Sheltered Instruction Observation Plan (SIOP)

Lesson Plan for 4

th
grade ESOL Science students.
Lesson Title: Energy and Motion Course &
Teacher
INED 7783 Methods and Materials
Sally Jackson
Materials: 3 ring binder, CD case, different size sea shells ,
different size balls, rocks. Spinner, carpet skates,
spinner top, towel
Lesson Duration:
60 minutes

Text: (if
applicable)
Various resources from the media center for content reading.
EL
STUDENTS/
LEVELS:
use WIDA levels
include number of
ELs
Tamar: L3 S3 R3 W3
Jonelyn: L4 S4 R4 W4
FOCUS PHASE
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Lesson Preparation:
Content & Language
Objectives





Content
Objectives/GPS
S4Pb: Using different size objects
observe how forces affect speed and
motion.
Language Objectives (Those that apply)
Listening
Listen to text being read outloud and
comprehend key words, content, and
instructions for the lesson.
Speaking
S5 Discuss predictions of objects moving on an
inclined surface.
Reading
Read text outloud and identify keywords.

Writing
W4 Write explanation and summarize results
regarding why objects move faster or slower
on inclined surface.
Building Background
(personal/cultural, past learning, vocabulary)
Link to personal, cultural
experience:
Have students discuss use of playground equipment
and the forces and motion they see in different
items; push/pull, up/down, side/side, twist,
circular.

Bridge to Past Learning:
Have students discuss previous learning about
moving items in the classroom and how friction can
make moving an item easier or harder.
Example: carpet skates
3-5 Key
Vocabulary :
(Academic & tier
2) Emphasize Key Vocabulary
Motion
Friction
Force
Work
Discuss key terms, definitions with examples
Vocabulary Matching Cards-Students match vocabulary definition
to the correct key word. (10
minutes)









PRACTICE PHASE
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Strategies
(Questioning,
scaffolding)
Interaction
(Pair/Group work)
Practice/Applicatio
n
(Hands-on
authentic,
integrated
instruction)





Include evidence of
Higher order
(TO)


Present content & language objectives.

http://www.brainpopjr.com/science/forces/pushesandpulls/

http://www.brainpop.com/science/motionsforcesandtime/work
/

Students will participate in jigsaw reading outloud with the group
and identify keywords. These words will be discussed and
modeled.

The group will observe then participate while different objects
move down an inclined surface. They will predict, then compare
the results as different size objects move on this surface.
(20 minutes)
(WITH
)
The content will be discussed in the reading with emphasis on
key terms . Students will highlight key words as they are reading.

Key terms will be modeled to give additional depth of
comprehension to these words as well as to the content.
(10 minutes)
(BY)
Students will make predictions, tell why the objects react the
way they do, compare how they expect the different sized
objects to react as they move on the inclined surface. They will
thinking here. write 4 sentences to summarize their comparisons.

Provide students at lower proficiency levels with a paragraph
frame to complete comparisons. (20
minutes)
CLOSURE
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Review/Assessment
(Key vocabulary,
regular feedback for
students, checking
for understanding
throughout, review
objectives to see if
they were met)
Review of
Key
Vocabulary
Guess My Word- In pairs- Definition card is put on a
students back. The other student gives clues and
hints to have the partner identify the key word on
their back.
Review of
Key Content
Whole class Discussion- Each student is asked to
contribute one concept of the days learning that will
be written on the board. Once all students have
contributed , all items will be discussed by the group.
Assessment: ( if applicable here-may be included formatively in
other areas)