SIOP Lesson Plan Outline Grade/Class/Subject: Reading for lower-intermediate Chinese high school students Unit Theme: The

Director Spielberg Lesson Standards: 1. Students will be able to determine content-specific vocabulary in informational texts by using text features and context. 2. Students will be able to apply reading strategies such as predicting, scanning, extracting information, summarizing, and finding the main idea. Lesson Objectives: Content Knowledge: By the end of the lesson, ESOLs will: 1. be able to recognize and use words related to movies and the film industry. 2. be able to retell the story of someones life using time sequence. 3. be able to write a script for scene in a class-made movie. Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the performance of the following functions and their forms: Function 1)Retelling the life story of famous director Steven Spielberg 2)Learning about foreign movie culture 3)Learning how to write a movie script Form 1) Using relative clause, e.g. when, where, why, thatetc. 2)Retelling ones experience using past tense and present perfect tense 3) Using sequencing words, e.g. then, later, next, beforeetc.

Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the following vocabulary words: Content Vocabulary Prize Script Attack Cruelty Scene Outer-space Blockbuster Academic Vocabulary Academy Follow-up Creature Director Career Friendship Industry Cohesion Words Instead When Then Later

By Huiyuan Luo, Reem Al-Samiri, & Wanlu Li C&T 820

October 10, 2012

Special Cross-Cultural Considerations for ESOLs: As the classroom is a monolingual Chinese classroom, part of the instruction will be given in Chinese. Materials: A text from the Chinese Unified 10th Grade English Textbook, video clip, and projector. Lesson Sequence MOTIVATION: The teacher will first play a movie clip of the Jurassic Park. Then ask students to predict what they think the text will be about. After that, students will read the first paragraph to confirm if their predictions are right or wrong Assessment: Teacher will listen to students discussions about what they think the purpose of the text is, providing assistance and microteaching when needed. PRESENTATION:

Before reading, students will predict the purpose of the text by watching a video clip. Students will then read the first paragraph to confirm their predictions. Students will discuss everything they know about the topic to create a better background on the topic. The teacher will discuss the purpose of the text in students L1 to aid the comprehension of the new material. During reading, students will scan the text for specific information. After reading, students will display comprehension of the text by drawing a timeline of events occurring in the text. Assessment: Students will extract specific information and draw a timeline of events in the text.

PRACTICE/APPLICATION: Students will match words from the text with their definitions by moving around and comparing with other words and definitions. Then, in two groups, students compete to make a story using all the new vocabulary in a meaningful paragraph. Students with the best paragraph win. Assessment: Students knowledge of the new vocabulary is assessed through a matching activity. Students writing skills will undergo peer-assessment as groups help each other to form good sentences. EXTENSION: The class will work together on writing a script for a scene (or scenes) for a movie that they can create using puppets, computer animation, or real characters. Assessment: Written script will undergo peer-assessment as students work together to produce a well-written script and well-made scene. All students will have equal parts so teacher can observe, evaluate and intervene, if necessary.
By Huiyuan Luo, Reem Al-Samiri, & Wanlu Li C&T 820 October 10, 2012