SIOP Lesson Plan
Grade/ Subject: 6th-8th grade P.E.
Teacher:
Subject Focus: Nutrition – Drinking Water
Instructional Dates: Monday, August 25, 2008
AZ Standard(s):
Assessment Date: Friday, August 29, 2008
Health/PE Standard: Comprehensive Health – Strand 1: 1CH-E8
Writing Standard – Strand 3: Writing Applications, Concept 2, PO 1
Reading Standard – Strand 1: Reading Process, Concept 4, PO 2
English Language Proficiency (ELP) Standards – Listening and Speaking, ELL IV, ELL V
Content Objective(s): Students will be able to explain how basic nutrients are utilized by the body and the relationship of a balanced
diet and essential nutrients to appropriate weight, appearance and wellness.
Language Objective(s): Students will read and use context clues to determine meaning of key vocabulary, write friendly definitions,
draw pictures, take notes, and orally share ideas with the class.
Vocabulary:
Hydrate
Nutrition
Nutrient
Utilize
Review:
Water
H2O
Supplementary Materials/Modifications:
Health Reading Material (brief reading)
T-Chart
Highlighters
Sentence Frames
Delivery of Instruction:
“I DO” Building Background / Introduce Focus (5-10 min.):
 Teacher starts an open discussion by posing questions: What is water? Do we need it? Why? What does it do for us?
 Students to share responses to each question with each other.
 Read/explain/discuss objectives.
Direct Instruction / Comprehensible Input (15-20 min.):
 Introduce key vocabulary, teacher reads a paragraph from the reading material and displays a t-chart on chart paper with the
key vocabulary printed on one side.
 Teacher guides the class through using prior knowledge and context clues in the first paragraph to determine the meaning of
the first key word.
st
 Teacher and students work together to make a list of other words related to the 1 key word.
[√ for understanding] Students write friendly definition and draw a picture for the first key word.
“WE DO” Strategies / Interaction [Check for Understanding] (8-10 min.):
 Students will read the next two paragraphs.
 Students will work in teacher selected heterogeneous groups; they will use their prior knowledge and context clues to
determine the meaning of the 2nd, 3rd and 4th key words.
nd
rd
th
 Teacher and students work together to make a list of other words related to the 2 , 3 , and 4 key words.
“YOU DO” Practice / Application (Apply Activity) (10-15 min.):
nd
rd
th
 Students write friendly definitions and draw pictures for the 2 , 3 , and 4 words.
 Students will share their friendly definitions and pictures and teacher will review answers with whole group.
Closure (5 min.):
Students will write a paragraph or short answers to the initial questions based on the reading and the discussion about water.
 What is water? Do we need it? Why? What does it do for us?
STATE STANDARDS:
Health and PE Standards - Comprehensive Health – Strand 1
Explain how basic nutrients are utilized by the body and the relationship of a balanced diet and essential nutrients to appropriate
weight, appearance and wellness.
PO 1. Identify the basic nutrients and identify their uses in the body.
Writing Standard – Strand 3: Writing Applications
Concept 2: Expository
Expository writing includes non-fiction writing that describes, explains, or summarizes ideas and content. The writing supports a
thesis based on research, observation, and/or experience.
PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.
Reading Standard – Strand 1: Reading Process
Concept 4: Vocabulary
Acquire and use new vocabulary in relevant contexts.
PO 2. Use context to identify the intended meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).
English Language Proficiency (ELP) Standards – Listening and Speaking
ELL Standard IV The student will listen actively to the ideas of others in order to acquire new knowledge.
ELL Standard V The student will express orally his or her own thinking and ideas.
Evaluation
Preparation
1. Content Objectives
2. Language Objectives
3. Content Concepts
4. Supplementary Materials
5. Adaptation of Content
6. Meaningful Activities
Instruction
7. Concepts Explicitly Linked
8. Links Explicitly Made
9. Key Vocabulary Emphasized
10. Speech
11. Explanation of Academic Tasks
12. Techniques
13. Strategies
14. Scaffolding
15. Question Types
16. Interaction
17. Grouping Configuration
18. Student Response Time
19. Clarify Key Concepts in L1
20. Hands On
21. Apply Content & Language
22. Language Skills
23. Content Objectives
24. Language Objectives
25. Students Engaged
26. Pacing
27. Review of Key Vocabulary
28. Review of Key Concepts
29. Feedback
30. Assessment
Total Points Earned: 107
Percentage Score: 89%
4
4
3
2
3
4
3
3
4
3
4
3
4
4
2
4
4
3
4
3
4
4
4
4
4
3
4
4
4
4
Reflective Essay
I decided to teach a lesson about the nutritional importance of water not only because it is something
that I believe everyone should know but also because of all the exercise we will be doing in P.E. We will
exercise an average of 35 minutes a day, approximately 15 of which will be outside; it is vital that we keep our
bodies hydrated. Exercising requires one to drink significantly more water especially when exercising in the
heat. I decided to do this lesson early in the year so that I can refer to what we learned throughout the school
year. I want to be able to refer to the dangers of becoming dehydrated and know that they understand what I am
referencing. I think it is important that students learn why they need to drink water rather than just doing it
because their teacher tells them to. Learning why will not only increase the likelihood of them doing it but it
also increases the likelihood that they will continue throughout their life.
The reading portion of the lesson begins with the teacher reading and the students listening. The
strategy that will be modeled will be using context clues to determine the meaning of unknown words. After
modeling this strategy the students will work in small groups to read the remainder of the passage and to
determine the meaning of the rest of the key vocabulary. They will write friendly definitions and draw pictures
for the key vocabulary. They will then share their pictures and read their friendly definitions to the class.
The students learned a reading comprehension strategy and the importance of staying hydrated. I was
able to see that they understood the key vocabulary by viewing their drawings and listening to them read and
explain their friendly definitions. I was also able to see that they understood the importance of staying hydrated
by reading their paragraphs and short answers to the initial/closure questions. Much of what they learned to
“do” was reflective to the language standard. They read and wrote using strategies that improved their
comprehension, they actively listened to their classmates, and orally shared their ideas.
I did this lesson with a 69 year old woman and a 47 year old woman, both learned to speak English
about forty years ago. One graduated from High School and the other earned her GED. One loves to read in
both English and Spanish but she struggles with comprehension when reading in English. She handled the
vocabulary part of the lesson exceptionally well but she struggled with the closure questions. She had difficulty
writing her answers but easily answered them orally. I should have had something ready for her to support her
writing abilities. Sentence frames would have really helped her complete the writing assignment plus she
would have demonstrated how a paragraph should look and sound. The other handled all but the sharing part
well; she did not like to speak or show her work to others.
Before I teach this lesson again, I will prepare three different levels of sentence frames. One sentence
frame would be for students at the basic level, another would be for students at the intermediate level, and
another for students at the proficient level. They would all be the same paragraph but the basic one would have
less to fill in than the other two levels. The intermediate frame would have a few more blanks to fill in and the
proficient frame would contain the most blanks to fill in. Doing this would ensure that I am supporting multiple
ability levels and there would be an appropriate amount of challenge for all ability levels as well. Also, the
finished product would be very similar; everyone would be able to participate when sharing their writing
assignments with the class, and finishing it would be challenging but an attainable goal. If I have some students
that don’t like to speak or share, I will have students share in pairs to eliminate some of the pressure but still
have them participate.