SIOP LESSON REFLECTION QUESTIONS

Leigh Scarano
November 20th, 2019

1. Did you achieve both your language and content objectives? How can you be sure?
Our SIOP lesson we presented was on the topic of Rock Climbing. Our language
objective for this lesson was “Students will be able to identify and distinguish the
characteristics of the four different types of rock climbing” and our content objective was
“Students will be able to compare and contrast the different types of rock climbing”. I
feel we did achieve both of these objectives through our vocabulary worksheets and skits.
All of the students were able to provide accurate representations of the different types of
rock climbing by using the correct academic language that distinguished which type they
were performing. In addition, the classmates were also able to distinguish by guessing
correctly.

2. Do you feel you "immersed" the students in the vocabulary? Based on your
assessment, did the students have their own understanding of each of the vocab
words?

I do feel our presentation “immersed” the students into the vocabulary of the lesson.
When we went over the worksheet, we had the students read the full definitions, rather
than us reading it so they could grasp an understanding of it for themselves. In addition,
the Kahoot allowed us to then see which students understood this concept, and could
differentiate which was the correct vocabulary word from its picture and out of context
definition. Lastly, the skit allowed the students to act out the vocabulary words, and the
type of rock climbing they were doing truly immersing them into the rock climbing
culture and language climbers must use.

3. Do you feel you had enough interaction, giving students the chance to apply the
language/content with other students? Why or why not?

Yes, I do feel we had enough interaction giving the students the chance to apply the
language/content with other students. By allowing them to work in groups to make a skit,
they must discuss how they are going to interpret their type of climbing so the other
classmates could compare and contrast and guess which type they had. After, by
performing it to the class, they gave their classmates the change to apply their knowledge
of the academic language to accurately guess which type they had.
4. What are three aspects of the SIOP process that you find effective and truly need to
be in your lesson plans (especially if ELLs are present)?

The first aspect of the SIOP process that I found effective and needed in our lesson plan
was building background knowledge. By doing so, we could estimate how many students
would have previous knowledge of this content and which would not. In addition, we
would understand preconceptions students may have about this content, and correct their
thoughts as we went along. The second aspect would be practice and application. By
allowing the students to create a skit, we allowed them to practice their knowledge of this
lesson and apply it to a real -life scenario. This gave the students not only a mental
understanding, but a physical understanding of our lesson. Lastly, the different styles of
lesson delivery allowed us to accommodate all of the different styles of learning we may
face in our classrooms. Using PowerPoint, a worksheet, a Kahoot, and a skit allowed all
different learning styles to be tapped into.

5. Looking back now that you've completed the lesson, what is one thing you would
have done differently? Why?

Looking back after completing the lesson, the one thing I would do different would be to
switch up the groups for the skit rather than having the students pick who they are sitting
with, or comfortable with. This would allow the students to foster new relationships with
new students and branch out to receive new perspectives and ideas. I feel this would
increase students’ confidence on this lesson, and allow them to show their understanding
of the objectives to different classmates rather than just their friends.