SIOP Template, Instructions and Rubrics

Section I: Lesson Plan Template

Subject, Content Area or Topic
 Students will be able to identify separable phrasal verbs.
 Students will be able to correct and use separable phrasal verbs in context.
Content Objective
 RL.7.4- Determine the meaning of words and phrases as they are used in a text.
 RL.7.5- Analyze the structure an author uses to organize a text.
 W.7.2.D- Use precise language and domain-specific vocabulary to inform about or
explain the topic
Language Objective:
 SL.7.1.D- Acknowledge new information expressed by others and, when warranted,
modify their own views
 SL.7.6- Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Student Population
 It is heterogeneously grouping when working in groups.
 There are 4 ELLs.
Learning Community
 Urban
 The majority of the seventh-grade students are Hispanic, while Asian and non-Hispanic
minorities make up the rest.
Materials/Resources
 Whiteboard
 Video- “Dancing Phrasal Verbs”
 Handouts with examples
 Anchor Chart
 Sentence strips with phrasal verbs
 Phrasal Verb Puzzle
SIOP STEPS:
Preparation:
 Students will be able to use the phrasal verb in a sentence.
 Students will be able to discuss any errors or accuracy when using separable phrasal verb.
 An anchor chart will be provided at the start of the class to explain how phrasal verbs can
be separated when there is a noun object bur it must be separated when there is a pronoun
object.
 Students will have a worksheet with missing phrasal verbs will be given to the students.
Building Background
  Students would be equipped with the knowledge and experiences necessary to
comprehend that phrasal verbs can have meanings distinct from those of the original
verb. Students will also go through the definitions of the nouns and pronouns. The
concept of separable phrasal verbs, where the verb and the preposition or adverb can be
separated by a word or pronoun, would thereafter be introduced.
 The important words for this lesson are "try on," "call back," "put together," and "take
out." This verb division between a noun and a pronoun will be shown using the anchor
chart.
Comprehensible Input
 During the course of the lesson, shorter sentences and accurate enunciation will be
applied. Students wouldn't be expected to understand the distinction between separable
and inseparable phrasal verbs by the teacher. Students would have access to the anchor
chart to review and utilize as examples. The teacher will pace the lesson more slowly and
focus on one verb per day if the students are struggling to determine where to split the
phrasal verb. The ability for students to focus on a single verb and practice distinguishing
between the appropriate noun or pronoun will be beneficial.
 To show the class how to use the separable phrasal verbs "turn on- I turned on the TV or I
turned the TV on," the teacher gave a few examples. As a result, students will become
more adept at recognizing the appropriate form in speech.
 In order for students to comprehend instances of separable phrasal verbs and their
meaning, the teacher would have written-out sentences and visual aids. The students
would be asked to provide their own examples of sentences utilizing the separable
phrasal verbs once the teacher had gone over the handouts with the class.
Strategies
 • To assist students, learn and review some phrasal verbs, the teacher would present the
song "Dancing Phrasal Verbs" and have them listen to the lyrics. The song can then be
readily sung and danced to by students to aid in phrasal verb identification.
 Each student will be handed a sentence strip before the handout that has a specific
separable phrasal verb on it. Students will write their responses on their white boards and
hold it up to share them.
Interactions
 • With the handout, each student will have the opportunity to practice formulating
questions to discuss any errors that may arise while participating in practicing sentences
on their white boards with the rest of the class. The teacher will step in as they move
around, listening and observing, when a student is having problems or needs help.
 The handout will be due in 30 minutes, but if the majority of the class requires more time,
it will be offered.
 Students who need clarification on the key concepts in L1 will receive it before to
working on the handout, and pictures will be supplied to aid with word recognition. The
teacher would also converse with the student to make sure they understood the content. If
 the teacher thinks the student needs more explanation, they can ask a peer, use examples
from their L1, or all three.
Practice/Application
 Each student received a worksheet with a range of sentences that included separable
phrasal verbs. The phrasal verb will be recognized by the students, who will then circle it
and separate the verb from the rest of the sentence.
 There would be pieces of the puzzle that could only fit together. With the aid of these
puzzle pieces, students can see how words can stand alone as well as be combined to
form sentences.
 After finishing their handouts independently, students will confer with their partners to
discuss and double-check their responses. The students would then have the chance to
clarify and communicate their understanding.

