SIOP Lesson Plan

Date: 2/25/2015

Grade/Class/Subject: 3rd and 4th Grade

Class: English Language
Delayed,
Subject: United States History

Unit/Theme: History of the United States

Standards: The vocabulary standard focuses on

acquiring general, academic, and content
vocabulary while understanding word relationships
pragmatics.
Low-Intermediate: Sentence Structure
L1-4: producing sentences using S-V-C
construction with instructional support.
Low-Intermediate: Vocabulary
L1-13: producing sentences using subject +
verb + object pronouns with instructional support
(math, science, social studies)
Emergent: Vocabulary
E-3: recognizing high frequency words with
instructional support (math, science, social studies)
E-8: recognizing the words represented by
common/academic language abbreviations and
acronyms with instructional support (e.g. in, min.,
F, AZ, etc.) math, science, social studies
Low-Intermediate: Vocabulary
L1-12: using content clues in a variety of content
texts to determine the intended meaning of gradelevel content words with instructional support (math,
science, social studies)
Low-Intermediate: Questions:
L1-12: producing interrogative sentences beginning
with Where with instructional support (math,
science, social studies) (Arizona Department of
Education(2015))

Content Objectives:
At the end of this lesson students' should be able to answer the question; what is the United
States Constitution? In addition, they should be able to identify the parts of the Constitution to
include; the Preamble, one or more of its articles and The Bill of Rights.
The students should also be able to draw and label a timeline of events that led up to the
Constitution being written and tell their classmates what happened during at least one of these
events. Further students should also be able to answer the question; why was the Constitution of
the United States written.
Upon completion of this lesson students will create a classroom Constitution. This document
will contain a Preamble, a main body, and will include a number of amendments; and will
answer questions such as; what freedoms will the citizens of your classroom have?
Language Objectives:
The students will draw and label a time-line of the events leading up to the writing of The
Constitution of the United States. In addition, they will collaborate to create a classroom
Constitution.
Key Vocabulary
Charter
ratification
compromise
Congress
delegate
democracy
unanimous
posterity
amendments

Supplementary Materials
Classroom Constitution (worksheet)
Books: Declaring Freedom, and The rebellious colonists
One copy of map; showing how far England is from the US
Paper for timelines and chart showing branches of government. Smartboard
liberty
Preamble

SIOP Features
Preparation
X Adaptation of content
X Links to Background
X Links to past learning
X Strategies incorporated

Scaffolding
X Modeling
X Guided practice
X Independent practice
X Comprehensible input

Grouping Options
X Whole class
__Small group
___Partners
X Independent

Integration of Process
X Reading
X Writing
X Speaking
X Listening

Application
X Hands-on
X Meaningful
X Linked to objectives
X Promotes engagement

Assessment
X Individual
__Group
X Written
X Oral

Lesson sequence:
This lesson could be used as (SIOP lesson plan Doc.1) an introduction to concepts
surrounding the writing of the US Constitution and the events that led up to the American
Revolution. To begin the lesson the instructor asks the class about what they have learned so far
regarding the documents that were written at this same time; The Bill of Rights and The
Declaration of Independence. The instructor also asks the class; what these documents meant for
the colonists and for all of us today. The instructor then begins to read to the class from the
book; Declaring Freedom. The instructor stops reading at appropriate intervals to ask the class
questions; the first of which is; What do the Declaration of Independence, the US Constitution,
and the Bill of Rights have in common? What were the original colonies? What was Americas
first government like? What is an article? Who were the five framers of the Constitution? What
is a Constitution? Who needs a Constitution? How far away from the United States do you
think England is? (Swain, G. (2004) p.4-35) At this point in the lesson the instructor hands each
student a copy of the map that is pictured on the inside covers of; Liberty or Death The
instructor and the class then review and find definitions for the vocabulary words.
After this the instructor asks the class to begin drawing a timeline of the events that led up to
the writing of the Constitution. As the instructor asks the class to draw the time-line; he/she
projects a copy of a time-line of these events, which is shown in, The rebellious colonistson
page 32, on the smartboard. Next, the instructor gives the class the worksheet; The Constitution,
which we read as a class. After we have discussed and have written the answers to the questions
on the back on this worksheet; the instructor gives the class the worksheet for; A Classroom
Constitution. We review this as a class and the class shares ideas for filling it out.
Reflections:
In a discussion with my mentor teacher regarding this lesson; we agreed that this lesson
should be split into two separate lessons. The first part of the lesson should be about the events
leading up to the writing of the Constitution of the United States. The second portion of this
lesson should be taught the next day and should cover the United States Constitution, its
Preamble, some of the articles of the Constitution and its amendments. Otherwise this lesson is
too long to try and teach in one session and the class becomes bored with all of the facts that are
covered.
My mentor teacher also told me that the standards for a lesson are based on the level of the
students in the class and that the level for this class is Low Intermediate so I took out the
standard that I had included that was a basic standard.

Work Cited
Arizona Department of Education (2015). ELL Stage III: Grades 3-5
http://www.azed.gov/english-language-learners/files
Blair, M. (2010) Liberty or Death: the surprising story of runaway slaves who sided with the
British during the American Revolution, The National Geographic Society, Washington, D.C.
Library of Congress Cataloging-in-Publication Data, map on the inside covers
Elementary SIOP Lesson Plan Doc. 1. docstoc.com and/or
https://www.bing.com/images/search?
g=Elementary+SIOP+Lesson+Plans&go=Submit+Query&gs=bs&forms+QBIR#a
Forest, C. (2013). The rebellious colonists and the causes of the American Revolution, North
Mankato, MN. Capstone Press p.32
Swain, G. (2004). Declaring freedom: a look at the Declaration of Independence, the Bill of
Rights, and the Constitution, Lerner Publication p. 4-35