Teacher: Mayt Cotton

Grade: 2nd
School: Harrand Creek Elementary
Date: June 24, 2015
Start Time: 8:05a.m.
End Time (45 min. later): 8:50
Number of Students: 10
Number of ELLs: 10
Number of of NEPs:
Other aspects worth mentioning: This is an ESL group of students who scored at level 3 on the ACCESS

UABs SIOP Lesson Plan

Subject: Math and Language Arts/Reading
Unit Theme: Popcorn Graphing
Lesson Topic: Bar Graphing
Alabama COS [Give code number(s) and standard(s).]
2. MD. D.10 Represent and Interpret Data
Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four
categories. Solve simple put-together, take-apart,
and compare problems1 using information
presented in a bar graph.
RL. 2.7. Integration of Knowledge and Ideas: Use
information gained from the illustrations and
words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
TESOL Standards [Underline the targeted standard(s)]
#1Communicate for social, intercultural & instructional
purposes within the school setting; and/or
#2, #3, #4, or #5Communicate information, ideas, and
concepts necessary for academic success in the content area
of (underline): #2language arts, #3math, #4science, or
#5social studies.

Content Objective(s): Academic Achievement

How ELLs are expected to (partially) meet the AL COS:

1. Students will generate, create, and analyze a bar

graph.
2. Students will work in small groups to apply what they
have learned to construct own bar graph after collecting
results of their graphing game activity.
3. Students will be able to make predictions using prior
knowledge, textual story clues, and picture clues.

Language Objective(s): Academic Language

To meet the content objective(s), ELLs will learn to use English in one or
more of the following ways: discourse functions, grammar, vocabulary,
pronunciation, and/or skills (listening, speaking, reading, writing):

1. Students will listen to a read-aloud about graphs.

2. Students will discuss question with a partner about
bar graphs.
3. Students will write and answer questions about a bar
graphs.

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

Refer students to the board and review the content and language objectives for the day.
Review and define key vocabulary
Teacher will begin the lesson by asking the students, What is a riddle?
Allow the students some time to answer and then display the poster containing a riddle.
Riddle
You throw away the outside and cook
the inside; you eat the outside and throw
away the inside. What did you eat?
Answer: Corn on the cob
Invite student who correctly answer the riddle to the front of the class to demonstrate step by step the
riddle utilizing ears of corn.
o You throw away the skin, then cook
it, eat the corn, then throw away the cob.

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

Tell the students, Today we will be learning how to gather, organize, and display data using a bar
graph.
Students will watch and listen to The Great Graph Contest by Loreen Leedy.
After listening to the read-aloud each student will receive three cups of popcorn- butter, cheese, and
caramel.
Have students eat all three types of popcorn
Students will receive a voting card to vote for their favorite popcorn.
Students will come up to the white board with their voting card and graph the votes.
Then students will individually answer the questions about the graph they created.
o How many people voted for caramel as their favorite? _______people
o Which popcorn got the smallest number of votes?________ popcorn
o Which popcorn got the most votes? ________popcorn
o How many people voted for cheese popcorn & butter popcorn?
__________+__________ = ___________ people
o How many more people picked cheese popcorn than butter popcorn?
_________ - __________ = ___________ people
o How many people voted in all?
_________ + __________ + ___________ = _______ people
Next, students will work in small groups to apply what they have learned and construct own bar graph
after collecting results of their graphing activity.
PRACTICE/APPLICATION of new knowledge and/or skills
After the presentation of concepts, student will work with a partner and construct own bar graph after
collecting results of their graphing activity.
During the graphing activity the teacher will circulate the room and assist students who are at a lower
English language proficiency.
END (final 5 minutes)

REVIEW/ASSESSMENT
As the students are working on their bar graph, the teacher will walk around the room and observe the
students.
Review content and language objectives.
EXTENSION:
Show a Brain Pop Jr. Video.
https://jr.brainpop.com/math/data/tallychartsandbargraphs/

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): Content and Language objectives need
to be clearly defined, displayed, and reviewed with students. Students should state at the end of the lesson if the
objectives were met.
Appropriate Content Concepts: Age appropriate for the age and educational background of students

