SIOP Lesson Plan Template (taken from Template #2, www.siopinstitute.org ) Sleepy Hollow High School Course: ESL 1 I. Lesson Context Beginner ESL (LEP), 9 th grade Time: 30-45 minutes Theme: Ordering Food in a Restaurant Lesson Topic: Basic Vocabulary Items in a Restaurant Content Objectives: 1. We will identify, review, and apply new restaurant vocabulary. 2. Relate restaurant vocabulary to the actual object. Language Objectives: 1. We will order food from a restaurant menu. 2. Write a about what we like to eat. Learning Strategies (including HOTS from new Bloom’s Taxonomy): Recognizing, describing, explaining, choose, and question.
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
SIOP Lesson Plan Template(taken from Template #2, www.siopinstitute.org)
Sleepy Hollow High SchoolCourse: ESL 1
I. Lesson Context
Beginner ESL (LEP), 9th grade Time: 30-45 minutes
Theme: Ordering Food in a Restaurant
Lesson Topic: Basic Vocabulary Items in a Restaurant
Content Objectives: 1. We will identify, review, and apply new restaurant vocabulary.2. Relate restaurant vocabulary to the actual object.
Language Objectives: 1. We will order food from a restaurant menu.2. Write a about what we like to eat.
Learning Strategies (including HOTS from new Bloom’s Taxonomy): Recognizing, describing, explaining, choose, and question.
Key Vocabulary: ELLs need to review the following vocabulary: restaurant, menu, waiter/waitress, table, drink, cup, water, juice, milk, food, fish, hamburger, steak, chicken, salad, rice, potato, dessert, cake, fruit, ice cream, bill.
Materials: Prewritten content and language objectives, prewritten vocabulary, vocabulary cards, menus, and sentence starters.
II. Lesson Presentation
Motivation (Building Background): (a short activity or “do now” that engages students’ interest and curiosity and helps them connect this new learning to previous learning). Scaffolds are bolded and underscored.
The teacher will ask students to describe the types of food they order when they go to a restaurant. Using a circle map, the students will come to the board and list the different types of food they order and anything that they may see when they visit a restaurant (review from previous lesson). Students may write in Spanish and teacher will translate in English. Teacher will guide students as they recall restaurant vocabulary and guide their thinking towards different types of restaurant vocabulary items when necessary (modification for limited literacy ss: distribute a list of pictures depicting the possible responses; use of L1 as needed ( translanguaging ); use of hand gestures .
Presentation of the Lesson (say exactly what the T and SS will do):(introduce the content/language objectives; incorporate comprehensible input, strategies, interaction, feedback into your presentation) – scaffolding is bolded and underscored.
T: Asks a student to read the content/language objectives and takes questions. Next, T explains objectives in students’ L1 and identifies key words (clothes, because, wear).
T: Shows students the vocabulary cards with the matching picture. Model and then ask students to read each word aloud. T explains words in students’ L1 when necessary.
T: Give students the dialogue and menu. Explain that you will be the waiter and take their order. Model how a waiter greets guests and how guests order from the menu (following dialogue written on board): Waiter says, “Good morning. Would you like anything to drink?” Guest “Yes I would like a cup of water please”.
T: Asks students to complete the sample fill in the blank sentence on their dialogue sheet using by the vocabulary words. Next, share what you would like to order to drink (ss pair and discuss).
T: Next, T asks students what food they would like to order. Teacher will model their expected response by saying “May I please have chicken with salad?” Teacher will hand students their desired food item and students will respond by saying “Thank you. It looks delicious”. Next, teacher will select a volunteer to switch roles and become the server.
Practice/Application of Concepts:(incorporate meaningful activities, interaction, strategies, practice/application, feedback)
The student server will select the appropriate picture card based on what the student diners ordered and serve them. If the student waiter selects the incorrect picture for the item ordered, the group will identify the name of the item together and think aloud as they select the appropriate picture together. If ss are confused about the assignment or may need additional support and scaffolding, teacher will assist them.
Next students will share aloud (by reading or by memory) a type of clothing they are wearing and why they like it.
Review/Assessment of Lesson:(review objectives and vocabulary; assess learning – provide specific assessment instruments; **cite others correctly when you borrow materials or assessments**)
Students will be assessed based on teacher observation, participation, and their ability to successfully complete the following fill in the blank sentences with the appropriate vocabulary: Today I went to a __________ and I ordered some delicious food from the menu. I ordered a cup of ________ to drink. For lunch I ordered ____________________________. I ordered this to eat because __________________________.
Each student will share their response aloud.
T reviews the content/language objectives and elicits reflective comments about the process of giving feedback. Depending on the amount of time left, students will wither fill in a self-assessment checklist for their exit slip or share feedback aloud. This includes things they did well; things they still need help on; and questions they still have.
Modifications for Special Needs and for Different Levels of Language Proficiency such as SIFE/LTELL (lesson preparation): Indicated above.Optional: Extension #1 (additional teaching ideas): Students learn adjectives words to describe food and verbs used in a restaurant.
Extension #2: Students and teacher develop a language experience story together.
Content Objectives: 1. We will identify, review, and apply new restaurant vocabulary.2. Relate restaurant vocabulary to its picture.
Language Objectives: 1. We will order food from a restaurant menu.2. Write a about what we ordered.
water
bill fish potato salad
milk
ricecakeice cream
waiter/waitress
juice menu chicken
hamburger
fruit
steak
Ordering in a restaurant A: waiter (el mesero) B: guest (comensal)
A: Good afternoon. Can I get you something to drink?B: Yes. May I have a glass of ______ please? A: Here you are.B: Thank you.
A: Can I get you something to eat?B: Yes. May I have ______ please? A: Here you are.B: Thank you. It looks delicious
A: Can I get you some dessert?B: Yes. May I have ______ please? A: Here you are.B: Thank you.
A: Are you ready for the bill?B: Yes. May I have ______ please? A: Here you are.B: Thank you for your service. Everything was great.A: You are welcome. Have a good day.
Name______________
Today I went to a _______________ and I ordered some delicious food from the menu. I ordered a cup of __________________ to drink. For lunch I ordered _______________ and _________________________. I ordered this because _____________________________________________________.
Name______________
Today I went to a _______________ and I ordered some delicious food from the menu. I ordered a cup of __________________ to drink. For lunch I ordered _______________ and _________________________. I ordered this because _____________________________________________________.
Name______________
Today I went to a _______________ and I ordered some delicious food from the menu. I ordered a cup of __________________ to drink. For lunch I ordered _______________ and _________________________. I ordered this because _____________________________________________________.
MENUDrinks
water milk juice
Food
fish hamburger steak chicken
rice potato salad
Dessert
cake ice cream fruit
Related Documents
