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Create a brochure with two sections delineating the advantages of SIOP(Sheltered Instruction Observation Protocol) and EEI(Essential Elements of Instruction) lesson plan formats. This brochure should be written to persuade a fellow student. The brochure can be done using microsoft word double sided format. One side it will be the advanges of SIOP lesson plan format. The opposite side it will be the advantadges of EEI lesson plan format. Both advantages should be 250 words each which equals a page each totally 500 words and 2 pages. I need it in 4 hours.
Both sample formats have been provided for you.
Client Organization:
Grand Canyon University Telephone: 800.800.9776 x 6372
Main Contact: Gina Meyer Fax:
_________________________________________________
Email Address: gmeyer@gcu.edu Date: May 14, 2009
In the space below, please edit the TaskStream Basic Lesson format to meet your needs. Please be sure to edit
the section headers, field titles and the instructions text that will appear to users. Complete the form and submit to
help@taskstream.com as an attached file. OR Print and fax to 212 868-2947. If you have any questions, please call
TaskStream’s Mentoring Services Department at 800-311-5656.
Fields marked NOT EDITABLE indicate that a special interface is used to respond to these fields. Fields marked with
an asterisk* cannot be removed from the lesson plan format, as they are search fields in the Lesson Database in
the Cybrary.
VITAL INFORMATION
Author GCU Student
*Subject(s) Geography
Topic or Unit of
Study Creating Maps
*Grade/Level 3rd
*Summary Students will create a map of the playground in relation to north, south east and west.
STANDARDS AND DIFFERENTIATED INSTRUCTION:
*Standards
Connections to the National Geography Standards:
Standard 1: “How to use maps and other geographic representations, tools, and technologies
to acquire, process, and report information from a spatial perspective”
Standard 2: “How to use mental maps to organize information about people, places, and
environments in a spatial context”
Standard 4: “The physical and human characteristics of places”
Differentiated
Instruction
Special needs’ students and ELL learners will be supported through kinesthetic, spatial,
auditory and visual support. Students will use illustrations to create a map of
playground features and locations.
mailto:gmeyer@gcu.edu
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED:
Objective
Students will understand and create a map demonstrating boundaries, geographic
features and directionality.
Students will explore the location and features of their playground and create a map.
Anticipatory Set
The teacher will ask students if they have ever gone to a mall and gotten lost or could
not locate a specific store. The teacher will ask if they have ever been traveling by car
in another city or state with a parent and gotten lost. Students will provide experiences
of being lost or not finding a specific location. The teacher will ask, “When you or your
parents were lost, what could have helped you find your way? Could a map have
helped find you find your way? Could a map of the mall have helped you find the store
you were looking for?”
Teach Lesson /
Model
The teacher will assess students prior knowledge about maps. She will create a word
wall graphic organizer on the board for students to brainstorm words or phrases that
come to mind when they think of maps and how maps are used.
The teacher will show students the wall maps of their state or country and ask students
what some of the features of this map. Students may say boundaries, directions,
north, south, east, west, rivers, mountains, etc. The teacher will focus on directionality
of north being at the top of the map, south is located at the bottom, east is to the right
and west to the left.
The teacher will model and tell students she will draw a “map” of their classroom. The
teacher will write the following vocabulary words on the board: boundaries, geographic
features, north, south, east, west. She will then draw a square (or rectangle,
depending on the shape of the room) and tell students these are the boundaries of the
classroom and proceed to write the directions north south, east, west and south and
“geographic” features of their room.
Students will tell the teacher what “geographic” features are on the north side of the
room, the east, west, south and center of the room. Students will direct the teacher to
draw the items/furniture located in these parts of the classroom.
Guided Practice
The teacher will tell students they will work in pairs to draw a map of their
playground. They will need to draw boundaries, label the directions and the
“geographic” features of the playground. The students will then be given chart paper
and markers and taken outside to the playground where they will begin drawing and
labeling their maps.
Students will begin to draw the boundaries of their playground and label the directions
north, south, east and west. The teacher will support students understanding by
pointing north and having students begin to label directions. This can be done in whole
group or if students demonstrate understanding, work in pairs.
Independent
Practice
Students will be allowed to work in pairs to draw the boundaries, directions and
“geographic” features. One student will be the illustrator and the second will be the
observer to direct the information being drawn/written on the map.
Closure
After students have drawn their maps of the playground, they will share their maps
with each other and describe their boundaries, directions and “geographic” features.
Students will orally present their maps to the class. Students will compare the features
of their maps to the wall maps in the classroom.
