SIOP Lesson #1

Title of Lesson: Adding Integers

Subject/Content Area: Math

Next Generation Standards: 7NS

Topic of Lesson: Adding Integers

Rationale: Students demonstrated difficulty with adding integers on Beginning of the Year Assessments.

Content Objective:

Students will be able to add integers using colored tiles to represent positive and negative numbers.

Language Objective:

Students will be able to read real world word problems and write how they solved the problem.

Vocabulary: integer, positive, negative, increase

Student Population:

• Grade Level- 7th

• Grouping- Heterogeneously

• Language- 5 ESL learners

  • 3 Students are Expanding Level

  • 2 Students are Transitioning Level

  • 2 Students speak Urdu

  • 2 Students speak Chinese

  • 1 Student speaks Russian

Learning Community:

• Urban

• School Demographics:

  • Asian 29%

  • Black 3%

  • Hispanic or Latinx 27%

  • Native Hawaiian/ Pacific Islander 1%

  • White 39%

• School District: NYC DOE District 21 Brooklyn

• Campus Classification: Elementary/Middle School K-8

• Classroom Context: General Education Math Block

• Classroom Arrangement and Seating: Students sit in pairs

Materials/Resources:

• Worksheets

• Red and Yellow Tiles

• Reference Folders with Anchor Charts and Enrichment

• SmartBoard

SIOP Components and Explanation

1. Preparation:

• Content Objective: Students will be able to add integers using colored tiles to represent positive and negative numbers. (This objective was determined based on Beginning of the Year assessments. Students showed difficulty adding integers without a calculator.)

• Language Objective: Students will be able to read world word problems and write how they solved the problem. Students will be able to say and listen to new vocabulary words. (This objective is to help ESL students with their language. By incorporating real world problems into the lesson, students can make connections.)

• The content concept is adding integers. (According to the Next Generations Standards, 7th grade students should be able to add and subtract integers.)

• Supplemental Materials- PowerPoint presentation, Models, Manipulatives, Visuals (All of these materials will act as comprehensible input for all learners, especially the ESL learners.)

• Adapting Content- Assignment will be adapted for ESL students. On their worksheets there will be sentence stems when they are writing. (Sentence stems is a modification that can help ESL learners write their steps to solving the real world word problems.)

• Students will be constructing models to add integers. Students will also be reading word problems and writing about how they solved those problems. (Making models is a helpful strategy for ESL learners. Visuals and working kinesthetically appeals to different learners. Having word problems let’s students use reading and writing in the content area of mathematics.)

2. Build Background

• Link to Students’ Backgrounds and Experiences: Relate adding integers to temperature. Talk about how temperature changes throughout the day and depends on your location in the world. (Making a connection to temperature in different countries in the world can help students relate to the material.)

• Link to Students’ Past Learning: Ask students for an example of a positive number and a negative number. Say that these two types of numbers plus the number zero are all called integers. (Since students have background knowledge on positive and negative numbers, connecting this to the term integer will help make connections to this lesson.

• Key Vocabulary: integer, positive, negative

  • The terms integer, positive, and negative will be introduced in the beginning of the lesson and used throughout. (These terms are vital to understanding the mini lesson. That is why they have to be a focus in the beginning of the lesson.)

3. Comprehensible Input

• Speech: use slower rate and clear enunciation. (This type of speech acts as comprehensible input for ESL learners.)

• Explaining Academic Tasks: tasks will be explained verbally and in writing for students to reference. The students will have Reference Folders with the directions, anchor charts, enrichment papers, and the task. (Presenting the directions in various ways caters to different learning styles and increases the chances of comprehension.)

• Variety of Techniques: modeling using tiles to add integers on the SmartBoard, visuals of yellow to represent positive numbers and red to represent negative numbers, and hands-on activities using the tiles to add integers. (Using a variety of techniques appeals to different modalities of learning. This is important to ESL students because they can make connections.)

4. Strategies

• Students can make predictions if they think the sum will be positive or negative. Students will also summarize their steps to adding integers. Students will organize their models using red and yellow tiles. (These strategies are important to ESL students so they can have multiple opportunities to use the strategies.)

• Some scaffolding techniques involve having students in heterogeneous pairs. In addition, students who need are given sentence stems to explain their work. Another scaffold is the use of tiles either physical tiles or drawing tiles with red and yellow colored crayons. (The scaffolds provided help students become more independent workers in the topic of adding integers.)

• A variety of questioning helps promote students to use higher order thinking. Students are asked the steps to adding integers in which they need to use higher order thinking skills. (Varying the types of questions helps students think more critically and make connections between topics.)

5. Interactions

• Teacher/students interact during the whole class instruction. Then, the teacher circulates the room to help students who need additional support. Teacher/students can work one-to-one if a student needs that intervention. (Teacher and student interactions can act as a scaffold to help students reach independence. Teachers are like a coach for students to explore the content.)

• Student/student interaction happens during the group work practice time. Students work in pairs while completing work. (Students are working in heterogeneous pairs. This allows students who are more proficient to work with students who may need more help. Students also can not work in groups larger than two due to COVID restrictions.)

• The content objective “students will be able to add integers using colored tiles to represent positive and negative numbers” can be achieved by putting students in pairs to figure out how to use the colored tiles to represent addition of positive and negative models. (The interaction between the partners will help all students reach the content objective.)

