exploration
and free play. Suggested materials include a wand, sword, tiara, cape,
shield, magic mirror, character puppets, and a variety of themed books.
Fairy Tale and Folklore books (including the Three Little pigs) can be
Prompt EL students to
specifically explore The
Three Little Pigs before
found in a variety of languages at The International Children’s Digital
Library online (see references).
Part 1 (Before Reading)
• As a class, orally discuss the content and language objectives so
that students understand the expected outcome of the lesson. Goals
should be written on the board, accompanied by the blank
storyboard for clarity. Students should understand that they will be
expected to orally retell the story to a friend, and fill in the
storyboard after reading The Three Little Pigs.
Student friendly language:
I can tell the story of the Three Little Pigs with pictures and
I can tell the story of The Three Little Pigs to a friend using new
• As a group, show students the cover of the book, and ask them if
they can read the title.
• Give students 2-3 minutes to talk in small groups about what they
know about this story, or what they think might happen.
During this time, gather ELL students in a separate group to ask
them if they know this story in their L1. Complete a brief picture
walk, pointing out key visuals that will help with important story
vocabulary (pig, wolf, straw, sticks, brick, house, etc.) If time, and
if applicable, allow students time to discuss in their L1 if a
language is shared.
• After the small group share, combine activated knowledge as a
class into a visual brainstorm/mind map of key ideas, adding
vocabulary/picture cards (resource #2) to the map as they are
naturally brought up by students. Ask students questions to elicit
any remaining vocabulary.
• Ask students for predictions about the story.
• What do you think will happen in this story?
• Do you think this story will be the same as other stories of
The Three Little Pigs you have heard?
Ensure to gauge the
level to which ELL
students are familiar
with this story, and how
comfortable they are
with the vocabulary.
Students may not
require the picture walk
depending on their
and may be able to
engage with peers in
If students are unfamiliar with The Three Little Pigs, and insufficient
prior knowledge is activated, the teacher may wish to lead the whole class
through a picture walk of the book, making observations about the
pictures, and then revisiting the brainstorm/mind map before reading.
Part 2 (During Reading)
• Using the classroom document camera, project the picture book so
that students can see the pictures and text at all times. Remind
students to pay close attention to what happens in the story, and of
the content objective in which they will retell the story orally/new
• Read “The Three Little Pigs” to students. During reading:
– Finger point to words as you read aloud.
– Check in with student predictions.
– Stop to make new predictions.
– Stop to explicitly teach the meaning of “no, no, by the hair
of my chinny chin chin” as this will be unclear to most.
– Emphasize repetitive nature of the story by having students
join in for the reading of:
“Little pig, little pig, let me come in.”
“No, no, by the hair of my chinny chin chin!”
“Then I’ll huff, and I’ll puff, and I’ll blow your house in.”
– Emphasize pictures that will help with vocabulary
During reading, ensure
effective modelling of:
– language patterns
Part 3 (After Reading)
• After reading the story as a group, look back to the mind map as a
group and add any ideas or vocabulary that was learned through
reading the story.
• Show students a copy of the story sequencing cards (resource #3)
that have been cut out and have magnets attached. Place them on
the whiteboard in a random order. Ask students if the pictures
make sense the way they are arranged. (Answer should be no).
Explain to students that stories are told in a particular order so that
they make sense. Showcase the meaning of order/sequence to
students by explaining that every story has a beginning, middle
and end that make up an order. Each card/event has a place it
belongs in the story.
• As a class, begin to sort the sequencing cards (in left to right
order), always checking in with students: “Does this make sense?”
“Is this in the correct order?” “Is this how we read it?”
• Stop the class sequencing after the beginning and middle portion
of the story has been established. Again, emphasize vocabulary
words beginning and middle by pointing to the location of
A list of pre-determined
partners should be made
so that students
requiring extra support
are paired with
There are many
differing versions of
The Three Little Pigs;
may have been based on
differing stories, and
this will likely need to
During partner work,
teacher should circulate
to ensure cards have
been arranged in an
Check in with students
and have them point to
the beginning, middle,
and end of the story on
their sequenced cards.
Explain to the group that students will be given the same pictures
of events from the story, and will need to work in partners to put
the remaining events (end) in the correct order. Students will have
the class organized cards on the board as a reference, and will
work together to sort remaining cards. When the cards have been
organized in a left to right sequential order, students will take turns
retelling the story to their partner in their own words, using the
pictures as cues, to make sure the story is in the right order.
After practicing the retelling with their partner, students will be
given a blank storyboard in which they are expected to draw
pictures of events from the story in the correct order in which they
occurred. Students will also be encouraged to add as much text to
their pictures as possible. This may include complete sentences,
partial sentences, or labelling of pictures using new vocabulary.
Ensure to model labelling of pictures. (Differentiated templates
are included in the resource section for those who will be able to
Check in with pairs to
ensure students are
using explicit language
and new vocabulary
when retelling. (E.g. If
the student says “It
blew it down,” lead
towards “the wolf blew
down the house of
During individual work,
encourage students to
look back to class mind
map, vocabulary picture
cards, and the picture
book for support.
• After the listed activities have been completed, look back to the
original content and language objectives. Ask students to
informally assess how they felt they met these objectives using the
classroom self-assessment scale. (See Resources).
• The individual sequencing sheets can be assessed to determine the
degree to which students were able to successfully sequence The
Three Little Pigs, and which vocabulary they were able to
successfully use independently.
• Students should be given time to add their newly acquired
vocabulary to their ongoing personal dictionary (especially order,
sequence, label, beginning, middle, end). This can also be used to
assess the degree to which students comprehended these new
Reflection (After Lesson)
British Columbia Ministry of Education (2017). English language arts: Learning standards.
Retrieved from https://www.curriculum.gov.bc.ca/curriculum/english-language-arts/1
Gay, M.L. 1994. The 3 little pigs. Toronto, ON: Groundwood Books.
Gibbons, Pauline. Scaffolding Language, Scaffolding Learning: Teaching Second Language
Learners in the Mainstream Classroom-2nd Edition Heinemann: Portsmouth, N.H., 2014.
International children’s digital library [Web page]. (n.d.). Retrieved from
J. Echevarria, M. Vogt, D. Short. Making Content Comprehensible for English Learners: The
SIOP Model, 5th Edition. Pearson Education: New Jersey, 2017.
Nadia. (2017). Fun with mama: Three little pigs sequencing cards. Retrieved from
Pop, L. (2013). Word wall packet: The three little pigs. Retrieved from
Teacher’s Pet. (2016). Smiley face assessment poster. Retrieved from
Resource #1 (Part A)
Resource #1 (Part B)
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