SIOP Lesson Plan

Lesson Topic: Abuela, by Arthur Dorros

Content Area: Language Arts
Grade Level & Grouping: Second Grade
Demographics of Students: ELL students that fall under the basic proficiency of the ELP
standards. Mostly students who come from a Hispanic descent while accompanied by general
education peers.
Approximate Duration: An average of 1 hour.
At the start of the class, I will inform the students about the book we will be reading and have
them sit on the alphabet carpet, with each student sitting on a different letter. I will write the
book’s name on the board and anything we might be learning through the duration of it (Content
and language objectives displayed). The students will also participate and share what they think
the story will be about based on the title of the book.
This book is perfect for ELL students with a Hispanic background that can relate to the language
used in the book (Connections to students’ prior knowledge). The students are also able to share
their experiences and stories with their abuela’s or other significant family member. They are
able to relate to the terms and phrases used and can understand the context of the book better. I
will have the students say aloud the vocabulary words and also write them on the board, as I
point to each one of the vocabulary words, I will have the students tell me the definitions of
them, or what they mean (Vocabulary words defined or clarified). This will help for
memorization of the words for the students once they say them aloud, write them on the board,
and give the definition.
When going through the lesson and what we will be doing that day, I will make sure to enunciate
and speak slowly so the students can understand and have time to process the information
(Speech is appropriately controlled). This will also be implemented during the reading, as for
each page and new adventure abuela and her granddaughter go on, I will make sure to speak
slowly so each section is clear and understandable.
Before the start of the reading, I will ask the student what they think ‘abuela’ means. Once the
students know it means grandmother, I will ask them to think of their grandmothers and to share
an experience or story about them. Before the students share their stories, I will share a story
about my grandmother to show the students an example of what I expect when they share
(Modeling, demonstrating of concepts). This will give the students an outline of how to share
their stories and experiences. This will help student engagement as they can share their stories
and hear their peer’s stories as well.
Throughout the reading, I will pause and ask the students what they have learned so far. The
students will pass around the talking stick for the opportunity to say what they have learned so
far in the book or to answer any questions I ask about the reading (Opportunities for interaction).
This will give a chance for the students to have a short discussion with their peers and to add
their own thoughts into it.
For an activity for the students to participate in, I will have them create their own sky that they
will soar through and draw where they would go and with who. This will include the students
drawing their vision of travel on a piece of paper and using the vocabulary from the book to
explain their drawings (Opportunities to apply new knowledge). This will help the students to
remember the story and to apply it to their lives and to have the opportunity to share it with the
class using the vocabulary they learned.
While reading the story aloud, I will make sure to incorporate effective story-telling skills which
the delivery will consist of changing my voice to show who is talking and using gestures and
facial grammar (Gestures, facial expressions, drama). This will help the students to have a better
understanding of the story and to be more engaged. To also help with better understanding I will
include write the vocabulary words on the board and show the students the picture in the book as
well as have them create their own drawings of the sky (Other visual support). To help with the
engagement and remembering the important facts about the story, I will continue to ask the
students to repeat after me the vocabulary words, and important phrases (Repetition). If a student
is right, I will also repeat what they said to confirm what they said.
After every question asked about prediction, positive feedback will always be given, whether the
prediction is right or wrong. (Positive feedback). This will help the student’s confidence and to
want to participate more within the classroom. To assess the student’s comprehension of the
lesson, I will ask the students to join in the story and repeat what was just read (Assessment). I
will also have the students interact by waving their arms to go along with the story of abuela and
her granddaughter soaring in the sky.
Content Objective: Students should be able to share experiences with their abuela (or family
member), or share ideas as to where they would want to travel with their abuela (or family
member). Students should also be able to remember the important monuments seen or the
important places abuela and her granddaughter went to see.
Language Objective: Students will be expected to write their own story of abuela in their
journals and discuss with a partner. Afterwards, the students will present their story to the class.
This will focus on the student’s ability to write their story, retell their story out loud, and ability
to understand the context of the story and have an understanding of it.
Standards
Arizona State Content Standards: Reading Standards for Literature K-2 grades. With assistance
and support for the children, retelling familiar stories or experiences, including the specific
details.
ELP Standards: The students will listen to the content and recognize specific events that happen.
Students will be able to make predications based on the title of the book, and where abuela and
her granddaughter might go. II-LS-2:PE-2
Materials & Supplementary Materials:
 Abuela by: Arthur Dorros
 Markers for students to write the list of where they would travel to on the board
 White and blue paper along with pencils and crayons to draw their sky
 The sharing stick so the students can pass it around and share their stories
Key Vocabulary:
 Abuela: Grandmother
 Las nubes: The clouds
 Nuestra casa: Our House
 Tia: Aunt
 Tio: Uncle
Integration of Language Skills: (Reading, Writing, Speaking, Listening): Students will use
the language skills of reading, speaking, and listening throughout the lesson. For reading skills,
the students will use it while following my reading. And finally, be able to use the speaking and
listening skills when discussing with their peers and sharing to the class.
Lesson Components:
Anticipatory Set: To get my students involved in the reading. I will have them sit down on an
alphabet carpet while passing around the talking stick so can share what they think the story may
be about. And what the word, “abuela” means. I will also ask my students what kinds of
experiences they have had with their abuela and to share it with the class.
Modeled Practice: I will provide a model for the students to follow by sharing my experience
with my Abuela. I will provide an outline for the students to follow that relates to the story.
Check for Understanding: Throughout the reading lesson, every time abuela and her
granddaughter go somewhere, I will ask the students to pair with their partner and discuss briefly
all that they learned about the new place abuela and her granddaughter went. Then as a group I
will pass around the talking stick so each student can share what abuela and her granddaughter
did or see throughout the story.
Guided Practice: I will ask the students throughout the reading, where they may want to travel to
if they were like abuela and her granddaughter, soaring through the sky. I will do this by asking
the students to come up to the board and writing the different places they would want to go and
who they would travel with. I will also ask the students, before reading all the way through to
where abuela and her granddaughter go to, to share what they might see and if they have ever
been there themselves.
Independent Practice: For independent practice, I would have the students do an art project. The
students will use white and blue paper, have them create the sky and put down what they imagine
they will see if they were soaring through the air. I would also have the students pair up and
share what their grandmothers are like and compare them. Then explain that not everyone may
have grandmothers, but other special older people such as grandfathers, aunt, uncles, etc.
Assessment: After they discuss with their partner, I will pass the talking stick once again so the
students can share with the class what they would do and how they think it relates to the story of
abuela. This will clarify if the students have a basic understanding of what was happening
throughout the book and recognizing and remembering what had happened throughout it.