Get SIOP Lesson Plan Template 1 2008

SIOP Lesson Plan Template 1 Date 2/23/2012 Carolyn Schmitt James River HS Grade/Class/Subject English 9C or O Unit/Theme To Kill a Mockingbird Standards Eng9 4 5 Content Objective s -identify Jim Crow laws and the areas where enforced -use a text set to gain knowledge about the Great Depression and Harper Lee -complete forms for a scavenger hunt and nonfiction reading review with appropriate information Language Objective s -explain the significance and purpose of the Jim Crow laws -share information about the Great Depression and Harper Lee Key Vocabulary Supplementary Materials Jim Crow segregation integration prohibited race equality separate Caucasian interchangeable misdemeanor discretion vicinity Scottsboro Boys case Great Depression mortgage Federal Reserve Bank bankrupt foreclosure homelessness unemployment Dust Bowl emigration. -Jim Crow Law cards -Scavenger Hunt forms 1 per student -text sets on Great Depression Harper Lee and Jim Crow of varying reading levels. -nonfiction reading form -laptop with Scottsboro Boys slides on loop SIOP FEATURES Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Reading Writing Speaking Listening Scaffolding Modeling Guided practice Independent practice Comprehensible Input Application Hands-on Meaningful Linked to objectives Promotes engagement Group Options Whole class Small groups Partners Assessment Individual Group Written Oral Lesson Sequence -Whole Group Students are introduced to the Scottsboro Boys case that inspired Lee s trial of Tom Robinson in the novel* - Small Group ATeacher will divide students into groups where they may work independently or in pairs -one group will view the Scottsboro Boys slides and complete a nonfiction form one group will get informaton on the Great Depression Jim Crow and Harper Lee and complete one or more nonfiction forms hunt form* After 20 minutes students must rotate to the next group* Small group At the end of three rotations students will share in their groups things they have learned and any general statements they can make. Whole Group As a large group we will share and make statements about Jim Crow and the Great Depression that may have influenced Lee when writing the book. -Wrap-up/Exit Ticket students will verbalize their definitions of the terms in the vocabulary box 2008 Pearson Education Inc* above. -Student homework will be to talk to family members particularly older ones to ask about pre civil rights America* The family members reminiscences will be able to be shared at the next class. Reflections Reproduction of this material is restricted to use with Echevarria Vogt and Short 2008. -nonfiction reading form -laptop with Scottsboro Boys slides on loop SIOP FEATURES Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Reading Writing Speaking Listening Scaffolding Modeling Guided practice Independent practice Comprehensible Input Application Hands-on Meaningful Linked to objectives Promotes engagement Group Options Whole class Small groups Partners Assessment Individual Group Written Oral Lesson Sequence -Whole Group Students are introduced to the Scottsboro Boys case that inspired Lee s trial of Tom Robinson in the novel* - Small Group ATeacher will divide students into groups where they may work independently or in pairs -one group will view the Scottsboro Boys slides and complete a nonfiction form one group will get informaton on the Great Depression Jim Crow and Harper Lee and complete one or more nonfiction forms hunt form* After 20 minutes students must rotate to the next group* Small group At the end of three rotations students will share in their groups things they have learned and any general statements they can make. Whole Group As a large group we will share and make statements about Jim Crow and the Great Depression that may have influenced Lee when writing the book. .