Supplementary Materials needed: Book The Great Graph Contest, interactive graphing activity, worksheets,
riddle poster, and video.
Ideas for Content Accommodations: Different kinds of grouping, give instructions orally, incorporate visuals,
gestures, graphic organizers, riddles, and realia.
Meaningful Activities planned: Tell the students, Today we will be learning how to gather, organize, and
display data using a bar graph.
Students will watch and listen to The Great Graph Contest by Loreen Leedy.
After listening to the read-aloud each student will receive three cups of popcorn- butter, cheese, and
caramel.
Have students eat all three types of popcorn
Students will receive a voting card to vote for their favorite popcorn.
Students will come up to the white board with their voting card and graph the votes.
Then students will individually answer the questions about the graph they created.
o How many people voted for caramel as their favorite? _______people
o Which popcorn got the smallest number of votes?________ popcorn
o Which popcorn got the most votes? ________popcorn
o How many people voted for cheese popcorn & butter popcorn?
__________+__________ = ___________ people
o How many more people picked cheese popcorn than butter popcorn?
_________ - __________ = ___________ people
o How many people voted in all?
_________ + __________ + ___________ = _______ people
Next, students will work in small groups to apply what they have learned and construct own bar graph
after collecting results of their graphing activity.
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: Used riddle about corn to make connections with the book The
Tortilla Factory previously covered in class.
Links to Students Prior Knowledge: Use realia, photos, and illustrations.
Key Vocabulary emphasized (visible, oral, interaction): Display, review, and define key vocabulary
COMPREHENSIBLE INPUT
Appropriate Speech: Speak clearly and repeat often
Academic Tasks Explained Clearly: Emphasis on key words during instruction
Techniques to Clarify Content Concepts: Use pictures, realia, interactive activity, modeling, hands on materials,
and gestures
STRATEGIES
Opportunities for Students to Use Strategies: Students will use strategies such as Cognates and Use
background knowledge.
Scaffolding Techniques: Allow students the wait time they need to process information in English, use visual
aids (gestures, body language, charts, and pictures), content reduced text
Question Types to promote higher-order thinking: Use open ended questions
INTERACTION****
Meaningful Interactive Peer-to-peer Oral Techniques (name at least 4 different IPOTs): Turn and Tell,
riddle, manipulatives, and group brainstorm.

Multiple grouping configurationspairs & new pairs (name the IPOTs), triads, groups, full class: Pairs,
small groups, and full class.
Sufficient wait time: Give students extra time to respond or come back to them later with the same question
Clarification of key concepts in L1 (if needed): Use Spanish when necessary to explain concepts and
vocabulary. Encourage the use of cognates.
PRACTICE and APPLICATION****
Hands-on materials to practice new concepts: Interactive popcorn bar graph, thematic graphing handouts and
spinner wheels, popcorn different flavors (butter, caramel, and cheese), and voting cards.
Activities to apply content and language knowledge: A fun and engaging graphing activity to organize,
represent, and interpret data.
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: Small group discussion and Read-Write-Pair-Share
Speaking: Small group/whole group discussion and turn and talk
Reading: Book, riddle, chart, and handouts
Writing: Individual writing activity and partner work
LESSON DELIVERY
Support of content objectives: Through repeated instruction and model instruction
Support of language objectives: Through Think-Pair-Share activity and writing activity
All students engaged 90% of time: Through activities such Read, Write, Pair, Share
Appropriate pacing: No down time managing time carefully, but allowing extra time for certain activities due to
ability levels.
III. REVIEW/ASSESSMENT: Give names of specific techniques for each feature & explain how you plan to do them
Review of key vocabulary and language: Class discussion, realia, activities that target all four language
domains, and review key vocabulary.
Review of key content concepts: Class discussion
Ongoing feedback to students regarding language production and the application of new content concepts: Give
oral or writing feedback, facial expressions, and body language such a nod or smile.
Formal & informal assessment of student progress (formative & summative) in meeting lesson objectives:
Individual oral or written responses, thumbs up/thumbs down.