Teacher: Williams/Holland/Scott

Grade: 6th
School: Rudd Middle
Date: 06/21/15
Start Time: 12:00 p.m
End Time (45 minutes later):
Number of Students: 14
Number of ELLs: 5 Names of NEPs: N/A
Other aspects worth mentioning: Jefferson County ESL Camp

UABs SIOP Lesson Plan

Subject: Science/Reading
Unit Theme: Water Filtration
Lesson Topic: Water and Sanitation for ALL, Bringing the Issue Home
STANDARDS
OBJECTIVES
(broad goals on which objectives are based)

(what students will learn during this 45-minute lesson)

SWBAT

Alabama COS [Give code number(s) and

Content Objective(s): Academic Achievement

standard(s).]

English Language Arts (2013) Grade 6

11.) Cite textual evidence to support

analysis of what the text says explicitly as
well as inferences drawn from the text.
[RI.6.1]
22.) Write informative or explanatory texts
to examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content. [W.6.2]
31.) 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. [SL.6.1]
Science (2013) Grade 6
3.) Describe water and carbon
biogeochemical cycles and their effects on
Earth.
TESOL Standards [Underline the targeted
standard(s)]

SWBAT identify important information about

water and sanitation.
SWBAT discuss the problems facing children
with inadequate access to clean water or
sanitation facilities.
SWBAT use online resources to participate in an
effort to sanitize water in third world countries
(http://tap.unicefusa.org/)

Language Objective(s): Academic Language

SWBAT write about the ways water impacts
ELLs will use English to:
their everyday lives.
#1Communicate for social, intercultural &

SWBAT discuss with their shoulder partners

instructional purposes within the school setting;
and groups the global issues of water sanitation.
and/or
#2, #3, #4, or #5Communicate information, ideas, SWBAT read about two different scenarios that
and concepts necessary for academic success in the
each describe the effects of water on a persons
content area of (underline): #2language arts, #3
life.
math, #4science, or #5social studies.

SEQUENCE (Order of activities planned for this 45-minute lesson)

The actual amount of numbered points may vary. This depends on the amount of different activities that are planned.

BEGINNING (5 to 10 minutes)

MOTIVATION or hook activity

Choral read of objectives before lesson begins.
1. Bellringer: Name at least 3 ways you use water in your everyday life.
Ex: I use water in my everyday life for ____________, _____________, and ______________.
2. The students will turn and talk with their elbow partner and discuss their responses The
students will be instructed to underline any answers that are the same and circle any answers that
are different.
MIDDLE (If this takes longer than expected, skip certain parts in order to review during the last 5 minutes.)

PRESENTATION of new knowledge and/or skills

3. Teacher will introduce the two key vocabulary words - Sanitation and Bacteria - by showing
them the word with a picture and having students repeat the words after the teacher.
4. The students will complete a quick write. The teacher will say: Have you ever experienced a
water shortage at home due to a storm or a drought, even for a short period? How did it change
daily life? What might life be like if they had no faucets or toilets or hoses? If you havent
experienced this, imagine that you have to live for 3 days with a limited amount of water.
Ex: If/When I went without water, it would change my daily life because ______________.
5. Students will complete the K column and W column of their KWL Chart thinking about these
questions: What do you already know about water sanitation around the world? What do you
want to know? Then, teachers will give students the opportunity to share their responses with the
class.
PRACTICE/APPLICATION of new knowledge and/or skills
6. The students will watch the video and write down at least 3 facts they learned from the video
in the L section on their KWL chart. Next, students will discuss with their face partner what they
have written down. They will underline any answers that are the same and circle any answers
that are different.
7. The teacher will read aloud the two stories, Habu and Diana, while the students follow along
on their own text. In a group of four, students will create a venn diagram comparing and
contrasting the two stories. Next, they will trade papers with another group and underline any
answers that are the same and circle any answers that are different. Then, they will trade back
papers (getting their original back), and as a group decide on the most important fact they
learned to add to the L column of their individual KWL charts.
END (final 5 minutes)

REVIEW/ASSESSMENT
8. To review the two key vocabulary words, the students will tell their face partner the definition
of bacteria and will tell their shoulder partner the definition of sanitation.
9. As an exit slip, students will use a modified 3-2-1 strategy - they will list one thing that was
interesting to them and one thing they still have a question about.
EXTENSION:
Use the UNICEF website to find ways you can help with water sanitation in other countries!

