Sample SIOP Lesson Plan: Integrating Techology Use with EL Learners

SIOP Lesson Plan

Lesson: Protecting the Kakapo, Day 1                              

Unit: Intriguing Animals,  Nonfiction/Expository Texts

Content Objectives: Common Core ELA Standards (Reading Informational Texts, Grade 4) CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.	Language Objectives: SWBAT examine text features like chapter titles from the table of contents to make informed predictions about the content of each chapter. SWBAT clarify the meaning of unfamiliar terms using context clues and collaboratively create simple definitions for new key terms.
Vocabulary: Endangered, Extinction, Kakapo, Flightless, Nocturnal, Maori, Geometric	Building Background: Anticipatory Map and Video Warm Up
Regular Materials: ·      Promethean Board ·      LLI Book Set, Protecting The Kakapo	Supplementary Materials: ·      Google Maps, New Zealand ·      BBC Video, Clumsy Kakapo: Flightless Parrot ·      Maori Visuals (Compare/Contrast-Past/Present)
Strategies: ·      Using Text Features to Make Predictions ·      Using Text Evidence to Support Claims	Activity/Application: ·      Guided Reading

Lesson Delivery: Introduction: (Outline Objectives/Focus Questions) Today, we are going to learn about the Kakapo, a very special parrot. We’re going to learn where it comes from, what makes it so different from other birds, and one reason why it’s endangered. Warm Up: (Building Background Knowledge) Begin by showing students New Zealand on Google Maps, while explaining that… the Kakapo originates (comes) from New Zealand. ·      Ask students: What do you notice about the physical features (land) of New Zealand? Is it like Stamford? Do you see buildings and cities? Provide students with a brief summary… Over 700 years ago New Zealand was a very natural place and millions of Kakapo parrots lived all over the island. But, when people started migrating (moving) to New Zealand, they began hunting the Kakapos for food and their feathers. As more and more people came they also began building larger cities, which destroyed many natural habitats where the Kakapos lived. Show students a compare/contrast visual on Google Maps of a major city in New Zealand to make a prediction, explaining that… major cities like this one have replaced (taken over) many Kakapo habitats. So, of the millions of Kakapos that lived on the island 700 years ago, how many do you think are left today? (Now, there are less 125!) Segway… Now, we are going to watch a short two-minute video to learn more about Kakapos. But, before we begin watching we all need to put on our scientist glasses. Reach into your pockets, put them on, and make sure they’re on tight because we’re going into the forests of New Zealand. I want you to watch this video, and really focus on this question… What makes a Kakapo extra special? What makes it different from other birds?   Video: Clumsy Kakapo: The Flightless Parrot [BBC - Natural World: Nature's Misfits, 2:05 Mins]               https://www.youtube.com/watch?v=bhTU__jVP8E Ask students to share out their ideas and introduce the term “flightless, ” add it to the Word Wall and define.  Practice: (Guided Reading/Vocabulary in Context) ·      Protecting the Kakapo by Bob Marrow ·      Begin by examining exterior Text Features: Title, Author, Cover Image, and Synopsis (Back Blurb) ·      Examine interior Text Feature: Table of Contents ·      Analyze chapter names to make predictions/Inferencing using text evidence ·      Begin guided reading ·      Chapter1: A Parrot Like No Other (pg 2 prompts): -When we read, “waddle like a duck” What does waddle mean? Can you describe the motion of a waddle?                                                                                                                                                           -Does anyone know what it’s called when an animal sleeps during the day and becomes active a night? (Nocturnal, add to Word Wall and define)                                                                                                                                  -Do you know another bird that is nocturnal? (Owl)                                                                                                                     -Why do nocturnal animals need very good eyesight, hearing, and the ability to smell very well?                         (They need a good sense of smell and excellent eyesight to find food in the darkness. They also need excellent eyesight and hearing to see and hear predators at night and get away quickly without being eaten)                                                                                                                                                                      -What does rarest mean? (Rare means a very small amount. The Kakapo is so rare that there are less than 125 in the whole world. That is why they are endangered.) ·      Chapter 2: Kakapo in Trouble - After reading about the Maori hunting the Kakapo for food and its feathers to make capes (on pg 4), show students visual examples: painting of a native American with a cape made of feathers, picture of a Maori wearing a Kakapo feather cape, and modern picture of Maori. ·      Ask students… -Can you compare the Maori cloths from the past and present? What major change do you notice? (Similar geometric pattern/design made of different shapes, but in the modern picture they do not have feather capes) -Why do you think the Maori have stopped wearing feather capes? (Since the Kakapo are endangered now, there too few left. So, there are laws protecting the Kakapo from extinction and the Maori cannot hunt them for feathers anymore.) ·      Search for Textual Evidence: On page 4 it says the Kakapos’ strong smell made it easy for the Maoris’ hunting dogs to find them in the forest. I want you to go back to page 2 and reread the 1st paragraph to find textual evidence that describes the strong Kakapo smell. -How does that author describe their strong smell? What does the author say the Kakapo smell like? (On page 2 the author describes the Kakapo smell as “a strong, sweet smell, like honey.” So, the Maori dogs followed the strong sweet smell of honey to find the Kakapo and since they couldn’t fly they were easy to catch.)

Review/Assessment: (Review Focus Questions) Now, lets review our focus questions to see if we met our learning goal of the day… ·      Where does the Kakapo come from? (The Kakapo comes from New Zealand.) ·      What makes the Kakapo so different from other birds? (It is a flightless bird.) ·      What is one reason the Kakapo is endangered? (One reason it’s endangered is that the Maori hunted them for food and to make capes out of their feathers.)

Students are ready to move on:   _________Yes        _______No

Notes (what worked/what didn’t work)