P/U Key As Is on Current Version

SIOP®Model Lesson[Lesson Plan Template 1]

Key: SW = Students will |TW = Teachers will | SWBAT = Students will be able to… |HOTS = Higher Order Thinking Skills

Unit: Character Analysis
SIOP® Lesson Title:Making Predictions / Grade:7
Content Standard(s):CCSS ELA Reading Informational Text 7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Primary Source: Appropriate grade-level informational texts
Key Vocabulary:
Content:
General Academic:
Word Parts:
HOTS: / Supplementary Materials:

Anticipation/Reaction Guide + Why (See Figure 6.4 and Appendix E, #1)
Prediction T-Chart (Ongoing in student journal)
Sentence Frames
I predict we will read about characters who…
I predict we will read stories about…
My prediction is _____.
I agree with ___ because I think ___
I respectfully disagree with ___because I think ___.
I changed my mind because ___.

Explicit Connections to Prior Knowledge and Experiences/Building Background:
Explicit Connections to Past Learning:
Content Objective(s):

I canread statements and develop opinions and beliefs about the main ideas of two stories.

I can make generalized predictions about the upcoming short stories.

Language Objective(s):

I can write extended sentences using sentence frames to justify why I agree or disagree with an Anticipation Guide statement.

I can orally use “because” following given sentence frames to justify why I believe my opinions are correct.

/ Meaningful Activities /Lesson Sequence:

TW post and orally explain content & language objectives
TW introduce the Anticipation/Reaction Guide and explain that students are going to agree or disagree with statements that relate to the themes and characters of the upcoming short stories they will read as a class.
TW guide students through the first three statements before they finish the rest independently.
SW write their predictions on the left-hand side of the T-Chart and leave space open on the right side for them to confirm or disconfirm their statements as they begin reading the stories.
SW add to their T-Chart throughout the unit. Depending on their language proficiency levels, student will be given Prediction and Opinion (agree/disagree) Sentence Frames.
Split Decision activity: This activity is similar to the Anticipation/Reaction Guide, but it is done orally with the participation of the entire class.
Prior to the activity, the teacher will label one side of the room with a sign that reads “AGREE” and the other side with a sign that reads “DISAGREE.” SW gather in front of the class. When the teacher reads one of the statements from the Anticipation Guide, SW move to the “Agree” or “Disagree” side depending on their opinion. Once on their chosen side, students should be prepared to support their position. After respectful discussion, students can switch sides if their minds are changed.
In order to support a respectful discussion, SW will use sentence frames when addressing their classmates.

/ Review/Assessment:
Wrap-Up: This must include the review of the content and language objectives, followed by teacher choice of final wrap-up to the lesson.

(Developed by Melissa Castillo & Nicole Teyechea. Used with permission.)

(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.)