Now list and/or explain how this lesson plan will meet each of the 8 SIOP components and their
features:
I. PREPARATION: List and/or explain how you plan to do the following
Content Objectives & Language Objectives (students oral interaction): We will do a choral read
of the objectives.
Appropriate Content Concepts: The students are practicing their reading skills while learning
about grade-level appropriate science topics.
Supplementary Materials needed: Teacher will provide handouts including the stories they will
read, venn diagram template, and a writing template.
Ideas for Content Accommodations: Students have the opportunity to work with a variety of
partners and groups. Also, the lesson is scaffolded, so students can build their knowledge.
Meaningful Activities planned: Students will participate in a variety of discussions and writing
assignments to better their understanding of water sanitation around the world as well as
practicing their skills in reading, writing, speaking and listening.
II. INSTRUCTION: Give names of specific techniques for each feature & explain how you plan to
do them.
These 6 components are not in a fixed order. They occur in a cyclical manner, often simultaneously, throughout a
SIOP lesson.

BUILDING BACKGROUND
Links to Students Cultural Backgrounds: They discuss how they use water in their everyday
lives.
Links to Students Prior Knowledge: They discuss how going without water has/would affect
their lives.
Key Vocabulary emphasized (visible, oral, interaction): Bacteria and Sanitation. They will see
each word with an image. They will repeat the words after the teacher to familiarize themselves
with the words.
COMPREHENSIBLE INPUT
Appropriate Speech: I will be sure to speak slowly and clearly.
Academic Tasks Explained Clearly: I will give the students directions, and then ask certain
students to repeat them back to me, so I can ensure they understood.
Techniques to Clarify Content Concepts: I will repeat key words as needed. I will allow time for
students to ask questions as needed throughout the lesson. I will also do checks for
understanding, like thumbs up/thumbs down, as needed throughout the lesson.
STRATEGIES
Opportunities for Students to Use Strategies: Students will use their prior knowledge to make
connections between their lives and lives of children in other countries.
Scaffolding Techniques: Students will have the opportunity to discuss with a partner or small
group before sharing with the class. Students also have a handout that scaffolds each writing
assignment for them including sentence templates.
Question Types to promote higher-order thinking: I will ask many how and why questions such
as: how does our country compare to countries like Niger? How does it contrast? Why does this
matter to us? Why should we try to do something about this?

INTERACTION****
Meaningful Interactive Peer-to-peer Oral Techniques (name at least 4 different
IPOTs):
Turn and talk
Whole class discussion
Partner work (with a variety of partners)
Group work (groups of four)
Multiple grouping configurationspairs & new pairs (name the IPOTs),
triads, groups, full class:
Sufficient wait time: I will wait as needed to make sure all students are understanding the
content.
Clarification of key concepts in L1 (if needed): Vocabulary words are translated into L1.
Students will be paired with a partner who is also fluent in their first language.
PRACTICE and APPLICATION****
Hands-on materials to practice new concepts: Students will be provided graphic organizers and
sentence frames to enhance the writing process.
Activities to apply content and language knowledge: Students will be able to see and read about
the disparity of water resources in other countries, i.e. Niger. This will give them enough content
to compare and contrast our countrys water source/usage with that of other countries.
Activities that integrate all 4 language skills (list below after the following
feature) ****
Ample opportunities to practice each of 4 literacy domains (list several activities after
each skill):
Listening: Students will listen to their partners during turn and talk, and they will listen to
the video of the water crisis in Niger.
Speaking: Students will share their answers during turn and talk. Groups will present
their ideas to the whole class.
Reading: Students will read two short stories comparing and contrasting the lives of the
young children and their connection to water.
Writing: Students will write ways they use water, explain what they would do if they
didnt have easy access to water, and compare their answers to their partners.

LESSON DELIVERY
Support of content objectives: Students will be learning about the importance of water. They
will also be discussing in a variety of groups, and they will practice their reading skills with the
two short passages.
Support of language objectives: Students will be discussing (speaking about and listening to)
content with a variety of partners and groups. They will be writing about personal connections,
texts, and videos. They will be reading two short passages.
All students engaged 90% of time: Students will be reading and discussing a high interest topic
to keep them engaged.

Appropriate pacing: I will slow down if needed.

III. REVIEW/ASSESSMENT: Give names of specific techniques for each feature & explain how you
plan to do them

Review of key vocabulary and language: Students will turn and talk with their face partner about
the definition of bacteria. Students will then turn and talk to their shoulder partner about the
definition of sanitation.
Review of key content concepts: The whole class will talk about the differences and similarities
between water sanitation in the US and in Niger.
Ongoing feedback to students regarding language production and the application of new content
concepts: Teacher will rotate during partner and group work to check for comprehension and
understanding.
Formal & informal assessment of student progress (formative & summative) in meeting lesson
objectives: Teacher will walk around the room to monitor progress and understanding as well as
ask for whole group informal checks for understanding such as thumbs up/thumbs down. Formal
assessment will be when the teacher reads/grades what the students wrote on their handout.