Teacher: Laura Leigh Holland

Grade: 3rd/4th
School: Rudd Middle
Date: 06/24/15
Start Time: 12:50
End Time (45 minutes later): 1:50
Number of Students: ~20
Number of ELLs: all Names of NEPs: N/A
Other aspects worth mentioning: Jefferson County ESL Camp
UABs SIOP Lesson Plan
Subject: Math
Unit Theme: Area and Perimeter
Lesson Topic: Area and Perimeter Review
STANDARDS
OBJECTIVES
(broad goals on which objectives are based)
(what students will learn during this 45-minute
lesson)
SWBAT
Alabama COS [Give code number(s) and
Content Objective(s): Academic Achievement
standard(s).]
SWBAT practice finding area and perimeter using a
Math - Grade 3
real-life example.
20.) Recognize area as an attribute of plane
figures, and understand concepts of area
measurement. [3-MD5]
21.) Measure areas by counting unit squares
(square cm, square m, square in, square ft, and
improvised units). [3-MD6]
23.) Solve real-world and mathematical
problems involving perimeters of polygons,
including finding the perimeter given the side
lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter
and different areas or with the same area and
different perimeters. [3-MD8]
TESOL Standards [Underline the targeted
Language Objective(s): Academic Language
standard(s)]
SWBAT:
ELLs will use English to:
Speak and listen about the animals they want in their
#1Communicate for social, intercultural &
zoo with their partner and group
instructional purposes within the school setting;
Write a list of the animals they want in their zoo
and/or
#2, #3, #4, or #5Communicate information, Read the objectives and vocabulary words
ideas, and concepts necessary for academic
success in the content area of (underline): #2
language arts, #3math, #4science, or #5
social studies.
SEQUENCE (Order of activities planned for this 45-minute lesson)
The actual amount of numbered points may vary. This depends on the amount of different activities that
are planned.
BEGINNING (5 to 10 minutes)
MOTIVATION or hook activity
1. Fill-in-the-blank Objectives. The teacher will read the objectives aloud and the students will fill in the
blanks on their handout.

2. Vocabulary Activity - The students will each be handed a colored card with either a word or definition
on it. They will need to find the person who has their word or definitions counterpart in the same color
as their card. Key vocabulary: Area, Perimeter, Habitat
MIDDLE (If this takes longer than expected, skip certain parts in order to review during the last 5
minutes.)
PRESENTATION of new knowledge and/or skills
3. Students will watch a short video clip about a zoo to either activate prior knowledge or build
background knowledge. After the video, students will turn and talk with their elbow partner about what
they recognized or noticed about the zoo video.
4. The students will write on their handout the names of four animals they would like to have in their
zoo.
5. The teacher will hand out colored popsicle sticks to put students in a new group. Each group member
will pick a different animal to design a habitat for.
PRACTICE/APPLICATION of new knowledge and/or skills
6. Each group member will pick a different animal and draw their animals habitat on their handout.
Then, they will measure area and perimeter of your habitat. Lastly, they will work together as a group to
use the chart paper to draw each animals habitat, color the habitats, draw the animals, and name their
zoo.
END (final 5 minutes)
REVIEW/ASSESSMENT
7. The teacher will walk around and check their math on their chart paper.
8. Students will think, pair, share about how they would define each vocabulary word. Then, the teacher
will select volunteers to share their definitions.
9. The teacher will review the objectives and have students give a thumbs up if the objectives were
covered during the lesson.
EXTENSION:
10. Students will present their zoos to the class.
Now list and/or explain how this lesson plan will meet each of the 8 SIOP components and their features:
I. PREPARATION: List and/or explain how you plan to do the following
Content Objectives & Language Objectives (students oral interaction): I will read the objectives aloud
and the students will fill in the blanks on their handout of the objectives..
Appropriate Content Concepts: The students are practicing math skills (finding area and perimeter) while
designing a habitat for a zoo animal.
Supplementary Materials needed: Teacher will provide a handout that includes fill-in-the-blank
objectives, a sentence frame for their writing, and space for them to create their habitat. The teacher will
also provide chart paper for groups to create their zoo.
Ideas for Content Accommodations: Students have the opportunity to work with a variety of partners and
groups. Also, the lesson is scaffolded, so students can build their knowledge.
Meaningful Activities planned: Students will participate in a variety of discussions and engaging
assignments to better their understanding of area and perimeter as well as practicing their skills in
reading, writing, speaking and listening.
II. INSTRUCTION: Give names of specific techniques for each feature & explain how you plan to
do them.

