Sei strategies in a siop lesson plan

SIOP LESSON PLAN
Teacher’s Name: Katy Long Grade: 6th

Subject(Class): Math Date:

Theme

Expressions and Equations

Lesson Topic

The Order of Operations

Rationale

(The rationale of a lesson is the purpose of teaching the lesson in the way that you are teaching it. It is also helpful to relate what the students will learn in the lesson to meaningful life examples.)

Completing tasks in the correct order is an important life skill. There are many tasks that must be completed a certain way in order to get an accurate outcome such as: using a recipe to make a meal, putting together a new bookshelf, preparing a lawn, etc. If one does not use the correct order of operations when solving multi-step math problems, the accurate outcome may not be reached.

Content Area Standard

(The content are standard is taken straight from your state's academic standards for whichever content area the lesson is created for.)

Example:

Common Core Math: 6.EE.1.a - Write and evaluate numerical expressions involving whole-number exponents.

English Language Proficiency Standard

(The English Language Proficiency Standard is taken directly from the English Language Proficiency Standards that your state has adopted.)

Example:

IV-LS-1:B-6 The student will listen actively to the ideas of others in order to acquire new knowledge by following multi-step instructions/ directions, procedures and processes which contain specific academic content vocabulary.

Objectives:

Content

(The content objective is what the students will learn. Often times, it is similar to the actual standard, but written in kid-friendly language.)

Example: Solve expressions using the order of operations.

Objectives:

Language

(The language objective is what the student will do to show they understand the content objective. To write the language objective, you should review the English Language Proficiency Standards so that you can be sure to write a language objective that allows students to access language (reading, writing, listening, speaking) and is specific as to the language they will be using.)

Example: Write simplified number sentences while solving multi-step problems and explain to a partner how you got your answer in complete sentences using key math vocabulary (add, subtract, divide, multiply, exponent, parenthesis).

Learning Strategies

(Learning strategies are the research-based SEI strategies that you will use throughout your lesson to teach and engage students in the lesson)

Example: direct instruction, think-alouds, team discussion role cards, problem-solving roles, numbered heads

Key Vocabulary

(Key vocabulary is the key academic vocabulary that students need to know in order to comprehend the lesson)

Example: order of operations, add, subtract, multiply, divide, parentheses, exponent, base number, evaluate, PEMDAS, number sentence, expression

Materials

(Materials are anything you will need to deliver the lesson; some may need to be pre-assembled)

Example:bread, peanut butter, jelly, knife, plate, PowerPoint, PEMDAS square, PEMDAS rap video, notes page, math discussion cards, response rubric, worksheet

Motivation

(Building Background)

(Building background is where teachers "make explicit links to their students' background experiences and knowledge, and past learning, and teach and emphasize key vocabulary" (Vogt & Echevarria, 2008)

Example: Present the materials to make a peanut butter and jelly sandwhich. Ask for volunteers to say the first, second, etc. steps to making a peanut butter and jelly sandwhich and write the steps on the board. Facilitate a discussion about the importance of order. Ask "What would happen if we did the steps out of order?" Think-Pair-Share: "Can you think of other situations in life where you follow a certain order?"

Show the PEMDAS rap video and explain that today we will learn how to apply the order of operations to multi step problems.

1. Introduce the order of operations and teach key vocabulary by sharing the acronym PEMDAS. Discuss what each letter stands for (students take notes on provided graphic organizer). Have students come up with a symbol and gesture to remember what each letter stands for.

Presentation

(Language and content objectives, comprehensible input, strategies, interaction, feedback)

Comprehensible input is when "teachers use a variety of techniques to make instruction understandable, including speech appropriate to students' English proficiency, clear academic tasks, modeling, and the use of visuals, hands-on activities, demonstrations, gestures, and body language. Presentation also involves providing students with instruction in and practice with a variety of learning strategies, scaffolding their teaching with techniques such as think-alouds, and they promote higher-order thinking through a variety of question types and levels" (Vogt & Echevarria, 2008)

Example:

1. Warm Up - Four 1 step problems (add, subtract, divide, multiply)

2.Model, using a Think Aloud applying what we know about the Order of Operations (PEMDAS) to solve two problems.

While modeling, have students show the gesture of the step they think is next (formative assessment).

3. Ask higher order thinking questions to check for understanding.

4. Work a few more problems on the board, scaffolding information for students. Ask think-pair-share questions about the process of using the order of operations to solve the specific problems.

Practice/Application

(Meaningful activities, interaction, strategies, practice/application, feedback)

(In this part of the lesson, "teachers provide students with frequent opportunities for interaction and discussion, group students to support content and language objectives, provide sufficient wait-time for student responses, and appropriately clarify concepts in the student's first language, if possible and necessary" (Vogt & Echevarria, 2008). In addition, "teachers should provide hands-on materials and/or manipulatives, and include activities for students to apply their content and language knowledge through all language skills - reading, writing, listening, and speaking" (Vogt & Echevarria, 2008).

Example:

3. Hand out PEMDAS squares to groups of 4. Explain that each group will work together to solve problems using the order of operations. Each member will have a different role for each problem (P, E, MD, AS). Each group member is expected to model a think aloud to solve their part of the problem. If group members agree, they all write it on their paper, If group members disagree, they coach the student to help them with their step of the problem. Students may use their notes to help them remember what each letter of PEMDAS stands for, as well as the operation(s) associated with it. Circulate the classroom asking guided questions to facilitate learning and understanding, as well as observation for formative assessment.

Review/Assessment:

Content

(Review Objectives and vocabulary, assess learning)

(Review and Assessment is where the "teachers provide a comprehensive review of key vocabulary and concepts, regularly give specific, academic feedback to students, and conduct assessment of student comprehension and learning throughout the lesson" (Vogt & Echevarria, 2008).

Example:

4. Team discussion - hand out team discussion cards and post questions and sentence stems on the board. (1. What is the proper order of operations to solving multi-step problems? 2. What mnemonic device can we use to help us remember the order of operations? 3. If there are division and multiplication in a problem, which one do you solve first? How do you know? 4. What other situations can you think of where it's important to follow the proper order?)

5. Use numbered heads to facilitate a class discussion.

6. Hand out independent practice worksheet for students to complete.

Extension:

(Extension activities should be planned in an effort to differentiate instruction for students who have mastered the skill and/or students who need additional support learning the skill).

Example:

Students who master the skill and finish early can:

· create a poster that illustrates solving problems using the order of operations

· Write and illustrate a word problem that involves multiple steps and would need the order of operations to solve. The student must also solve the word problem and provide written explanations of how the solved it.

· Walk around the classroom and help students who are struggling with the skill.

· Play online math games involving using the order of operations.

Students who are struggling mastering the skill can:

· Visit websites with videos and/or tutorials about solving problems using the order of operations.

· Work in a small group with the teacher.

· Work with a student who has mastered the skill.

· Work on a modified version of the assignment with the steps listed and/or some operations solved for them.

Lesson plan format is adapted from:

Echevarria, J., Vogt, M., & Short, D. J. (2007). Making content comprehensible for English learners (3rd ed.). Boston: Pearson Education.