SIOP Lesson Plan: Communication Lesson 4

Teacher’s Name Ms. Waugh		School Fuller Middle School
Class 6th grade ESL		Date September 2011
Topic High Point: Unit 1 Communication Theme 1: Messages that Matter Theme 1 Lesson 3		Standard(s) 6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly. 6.SL.2 Interpret information presented in diverse media and formats (eg. visually, quantitavely, orally) and explain how it contributes to a topic, text or issue under study.
Language Objectives (see Assessment) Students will be able to... -Pronounce new vocabuary words -Describe orally what they visualize while listening to poetry		Instructional Content Objectives (see Assessment) Students will be able to... -Define new vocabulary words -Use the visualize reading strategy to guide comprehension
Higher-Order Questions Is a poem a good way to communicate? How does visualizing help us comprehend a poem?
Adaptations and Accommodations
Key Vocabulary attention concentrate creativity experience inspired inventive memory motive routine		Resources and Materials (Including Supplementary and Adapted) High Point Text Book T-chart Practice book p. 3 How to Visualize Transparency 2
Learning Strategies		Predict, imagine with keywords, personalize/contextualize, use imagery
Time	Building Background
	Links to Student Background and Experience Make a T-chart with a + heading and a - heading. Record students' ideas about how poems communicate effectively in the + column and how poems do not communicate effectively in the - column.
	Developing/Reviewing Key Vocabulary Learn Key Vocabulary: Introduce each key word 1. Pronounce the word 2. Define the word 3. Encourage elaboration 4. Assess students' understanding Practice book page 3
	Links Between Past Learning and New Learning Have students complete the vocabulary webs on page 14 to relate the words to concepts they already know.
Time	Lesson Sequence
	Guided practice: Learn to Visualize Define visualize. Read the steps for how to visualize. Complete the transparency activity as guided practice. Model through think-aloud how to visualize the poem and complete the chart. If time remains, have the students complete their own charts, or assign as homework.
Time	Assessment/Close
	Ask students to defend orally why it is important to visualize as you read.
Time	Homework
	How to Visualize worksheet.

SIOP Lesson Plan: Communication Lesson 3

Teacher’s Name Ms. Waugh		School Fuller Middle School
Class 6th grade ESL		Date September 2011
Topic High Point: Unit 1 Communication Theme 1: Messages that Matter Theme 1 Lesson 2		Standard(s) 6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly. 6.SL.2 Interpret information presented in diverse media and formats (eg. visually, quantitavely, orally) and explain how it contributes to a topic, text or issue under study.
Language Objectives (see Assessment) Students will be able to... -Express opinions orally and in writing		Instructional Content Objectives (see Assessment) Students will be able to... -Interpret a visual image -Use complete sentences to form opinions
Higher-Order Questions What is an opinion? How do people share opinions?
Adaptations and Accommodations Students will use graphic organizers to support idea organization and the think-pair-share strategy to allow all students to feel comfortable sharing.
Key Vocabulary communication opinion abstract (art) complete sentence subject predicate		Resources and Materials (Including Supplementary and Adapted) High Point Text Book Mind Map Graphic Organizer Learn About Complete Sentences Transparency 1a and 1b
Learning Strategies		Predict, imagine with keywords, personalize/contextualize, use imagery
	Links to Student Background and Experience 1. Hold up a silent, flat hand sign and ask the students what it means. 2. Have students close their eyes and talk for a minute and then call out "Stop!" 3. Show students a stop sign. Ask students what each of the three messages above have in common. (They all mean stop.) Explain there are different ways people can give messages.
	Developing/Reviewing Key Vocabulary How to express an opinion: 1. Tell what you think 2. Give reasons for your opinion
	Links Between Past Learning and New Learning Have students share what they think about the painting in small groups. 1. Does the painting have a message? 2. Have students speculate about the painting style. Prompt the vocabulary word, "abstract" and encourage them to share their opinions
Time	Lesson Sequence
	Students will complete the 4 activities on page 13. 1. Take notes in a chart: they will listen to a CD and make a chart to record the students' opinions. 2. Build vocabulary by adding to the communication web 3. Learn about complete sentences: Students will participate in a whole-class review lesson on complete sentences, identifying the subject and predicate of sentences and then producing their own complete sentences with provided subjects and predicates.
Time	Assessment/Close
	Have students write one or two complete sentences that tell what they think about the painting.
Time	Homework
	Students will complete sentence grammar worksheet in which they match subjects and predicates and then create sentences of their own.

