Kranick 1

Mike Kranick
ELL
Professor Reilly
19 November 2015
SIOP Model Lesson Reflection
My group for the SIOP Model Live Co-Teaching Lesson consisted of Megan, Arie, and
myself. We had plenty of time to complete the necessary preparation between class-time,
working as a group outside of class-time, and working independently. We decided that our
lesson was going to be on The Atom because Megan and I had previously done lessons on
English Literature and wanted to give Arie a chance to use his knowledge of Science in a lesson.
After choosing our lesson topic, we created two objectives for language and content
areas. The language objective was The student will be able to identify the different parts of the
atom and their functions. The content objective was The student will be able to distinguish the
functions of the various parts of the atoms after examining the atom by filling in a review chart
about the atom and creating their own atom model. By allowing the student the complete the
review chart and create their own atom using styrofoam, glue, and paper, we were able to assess
the students knowledge of the lesson. Also, having her explain what she learned to you made
was an added bonus. She did exceptionally well and our lesson was a success.
Our lesson also gave new vocabulary to the student. Our primary vocabulary terms
(atom, proton, neutron, and electron) were familiar to her, however both nucleus and orbital
were unknown. Therefore, we built on her preexisting knowledge of the atom and were able to
incorporate these new terms! We were able to assess her new vocabulary by having the student
fill out the review chart, by creating the atom model, and by explaining it to you.
As for teaching the lesson, because Arie was the expert in the content area, Megan and I
allowed him to take the lead in presenting. I would consider our co-teaching style as a support
style, as Arie handled most of the content knowledge meanwhile Megan and I facilitated the
students learning with the hands on activities. However, each of us did take turns in switching

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roles where I delivered direct instruction while Arie and Megan supported. When technology
issues arose (as we expected), Megan and I chatted with the student while Arie solved the
problem. In this way, the student was (hopefully) never bored and we established a positive
relationship that helped ease her into listening to strange older students teach her about the atom.
Also, instead of using the SmartBoard to fill out the review chart, we printed out copies and she
was able to write her answers in.
Overall, the co-teaching lesson was a large success. This was a lot of fun and very
practical because Megan, Arie, and I gained teaching experience for teaching a real student a
lesson.