Lesson Delivery
  The teacher would give examples of separable phrasal verbs after going through the
phrasal verbs. When creating a new phrase, the teacher would provide students examples
of how they can use separable phrasal verbs. The teacher would also write them on the
board so that students could see what had changed in addition to hearing the statement
out loud. The separable phrasal verb is indicated with a different color. After that, both
teachers and students will read aloud sentences that have been written on the board.
 The anchor chart can also be used by students as a guide for creating new sentences.
 This lesson would take two days to complete. Phrasal verbs that can be separated in a
sentence are introduced and demonstrated on the first day of class. The chance to see and
practice using separable phrasal verbs in a sentence will be given to the students. The
separable phrasal verbs will be used as practice in reworking sentences. Students will be
given a list of sentences that lack phrasal verbs on the second day. The right phrasal verb
would need to be selected after the students had read the sentences.

Review/Assessment
 The essential vocabulary would be carefully examined and illustrated explanations
provided. The meaning of the phrasal word before and after being divided would be clear
to the students. The students would also have access to an anchor chart that they could
use whenever they needed to review or recall how phrasal verbs could be divided.
 All key points of the exercise would be carefully reviewed by reflecting on it. The usage
of and experience in creating new sentences using separable phrasal verbs would be
provided to students’ numerous times. When checking their new sentences with an
explanation, students have the opportunity to correct their partners.
 Regular feedback will be given to the students on the work they generated for the
exercise. The teacher is actively moving around the room and listening to what students
are saying. The teacher doesn't correct the student when they incorrectly separate the
phrasal verb; instead, they are directed by asking questions regarding the location of the
noun or pronoun and having them read their sentence aloud again. The instructor could
also encourage the class to sing the song "Dancing Phrasal Verbs" out loud to themselves.
 Worksheets will be provided to test the students' understanding of identifying the
appropriate phrasal verb in a sentence. An informal assessment might also be used to
gauge the students' comprehension. The teacher will be observing the students, listening
to their talks, and thinking aloud while they double-check their responses with their
partners.
Extension/Homework
 Picture prompt writing would be an extension activity. Students would be provided with a
picture, and they will have to write a paragraph or short story using at least three
separable phrasal verbs.
  Scavenger hunt for separable phrasal verbs is an assignment for homework. Students
would have to find five examples of separable phrasal verbs in books, newspaper, article,
etc. Then write a short paragraph explaining the meaning of each phrasal verb.

Criteria → Ineffective (1) Moderate Ineffective Effective (3) Highly Effective (4)
(2)

Learning Few points in Some points in Most points in Learning All points in Learning
Community Learning Learning Community Community and Student Community and Student
and Student Community and and Student Population are answered Population are answered
Population Student Population are with some details and with specific details and
TESOL 2a, 2 Population are answered with some numbers. numbers
b, 2c answered with details and vague
CAEP 2a little details and numbers.
CLO D1 vague numbers.
learning
outcome 1
learning
outcome 3
Topic of Provides no Provides limited Provides lesson topic Provides lesson topic
lesson and information about information about and basic information and a detailed rationale
rationale lesson topic and lesson topic and about rationale with with culturally sensitive
TESOL 1c, rationale not rationale vaguely culturally sensitive principles of diversity
CAEP 3a encompassing using culturally principles of diversity and equity
CLO B1, culturally sensitive principles of and equity.
Technology sensitive diversity and equity.
Standard 1.& principles of
EA RP2 diversity and
learning equity.
outcome 1
learning
outcome 2
learning
outcome 3
Materials Provides an Provides an Provides most materials Provides a
TESOL 3e incomplete list of incomplete list of needed and (including comprehensive list of
CAEP 3e materials needed materials needed technology resources) materials needed
CLO C3 & (including (including technology and respective live (including technology
Technology technology resources) and some URLS references. resources) and respective
standard 6 resources) and no live URL references. live URLS references.
learning live URL
outcome 1 references.
learning
outcome 4

