SIOP

Lesson Plan Template 1

Teacher: Haley Alwardi Date: 12/10/2016 Grade/Class/Subject: 1st grade Reading

Unit/Theme: Johnny Appleseed Standards:

CCSS.ELA-LITERACY.RL.1.1

Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.1.3

Describe characters, settings, and major events in a story,

using key details.

CCSS.ELA-LITERACY.RL.1.7

Use illustrations and details in a story to describe its

characters, setting, or events.

MA Frameworks:

1.7 After reading or listening to folktales, legends, and

stories from America (e.g., Johnny Appleseed, Paul Bunyan,
Davy Crockett, John Henry, and Annie Oakley) and from
around the world (e.g., Anansi, Issun Boshi, the Knee-High
Man, Lon Po Po, and Medioa Pollito), describe the main
characters and their qualities. (H)

Content Objective(s): Students will answer questions Language Objective(s): Students will be introduced to
about key details in Johnny Appleseed and describe Johnny content and academic vocabulary words that support the
Appleseed and what he was did using the pictures from the text. They will also be scaffolded to use the key terms.
story.

KEY VOCABULARY: SUPPLEMENTARY MATERIALS:

ACADEMIC: Johnny Appleseed by Reeve Lindberg
Introduced
Distributed
Supplied
Pioneered
Conserved

CONTENT:
Frontier
Unsettled
Century
Linger
Prairie

SIOP FEATURES
PREPARATION SCAFFOLDING GROUP OPTIONS
Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent
INTEGRATION OF PROCESSES APPLICATION ASSESSMENT
Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral

LESSON SEQUENCE:
-STUDENTS WILL BE ASKED TO COME TO THE RUG FOR READING
-THERE WILL BE A POWER POINT SLIDE ON THE BOARD WITH THE COVER OF JOHNNY APPLESEED
-W E WILL DISCUSS THE TITLE AND THE AUTHOR AND USING THE COVER OF THE BOOK WE WILL DISCUSS WHAT WE THINK THE BOOK
MIGHT BE ABOUT.

-THE NEXT SLIDE IS A LIST OF THE ACADEMIC WORDS FOR THIS LESSON
-W E WILL DISCUSS EACH OF THE WORDS AND WHAT THEY MEAN:
INTRODUCED- TO MAKE SOMEONE KNOW BY SOMEONE ELSE BY NAME (DO EXAMPLE OF INTRODUCE USING TWO STUDENTS)
DISTRIBUTED -TO GIVE OR DELIVER (PRETEND TO DISTRIBUTE PAPER)
SUPPLIED - THE AMOUNT OF SOMETHING THAT IS AVAILIBLE
PIONEER- A PERSON WHO IS THE FIRST TO EXPLORE NEW LAND

CONSERVED -TO KEEP SOMETHING SAFE FROM BEING DESTROYED OR RUINED

-STUDENTS WILL HAVE WORKSHEET (APPENDIX 1AND2) AND WILL WRITE DOWN THE ACADEMIC WORDS AND WHAT THEY MEAN ON
THE APPLES.

-THE NEXT SLIDE WILL BE CONTENT WORDS- W E WILL DISCUSS THEM BUT NOT MAKE APPLES FOR THEM

-W E WILL CONTINUE TO READ JOHNNY APPLESEED AND STOP AT CERTAIN POINTS OF THE BOOK THAT ARE MARKED OFF TO DISCUSS
THE PICTURE OR WORD THAT IS MARKED.

-W HEN WE ARE DONE WITH THE BOOK STUDENTS WILL THEN BE TOLD TO LOOK AT THE POWER POINT. THERE WILL BE ONE
QUESTION ON THE BOARD AND THE STUDENTS WILL BE ASKED TO STOP AND THINK ABOUT THIS QUESTION:

W HAT DID JOHNNY APPLESEED DISTRIBUTE ACROSS THE GREAT FRONTIER?

-FIRST STUDENTS WILL STOP AND THINK ABOUT THE QUESTION. THEN THEY WILL TURN AND TALK WITH THEIR RUG PARTNER ABOUT
WHAT THE ANSWER COULD BE. THERE WILL BE SENTENCE STARTERS ON THE BOARD:

JOHNNY APPLESEED DISTRIBUTED______ ACROSS THE GREAT FRONTIER.

W E WILL CONTINUE THE PATTERN OF STOPPING AND THINKING AND TURN AND TALK WITH THE FOLLOWING QUESTIONS:
BECAUSE HE DISTIBUTED APPLESEEDS PEOPLE ACROSS AMERICA WERE ABLE TO MAKE WHAT FROM THE SUPPLY ?
PEOPLE ACROSS AMERICCA GOT _______, _______ AND _______ FROM THE SUPPLY OF _________.

W AS JOHNNY APPLESEED A PIONEER? W HY OR WHY NOT?

YES/ NO JOHNNY APPLESEED WAS A PIONEER BECAUSE___________

W HO WAS THE GIRL WE WERE INTRODUCED TO AT THE BEGINNING OF THE STORY?

W E WERE INTRODUCTED TO ___________

W HY DO YOU THINK HANNAH GOODWIN CONSERVED HER APPLE TREES?

HANNAH GOODWIN CONSERVED HER APPLE TREES BECAUSE__________.
-DURING THE TURN AND TALKS I WILL BE WALKING AROUND LISTENING TO WHAT STUDENTS HAVE TO SAY ABOUT THESE QUESTIONS.
I WILL ALSO BE TAKING NOTES
-AFTER ALL OF THE TURN AND TALKS WE WILL THEN DISCUSS THE QUESTIONS AS A CLASS. STUDENTS WILL BE ASKED TO COME UP
AND SHARE THE PICTURE THAT GOES WITH THEIR ANSWERS.

REFLECTIONS:

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP Model.