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WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 2
(Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood.
Objective 2
Identify and list responsibilities in the school and in the neighborhood.
a.
Participate in responsible activities that contribute to the school and neighborhood (e.g., follow teacher directions, put belongings away, participate in
discussions, take turns, listen to others, share ideas, clean up litter, report vandalism, give service).
Content Walk-Away:
I will be able to say why we should not litter and I will pick up litter at recess.
Language Walk-Away:
I will be able to say why we should not litter.
Vocabulary:
Litter, trash
SIOP #1,2,3
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observe students listening and answering questions
Success Criteria
Students raise their hands
Students answer questions
Assessment Strategy
Observe students answering
questions and participating
Formative Assessment:
Learning Goal
Listening to story
Vocabulary words
Questions
Success Criteria
Listening to story
Say vocabulary words
Answering questions
Assessment Strategy
Observe students listening to
story
Observe and listen to students say
the vocabulary words
Observe and listen to students
respond to the questions.
Modification/accommodations:
Jaycob already sits close to me so he can focus. Make sure I see Tryston and Anthony and William saying the
vocabulary words.
SIOP #1,2,9,22
Guided ,Instruction (We do it)
On the white board I will create a graphic organizer about what we can say to someone that has littered. Then
I will ask the students to give me some ideas on what we can say to someone else about littering. While Im
doing this I will start to walk around and drop trash on the floor to help the students think of things to say to
me since I will be littering.
Formative Assessment:
Learning Goal
Littering
Success Criteria
Say what to say to someone that is
littering
Assessment Strategy
Observe students and listen to
them as they say their ideas.
Modification/accommodations:
Clarify as my students say words for me to make sure my ELL students understand all the words that we are
putting up on the board.
Also call on Tryston, Anthony, and William so they can practice speaking.
SIOP # 4,18, 22,5,6,17,12
Success Criteria
Assessment Strategy
Modification/accommodations:
No modifications or accommodations are needed.
SIOP # 4,6,16,17,22, 12
Independent (You do it alone)
Boys and Girls now we are going to create a picture of a litter bug then we are going to write in the bubble
what we want to say to someone that is littering. I will show students first and I will also refer to our graphic
organizer on the board for students to use to write in their bubble.
Then tell my students that during lunch I want them to all pick up one piece of trash outside on the
playground and I will bring the trash can out when they line up. This will go back to We do it together as I
will lead a small discussion about the trash outside on the playground that the students saw.
SIOP #20,21,22, 12
Summative Assessment:
Look at students pictures and writing. Watch as students put a piece of trash in the trash can as we go inside.
SIOP # 30
Modification/accommodations:
Walk around to ELL students and make sure they are doing ok with writing. Help them as needed especially
Brandon and Jaslene.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Who can tell me what litter is? Review vocabulary words.
Turn to your elbow partner and tell them what you would say if you saw them littering.
SIOP # 27,28
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
SIOP 19 is not needed as all students understand and L1 is not required to clarify.