Evaluation
*Assessment/Rubrics
The maps will be informally assessed through observation and student comprehension
through their presentations and use of key vocabulary. The teacher will ask students to
show where certain playground “geographic” features are located.
MATERIALS AND RESOURCES
Instructional
Materials
(handouts, etc.)
Chart paper, markers, whiteboard
Resources Text, wall maps of state or country.
- Format Customization Form – Lesson
VITAL INFORMATION
STANDARDS AND DIFFERENTIATED INSTRUCTION:
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED:
MATERIALS AND RESOURCES
SIOP
®
Lesson Plan Template 2
© 2008 Pearson Education, Inc.
STANDARDS:
AZ Standards, Strand 4 Life Science, Concept 1: Characteristics of Organisms
Understand that basic structures in plants and animals serve a function.
THEME: Science
LESSON TOPIC: Life Cycle of Plants
OBJECTIVES:
Language:
Students will be able to recognize, verbalize and understand the meaning of vocabulary
words associated with the life cycle of a plant: seeds, stem, soil, root, nutrients, sunlight,
leaf
Content:
Students will observe a plant’s growth from seed to mature plant
Students will identify the stages within a plant’s life cycle
LEARNING STRATEGIES:
KEY VOCABULARY: seeds, stem, soil, root, nutrients, sunlight, leaf
MATERIALS:
Vocabulary words, clear cups, soil, lima beans, water, chart paper, drawing paper, markers,
crayons
Science text and library books on plant growth
MOTIVATION:
(Building background)
Bring in various seeds: sunflower, grass, peach, lemon, etc., and ask students to identify the type
of seeds and what they will become. Ask students what kinds of plants/trees are in their own
yards and if they’ve ever seen the seeds from which they grew.
Create a KWL chart gathering student input and ideas on what they know and what they want to
know about the life cycle of plants. (After the lesson is complete and seeds have grown into
plants, complete the chart with what students have learned.)
Introduce key vocabulary words: seeds, stem, soil, root, nutrients, sunlight, leaf, and write on
chart in front of room.
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
The teacher will make ensure students understand the vocabulary words by referring to realia or
pictures and clearly enunciating. The teacher will focus on vocabulary words and concepts by
having students view pictures and use sentences supporting the meaning. The teacher will model
I do, We do, You do, for students to view the processes and actions required for the activity.
Students will be asked to brainstorm what plants need to live. The teacher will record student
SIOP
®
Lesson Plan Template 2
© 2008 Pearson Education, Inc.
responses on a graphic organizer.
Students will each be given a lima bean seed, soil and a clear plastic cup. The teacher will
demonstrate placing soil in the cup, the seed on the inside edge of the clear plastic cup, and then,
fill the cup with remaining soil. She will pour limited amount of water in the cup.
After modeling this, the teacher will ask students to put soil, the lima bean, more soil and water
in their cups. All cups will be placed in a sunny location.
Each student will be given chart paper to write the date, illustrate their cup of soil with the lima
bean visible through the clear cup. Students will observe their lima bean cups on a daily basis and
record their observations for 2-3 weeks in writing and through illustrations.
During the 2-3 weeks, students will record the growth of the lima bean and label their illustrations
with the corresponding vocabulary words of, seeds. roots, stem, leaves, nutrients, soil, sunlight.
Each day children will work in pairs to show the plant life cycle chart of illustrations and use the
appropriate vocabulary words to describe the plant parts or process. This will be done verbally
with key vocabulary used.
PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and application, feedback)
Students will be provided books to read on various plants and their life cycles in various
geographic locations. In small groups, they will be asked to hypothesize why some plants can
grow with little to no water and others need a lot of water.
Students will work in pairs and classify plants that need little water and those that need a lot of
water to grow. Students can classify, compare and contrast other features, such as: weather
conditions, amount of sunlight, size of leaves, types of plants, etc.
Students will predict how tall they expect their plants to be at the end of 3 weeks. The guesses
will be recorded and later used to verify the predictions.
Students will observe the growth of their lima beans into plants and chart growth and changing
features. Labels with vocabulary words will be written next to the illustration of the plant growth.
After the observation period is complete, each child will present their plant, their recorded
observations to the whole group
REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
Students will be assessed informally and formatively by the teacher through observation and
questioning of recorded observations of the plant growth/life cycle.
Students will be asked to create a graphic organizer and label the plant growth illustration with
the corresponding vocabulary words.
Summative: A final report will be written to conclude the activity and describe the life cycle of the
lima bean plant. Students will present their recorded illustrations to the class and verbally
describe the plant growth/life cycle using key vocabulary words.
EXTENSION:
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP
®
Model.)