These 6 components are not in a fixed order. They occur in a cyclical manner, often simultaneously,
throughout a SIOP lesson.
BUILDING BACKGROUND
Links to Students Cultural Backgrounds: They discuss what they know about zoos.
Links to Students Prior Knowledge: They discuss what they know about zoos.
Key Vocabulary emphasized (visible, oral, interaction): Area, Perimeter, and Habitat. Area and Perimeter
are words being reviewed. Habitat is a new vocabulary word. Students will work together and use
process of elimination to discover the definition for habitat.
COMPREHENSIBLE INPUT
Appropriate Speech: I will be sure to speak slowly and clearly.
Academic Tasks Explained Clearly: I will give the students directions, and then ask certain students to
repeat them back to me, so I can ensure they understood.
Techniques to Clarify Content Concepts: I will repeat key words as needed. I will allow time for students
to ask questions as needed throughout the lesson. I will also do checks for understanding, like thumbs
up/thumbs down, as needed throughout the lesson. I will walk around and monitor student learning.
STRATEGIES
Opportunities for Students to Use Strategies: Students will have to opportunity to choose which strategy
they want to use to find the area of their habitat.
Scaffolding Techniques: Students will have the opportunity to discuss with a partner or small group
before sharing with the class. Students also have a handout that scaffolds the writing assignment for them
including a sentence template. The teacher will model the activity before students begin.
Question Types to promote higher-order thinking: I will ask many how and why questions such as: Why
does it matter what size habitat an animal has? Why is perimeter and area important?
INTERACTION****
Meaningful Interactive Peer-to-peer Oral Techniques (name at least 4 different IPOTs):
Vocabulary Matching
Turn and talk
Whole class discussion
Partner work (with a variety of partners)
Group work (groups of four or five)
Multiple grouping configurationspairs & new pairs (name the IPOTs), triads,
groups, full class:
Sufficient wait time: I will wait as needed to make sure all students are understanding the content.
Clarification of key concepts in L1 (if needed): Vocabulary words are translated into L1. Students will be
paired with a partner who is also fluent in their first language.
PRACTICE and APPLICATION****
Hands-on materials to practice new concepts: Students will be provided a handout to organize their
information and sentence frames to enhance the writing process. Students will use chart paper and
colored pencils.
Activities to apply content and language knowledge: Students will work together in a group to create
animal habitats at a zoo to practice finding area and perimeter as well as practice their reading, writing,
listening, and speaking skills.
Activities that integrate all 4 language skills (list below after the following feature)
****
Ample opportunities to practice each of 4 literacy domains (list several activities after each skill):

Listening: Students will listen to their partners during turn and talk, and they will listen to the
video about the zoo animals.
Speaking: Students will share their answers during turn and talk. Students will discuss in their
groups about who will be designing the habitat for each animal and how they will draw out their zoo on
the chart paper. Groups will present their ideas to the whole class.
Reading: Students will read the objectives. They will read the vocabulary words and definitions.
They will read the names of the animals from the video.
Writing: Students will write which animals they want to use in their zoo. They will write the area
and perimeter of their habitat.
LESSON DELIVERY
Support of content objectives: Students will be learning about how area and perimeter can be used in the
real world. They will also be discussing in a variety of groups, and they will practice their math skills
through designing the zoo.
Support of language objectives: Students will be discussing (speaking about and listening to) content
with a variety of partners and groups. They will be writing about the animals they want in their zoo.
They will be reading the objectives, the vocabulary words and definitions, and the names of animals in
the video.
All students engaged 90% of time: Students will be participating in a high interest activity to keep them
engaged.
Appropriate pacing: I will slow down if needed.
III. REVIEW/ASSESSMENT: Give names of specific techniques for each feature & explain how
you plan to do them
Review of key vocabulary and language: Students will think, pair, share about how they would define
each vocabulary word. Then, the teacher will select volunteers to share their definitions.
Review of key content concepts: Each group will post their chart paper on the wall, and if time allows,
share their zoo with the class.
Ongoing feedback to students regarding language production and the application of new content concepts:
Teacher will rotate during partner and group work to check for comprehension and understanding.
Formal & informal assessment of student progress (formative & summative) in meeting lesson objectives:
Teacher will walk around the room to monitor progress and understanding as well as ask for whole group
informal checks for understanding such as thumbs up/thumbs down. Formal assessment will be when the
teacher reads/grades what the students wrote on their handout and chart paper.