• The language objective “students will be able to read world word problems and write how they solved the problem” can be achieved by putting students in pairs because students can help each other read the problems and explain their steps to their partner. (The interaction between partners can help students achieve the language objective.)

• Wait Time: After questions are asked, wait time will be given to students. Especially when asking higher order thinking questions, it is important to allot an appropriate amount of wait time. (Wait time is an important strategy for teaching ESL students. By providing wait time, teachers give students time to process the information completely before formulating a response.)

• Students who need L1 clarification will be in pairs with someone who speaks the same L1. They can clarify directions with their partner and practice work they are completing. (It is important to allow students to clarify information in their L1 so they can transfer that knowledge into their L2.)

6. Practice/Application

• Students will have red and yellow tiles to use as manipulatives to introduce addition of integers. The red will represent negative numbers and the yellow will represent positive numbers. They will also have red and yellow crayons to represent their models as visuals on their papers. (The use of a manipulative to introduce a topic acts as comprehensible input for ESL students. Using hands-on materials is a scaffold to help students towards understanding the topic independently.)

• To apply the content objective, students will be given a worksheet with some integer addition sentences to solve using red and yellow tiles. (The provided worksheets will give students the opportunity to practice the skill and achieve the content objective.)

• To apply the language objective, students will be given some word problems to read, solve, and explain their steps to finding the sum. (The provided worksheets will give students the opportunity to use language and achieve the language objective.)

• Students will be reading word problems and writing their steps to solving them. Students will be listening and speaking to their partners. (This shows how students will be using all of the four domains of language skills.)

7. Lesson Delivery

• The content and language objectives will be displayed and read aloud as a class. The activities planned will allow students to work towards and achieve these objectives. (When students read and see the objectives, they understand the purpose of the lesson. This helps students have a rationale for the lesson which helps engagement and motivation.)

• Engagement: One way to engage students is questioning. (By enlisting students to answer prompts, they become more involved in the lesson.) Another way is visuals and manipulatives. (There are visuals of red for negative and yellow for positive to help students make connections. The hands-on tiles help students to stay engaged with the material.) Another way is working in pairs. (By working with a peer, students can communicate with each other about the material to stay engaged.)

• Pacing: There will be a 10-15 minute mini lesson introducing vocabulary, modeling the skill, and a guided practice problem. Then 20 minutes of practice with the skill on worksheets with a partner. Finally a 5-10 minute exit question. (This pacing follows the workshop model implemented at my school. The pacing also allows students the time to be introduced to a topic, have guidance with the work, and then explore for themselves. This allows them to be scaffold to independently be able to add integers.)

8. Review/Assessment

• Review Key Vocabulary: In the beginning of the lesson the vocabulary words integer, positive, negative, and additive inverse will be presented and discussed. The words will be used throughout the lesson and then assessed through the exit question. (Assessing key vocabulary is vital when working with ESL students. We want to see if the vocabulary was comprehended and can be used to build on in future lessons.)

• Review Key Concepts: In the beginning students will make connections between their prior knowledge of integers. Throughout the lesson students will be practicing the skill of adding integers through the planned activities. At the end students will be assessed with an exit question that will allow the teacher to see if the key concepts were achieved. (The activities and exit assessment give insight into students’ understanding of the key concepts. This can be built on in the next lessons.)

• Feedback: Throughout the lesson students will have verbal feedback while working on activities. After reviewing the exit question responses, the teacher will give feedback to students using a glow and a grow. (By giving verbal feedback during the lesson, students can be motivated and also scaffolded to independent understanding. The glow and grow feedback on the exit question gives students praise for something they did well and then ways to continue their learning next time.)

• Assessment on Objectives: Students will be assessed on the following two objectives:

  • Content Objective: Students will be able to add integers using colored tiles to represent positive and negative numbers.

  • Language Objective: Students will be able to read world word problems and write how they solved the problem.

  • The assessments include questioning, observations, worksheets, and exit questions. (These assessments will help me see if students achieved the objectives. This can help me determine next steps.)

9. Extension/Homework

• Students have an extension activity in their reference folders if they complete their work. The extension has them figuring out the addends based on a model and sum. (This extension can increase higher order thinking.)

• Students will be given a homework sheet with adding integers which is the skill we practiced in class. (The homework sheet can reinforce the content and language used in class.)

Source: Short, D., Hudec, J., & Echevarria, J. (2002). Using the SIOP Model: Professional Development Manual for Sheltered Instruction. Washington DC: Center for Applied Linguistics.

Section II: Lesson Plan Commentary

Reflection:

As a teacher early in her career, I find reflecting on my lessons a great learning experience. This specific lesson was out of my comfort zone, as I currently teach in the elementary school, but it was a challenge I took on working with middle school aged students. At first, I was hesitant but as I got to know the students, we built a great connection and learning environment which is what I am most proud of.

In terms of how effective the lesson plan was, I would say most components were effective. One area that stood out to me as effective was in terms of comprehensible input. I noticed students using the reference papers, counters, and sentence stems while doing their work with partners. One area I would like to work on is vocabulary. I think front-loading vocabulary in the beginning of the lesson would have given students the language to use while working in their paris.

In terms of planning skills, I would say one of my strengths is organization and making sure I explain each component of the plan. I would like to improve on making sure the language objective is being achieved and assessed directly. Overall, I had a positive learning experience working with middle schoolers for the first time. I really enjoyed the challenge and learned alot from my cooperating teacher. I will definitely use my strengths to help improve my lessons in the future.