SIOP Lesson Plan: Communication, Lesson 2

Teacher’s Name Ms. Waugh		School Fuller Middle School
Class 6th grade ESL		Date September 2011
Topic High Point: Unit 1 Communication Theme 1: Messages that Matter Introduce Theme 1		Standard(s) 6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly. 6.SL.2 Interpret information presented in diverse media and formats (eg. visually, quantitavely, orally) and explain how it contributes to a topic, text or issue under study.
Language Objectives (see Assessment) Students will be able to... -Engage in discussion about the importance of messages -Use personal experiences to defend orally their opinions		Instructional Content Objectives (see Assessment) Students will be able to... -Interpret a visual image using a graphic organizer -Compare and contrast messages and their importances
Higher-Order Questions Why do people send messages? How do people add to or take away from the meaning of other people's thoughts? Why do some messages affect us more deeply than others?
Adaptations and Accommodations Students will work in partners, so that the students who do not feel comfortable enough to speak in front of class on their own will have support
Key Vocabulary communication message meaning		Resources and Materials (Including Supplementary and Adapted) High Point Text Book Graphic Organizer
Learning Strategies		Predict, imagine with keywords, personalize/contextualize, use imagery
Time	Building Background
	Links to Student Background and Experience Have students discuss the theme title: Messages that Matter. Ask: If you were handed two sealed messages, one from your best friend and one from your principal, which would you open first? Why?
	Developing/Reviewing Key Vocabulary Have students study the image on page 10. Then complete a chart to show the messages the postage stamp sends and the potential recipients.
	Links Between Past Learning and New Learning Is the stamp verbal or nonverbal communication? Is it lasting or temporary? How do you know?
Time	Lesson Sequence
	Discuss the Guiding Questions Have students divide into three groups and answer the three key questions. Then have groups share what they discussed.
Time	Assessment/Close
	Write on the board: -Your brother has a cold -Call me about the homework Have the students choose the most important mesage and explain their choices
Time	Homework
	Complete an activity describing the messages shown by common signs.

SIOP Lesson Plan Communication Lesson 1

Teacher’s Name Ms. Waugh	School Fuller Middle School
Class 6th grade ESL	Date September 2011

Topic High Point: Unit 1 Communication Theme 1: Messages that Matter Introduce Unit 1	Standard(s) 6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly. 6.SL.2 Interpret information presented in diverse media and formats (eg. visually, quantitavely, orally) and explain how it contributes to a topic, text or issue under study.
Language Objectives (see Assessment) Students will be able to... -Engage in discussion about communication -Make oral predictions about the unit -Explain a message -Use various forms of communication to make a message	Instructional Content Objectives (see Assessment) Students will be able to... -Interpret a visual image -Define verbal and nonverbal communication
Higher-Order Questions What is communication? How do people express messages?
Adaptations and Accommodations Students will work in partners, so that the students who do not feel comfortable enough to speak in front of class on their own will have support

Key Vocabulary express, message, verbal, nonverbal, lasting, preserve

Resources and Materials (Including Supplementary and Adapted) High Point Text Book Mind Map Graphic Organizer Poster paper collage supplies

Learning Strategies		Predict, imagine with keywords, personalize/contextualize, use imagery
Time	Building Background
	Links to Student Background and Experience 1. Hold up a silent, flat hand sign and ask the students what it means. 2. Have students close their eyes and talk for a minute and then call out "Stop!" 3. Show students a stop sign. Ask students what each of the three messages above have in common. (They all mean stop.) Explain there are different ways people can give messages.
	Developing/Reviewing Key Vocabulary Have students open the text book to page 8. Discuss the title, "Get the message!" What does it mean? Have students heard the statement before? Have students define "message" and explain the artwork on page 8. Introduce the Mind Map graphic organizer titled Communication. Ask students to define verbal and nonverbal communication and give examples for each. Use those examples to complete the table headings of "temporary" and "lasting."
	Links Between Past Learning and New Learning Introduce the Mind Map graphic organizer titled Communication. Ask students to define verbal and nonverbal communication and give examples for each. Use those examples to complete the table headings of "temporary" and "lasting."

Time	Lesson Sequence
	Students will work in pairs to create symbolic messages. After they complete the activity, have students present their messages to the class. Are words or images more effective in communicating a feeling? Why? Share with the students the quote, "A picture is worth a thousand words." Have them share whether they agree or disagree.

Time	Assessment/Close
	Have students answer the following questions: What will this unit be about? What are some examples of verbal communication? Nonverbal? What are some examples of communication that lasts?

Time

Homework

Watch TV or a movie for at least 15 minutes. Make a Communication table about the messages you see.