Model Lesson Plan

SIOP Model Planning Sheet

Learning Literary Genres

Date:02/5/2017

Common Core State Standards (or state standards):

The Common Core State Standards would emphasis on students to read stories and literature as well as understand more complex tests that would provide facts and background knowledge in literature context. Secondly, the students would be asked questions as well as challenged with the aim of pushing them to refer to what they have read. Finally, the lesson would stress on critical-thinking, analytical skills and problem-solving skills that are required for success in their whole life.

Content Objectives:

• To understand different types of Genres

• To enable students to identify different types of genres after reading a story.

• To be able to discuss the different genre.

• Students will be able to identify the aspects of each genre. Students will be able to define and understand the terms: genre, fiction, non-fiction, historical fiction, science fiction, realistic fiction, myths, legends, folktales, biography, autobiography, poetry

Language Objectives:

• To be able to read stories

• To be able to understand different types of stories.

• To be able to read stories

• Using the class a foundation for critical thinking, analytical skills, and problem-solving skills.

• Given a test, the students will match each genre to the correct definition with 100% accuracy. Given partners, the students will play a matching game, matching each genre to the correct definition with no errors.

Key Vocabulary:

Terminology: genre, fiction, non-fiction, historical fiction, science fictions, realistic fiction, myths, legends, folktales, biography, autobiography, poetry.

Materials:

Overhead transparency with genres and definitions, and squares with definitions and genres

Essential Question:

1. Can students identify different genres of stories?

2. Can students tell specific types of stories?

3. Can a student learn a moral lesson from a different genre of stories??

Higher order Questions:

1. Have students developed any analytical skills?

2. Have students developed any problem solving according to the stories read in the class?

Student Activities:

Scaffolding:

• Modeling

• Guided

• Independent

Grouping:

• whole class

• small group

• partners

• independent

Processes:

• reading

• writing

• listening

• speaking

Strategies:

• hands-on

• meaningful

• links to objectives

Activities and Strategies:

• The class would start by telling stories that students know.

• The class would then read Overhead transparency with genres and definitions, and squares with definitions and genres

• Would the class then “Different Genres of Books” using a hands-on approach?

• The story would tell stories that they have read. It would test their reading skills.

• The students would them would be asked to summarize the story using skills learned such as analytical skills and problem-solving skills.

Review and Assessment:

• Individual

• Group

• Written

• Oral

Formative Assessment

• Written exams on the paper read.

• Telling stories in class

Summative Assessment

• Oral

• Group

SIOP Model Reflection:

Over the years, the teaching of literature has been the cornerstone of learning. The preparation of the class entails linking the class with what the students already know about stories. The preparation also entails using the Common Core state standards such as the emphasis on critical-thinking, analytical skills and problem-solving skills that are required for success in their whole life. The content objectives would ensure that students can read and write fluently as well as understandings the message and meaning of stories. The teacher would use different genre books as well as charts to show the meaning of different genre of stories. The teacher would interact with the students through stories told orally and when stories are being read in class. The class would be reviewed using oral, group, individual and written exams.

The following files have been attached to your feedback 

Thank you for your lesson plan, Elizabeth. As you might have read, you will be using this lesson plan for your assignment next week. I have left several comments regarding changes that should be made to improve your lesson plan for next week. This includes websites and other resources. 

Specifically the CCSS website (to find actual standards for grade 5 ELA): http://www.corestandards.org/ELA-Literacy/RL/5/

A sample lesson plan for you to review: http://vizedhtmlcontent.next.ecollege.com/pub/content/c2a29b0a-a563-4787-80d8-7387f5fd7aa7/EDU321_Wk_4_Assignment___EXEMPLAR.pdf

Lastly, the reflection on the SIOP needs to be in much more detail (see the sample lesson's detail). While you provided a reflection, it lacked detail relating to the eight components of the SIOP model. 

(3.52 / 4) Utilizes the SIOP Model Planning Sheet to Modify Selected Lesson Plan

Proficient - Effectively modifies selected lesson plan utilizing the SIOP Model Planning Sheet. Minor components of the planning sheet are slightly underdeveloped or missing. 

(3.2 / 5) Reflection on SIOP Model

Below Expectations - Attempts to provide a reflection of the SIOP Model, but the reflection addresses six or fewer components. Significant details are missing.

While you provided a reflection, it lacked detail relating to the eight components. The discussion of the eight SIOP Model components and the implications of it on teachers and students was limited. In the future, work on providing a deeper analysis when asked to reflect on a particular topic that is supported with examples.

(0.15 / 0.2) Critical Thinking: Explanation of Issues

Basic - Briefly explains the issue to be considered, delivering minimal information for a basic understanding.

(0.15 / 0.2) Creative Thinking: Acquiring Competencies

Basic - Successfully adapts an appropriate exemplar to certain specifications.

(0.18 / 0.2) Written Communication: Control of Syntax and Mechanics

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

(0.15 / 0.2) Written Communication: APA Formatting

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

(0.2 / 0.2) Written Communication: Resource Requirement

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Overall Score: 7.55 / 10