Language Provides Provides undefined, Provides partially Provides fully developed

objectives undefined, age age appropriate developed and and appropriate language
TESOL inappropriate language objectives. appropriate language objectives.
1a ,1d language objectives.
CAEP 3a objectives
CLO C2
learning
outcome 1
learning
outcome 3
Content Provides Provides undefined, Provides partially Provides fully developed
objectives undefined, age age appropriate developed and and appropriate content
TESOL 1d inappropriate content objectives. appropriate content objectives.
CAEP 3a content objectives
CLO C2 objectives
learning
outcome 1
learning
outcome 3
Key Key vocabulary Key vocabulary Key vocabulary Key vocabulary
vocabulary partially partially introduced emphasized with one of emphasized: and all parts
TESOL 1a, introduced with with two of the the following missing: present: introduced,
1d, 2c three or all of the following missing: introduced, written, written, repeated,
CAEP 3a following introduced, written, repeated, assessed. assessed.
CLO C2 missing: repeated, assessed.
learning introduced,
outcome 1 written, repeated,
assessed.
SIOP Includes non- Includes in sequence 5 Includes in detail and in Includes in detail and in
Template sequentially 4 or or more SIOP steps sequence 7 SIOP steps. sequence all 8 SIOP
TESOL 1b, less SIOP steps with little or vague steps.
1d, 3a, 3b with little or details.
CAEP 1a, 1b, vague details.
1d, 2c, 2d, 3a,
3b, CLO
C3&E3, EA
DKS1
&Technology
standard 6
learning
outcome 1
learning
outcome 4

Assessment Does not indicate Partially indicates Appropriately indicates Appropriately and
TESOL 4b how to would how to would assess how to would assess the extensively indicates
CAEP 4a, 4b, assess the the learners’ learners’ achievement how to would assess the
4c learners’ achievement on on language and content learners’ achievement on
CLO E1 achievement on language and content objectives during and language and content
learning language and objectives either after instruction either objectives during and
outcome 1 content during or after formally or informally after instruction both
learning objectives during instruction. formally and informally.
outcome 5 and after
instruction.
Section II: Briefly touches Vaguely evaluates the Evaluates the Extensively evaluates
Lesson Plan on aspects of the effectiveness of lesson effectiveness of the effectiveness of lesson
Commentary effectiveness of plan with brief lesson plan and plan and indicates what
Reflection lesson plan with indication what would indicates what would be would be done
TESOL 3c, no exploration of be done differently, done differently, based differently, based upon
3d, 4b, 5a, 5c, what would be based upon the upon the experience the experience using the
5d done differently. experience using the using the lesson plan or lesson plan or discussing
CAEP 5c Not based upon lesson plan or discussing it with a it with a practicing
CLO A1, A2 the experience discussing it with a practicing teacher. teacher. Provides a
A3. D2 using it with practicing teacher. Briefly touches on a research-based rationale
learning students or Briefly touches on a research-based rationale for future practices.
outcome 1 discussing it with research-based for future practices.
learning a practicing rationale for future
outcome 5 teacher. Does not practices.
provide a
research-based
rationale for
future practices.
Writing & Presents the Presents the project in Presents the project in Presents the project in
mechanics project in the the form of a slightly the form of an organized the form of a clear,
TESOL 5c form of a organized essay; essay with an cogent essay with an
CAEP 1a disorganized contains 5 or more introduction, body, and introduction, body, and
essay; contains mechanical and other concluding paragraphs; concluding paragraphs
numerous errors that interfere contains three or that develop a main idea
mechanical and with comprehension. mechanical and other or thesis; contains no
other errors that errors that do not mechanical and other
interfere with interfere with errors that could
comprehension. comprehension. interfere with
comprehension.