SIOP Lesson Plan Outline

Date: June 19-21, 2017 Grade/Class/Subject Grade 2/Conversational English

Unit Theme: Parties and Invitations

Lesson Objectives:
Content Knowledge: By the end of the lesson, ESOLs will:
1. recall invitation vocab and accepting and declining functions
2. orally produce small talk through prepared questions and personal answers/preferences
3. understand American party etiquette and culture

Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the
performance of the following functions and their forms:

Form
Function
(grammatical term and/or example, eg. Past Tense:
(in ing form, eg. Retelling a story )
The boy went to see his grandfather;)
1) Politely accepting and declining invitations Thank you for the invitation.
-I will gladly accept.
I would be happy to attend.

Thank you for the invitation, but

-I have prior arrangements.
-I will not be attending.
2) Asking questions to facilitate small talk Wh- questions (Who, what, where)
What is your name? (Who are you?)
What do you do for a living/ What is your career?
Where are you from?
What are your hobbies?
What kind of music do you like?
What makes you happy?
What is something special about you?
3) Complimenting That _____ looks great on you!

Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the
following vocabulary words:

Academic Vocabulary Cohesion Words

Content Vocabulary (vocabulary that may need to be taught or (vocabulary that may need to be taught or
(new vocabulary to be explicitly taught that emphasized that is critical to participation in emphasized that link concepts in meaningful
is critical to an understanding of the content) academic tasks, such as categorize, list, ways, such as conjunctions and time
describe) markers)
(Review) Act What is/What are
Guest Ask Thank you for the invitation, but
Host Do and dont
Location invite
Banquet Accept and decline
Courtyard
RSVP
(New)
Persona

1
Culture
Pardon me
Excuse me
Career
Occupation
Small talk
Black and white attire
Business casual

Special Cross-Cultural Considerations for ESOLs:

Korea gives different gifts at parties, like detergent and toilet paper. Whereas America gives gifts like drinks,
fruit baskets, or flowers.
Koreans greet with a bow, but we demonstrate the American shaking hands style of greeting.
We provided and age on the persona card, but not the small talk question How old are you? because
American culture considers a question rude but it is more natural to ask in Korea.
Signaling a server in Korea involves verbals calls, so we illustrate a hand gesture without oral contribution.

Materials:
Snacks (4 containers of cheese balls)
Drinks (8 liters of juice/soda)
Party balloons
Table number cards
Seat assignment cards
6 bowls
120 paper cups
2 flag banners
Power point
Clicker
30 different persona cards
30 small talk question cards
Open classroom space (for students to walk around during small talk activity)
Music and music videos
Whiteboard and marker
Wet tissues for cleaning

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Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)

MOTIVATION: (Describe how you will build background and the specific strategies that you will use to
ensure the participation of ESOLs.)

For introduction to the party topic, students are asked to identify what they see/hear in a Great Gastby
party scene clip.
When reviewing how to invite, accept, and decline, the student who reads the host lines selects from her
fellow students who will practice the declining and accepting lines.
During the personas game, teachers walk around and take part in the activity to ensure participation. For
the etiquette portion of the lesson, teachers ask the students to actively demonstrate American etiquette
like shaking hands, smiling, signaling a server, and excuse me or pardon me.

PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material
comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to
assess whether or not ESOLs are getting it.)

We incorporate a lot of images in the PPT, including some funny or cute images, to keep students attention
and to aid understanding of activity instructions. We use Superman and Spongebob to illustrate instructions
for the personas activity, and Park Bo Gum in a suit to illustrate black and white attire. We use images
alongside small talk questions and etiquette/culture words to help build connections to the vocabulary/text.
Popping effects, bolding, and color coding on the slideshow help teachers and students emphasize the new
material
Role play between the teachers to demonstrate American culture (excuse me and complimenting) and the
personas activity
Asking of questions like Do you understand? and repetition to ensure ESOLs knowledge of subject matter
and for practice
One teacher writes words from the Gatsby video clip and example invitation to reinforce visually

PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and
practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the
techniques you will use to assess their success in the activities. )

Teacher reads new words or phrases and has students repeat at least two times
The persona activity allows for meaningful interaction and practice of speaking, reading, and listening
language skills. Students receive a card and adopt a different persona. They have to act like this character
for the game, and cannot show their paper to anyone else. In the open classroom space, students mingle
and ask and answer 8 pre-prepared small talk questions as in a real-life party.
To assess student success in the persona activity, have students gather in a circle and question one
member/persona of the class at a time by utilizing the small talk questions they practiced during the activity
To ensure full participation, one teacher walks around by other tables while the other teacher instructs

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EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you
deem need further explanation or practice to ensure their mastery of the content and language objectives. )

Snacks, drinks, decorations, and background music help set a party atmosphere to further extend the lesson
unit and content
To help extend mastery of party vocabulary, when writing words from the video clip on the board, it is
essential to include the appropriate articles
Making more comparisons between the L2 learners culture/etiquette and student-teachers culture/etiquette
at parties will help ensure mastery of the culture objective. Extending the culture section of the lesson to
incorporate different English varieties/cultures is advised.