Deborah Schaffer

What will you do the same and what will you do differently if you do this lesson again?
If I do it again, I think I would do it as a center and watch them come through and listen to their explanations. They needed about 5 minutes more at this task.
The only other thing is everybody is recording, but it gets messy in this activity. They do that often in other activities.


Do you have any questions you’d like to ask me?
Nope.


Feedback from the teacher to observer
What did I do that was useful for you, and was there anything I did that got in the way of your learning or thinking?

I think that sometimes it’s difficult to fit the the SIOP design into all activities. It’s not as easy when you do center-based.

We then discussed ways to apply SIOP components when planning centers. The alternative forms that they now use make it easier to incorporate SIOP with centers. We talked about the language objectives that were being met in the math activities, focusing on the ways the teacher was incorporating math language during the diverse math activities. I found the math games to be very effective.

Deborah Schaffer 2^nd grade ESL teacher 01/23/08


SIOP Lesson Template (She turned a lesson in also prior to the observation)


Big Idea: Weather affects people, animals, and plants, and habitats. (SOL 2.6)


Content Objective(s)
SWBAT describe daily weather and seasonal conditions


Language Objective(s)
SWBAT read weather forecasts and compare forecasts for different cities
SWBAT produce sentences with the going to future


Concept(s)
Weather varies from place to place and day to day


Key Vocabulary (new vocabulary)
forecast/er, temperature, high, low
be going to
contractions with be how’s, there’s, it’s, what’s, we’re, I’m
atmosphere


Introduction
Review last week’s discussion about severe weather and natural disasters.
Talk about more typical kinds of weather.
How do people find out about the weather?