Grand Canyon University: SPE 533N
December 5, 2012
This paper will explain how to incorporate the SIOP lesson plan for Literary Arts at the 5th grade reading level which can be found at the completion of the paper. It takes into account the language acquisition stages of development when presenting the lesson. The standard being followed for the lesson is reading, analyzing and interpreting literature. The content objective is from the Pennsylvania State Academic Standards which states, “students will be able to compare the use of literary elements within, among texts including character(s), setting, plot, theme and point of view”. The language objectives chosen to align with the content objective were taken from the Pennsylvania Standard Aligned Systems which states, 1) “students will effectively use language in a group setting of their peers to verbally communicate information”, 2) “students will be able to identify character(s), setting, plot, theme and point of view”,3) “students will be able to retell the story using key vocabulary as a guide” and 4) “students will listen for context clues to appropriately identify definitions of new vocabulary”.
The novel chosen for the lesson is entitled “Shades of Gray” written by Carolyn Reeder. The novel is set in the Civil War era about a twelve year old boy. The teacher should complete background knowledge before beginning this lesson plan to learn what knowledge the students have of the Civil War era. Pre-reading activities of displaying visuals should be set throughout the classroom to assist students in building background knowledge such as a large, student friendly map of the United States form 1865 pre-war era with the North and South clearly defined as well as the location of where the main character lived. Key vocabulary words of character(s), setting, plot, theme and point of view should be displayed for students. Through group discussion and teacher modeling the key words will be defined through use of student dictionaries and accessing the computer. Teacher will draw upon background knowledge to obtain examples of the key vocabulary.
The Beginning or “pre-production” stage of the language acquisition is when the student displays little comprehension of written or oral language. The teacher at this stage should provide the student with an abundant amount of listening opportunities. This can be done throughout this lesson plan by usage of taped text, teacher modeled reading aloud during group instruction, paired partnering in which the student is paired with a student who is a native English learner or in the advanced stage of language acquisition. “Move It” is another way to assist limited English Language Learners when reviewing read passages for comprehension as the teacher uses signals for student interaction with in a lesson such as hand signals for yes/no, true/false and I understand/I sort of understand or I don’t understand. (Vogt & Echevarria, 2008).
Beginning or “early production” stage is when the student has limited English comprehension but can deliver one or two word oral responses. The teacher for this stage can use pictures from the text or Civil War era and have the students label the pictures then place them in sequential order to assess comprehension of the text. Teachers may also consider having the students create pictures regarding the character(s) and setting. Teacher should utilize the map while reading the text. An activity the teacher may want to utilize with learners in this stage is verbal scaffolding which includes techniques such as think alouds, paraphrasing, repetition, careful enunciation and frequent review of contextualized vocabulary. (Vogt & Echevarria, 2008)
Beginning or “early speech emergence” stage is when English Language Learners are capable of speaking simple sentences and have a high understanding of oral and written information. They can respond to...