SIOP Lesson Plan Template 2: Fantasy and Reality Card Sort in Kindergarten
Standards:
Life Sciences 2.Different types of plants and animals inhabit the earth. As a basis for understanding this concept: a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects). b. Students know stories sometimes give plants and animals attributes they do not really have.
Craft and Structure: Recognize common types of texts.e.g., storybooks, poems, fantasy, realistic text). CA
Key ideas and details: With prompting and support, ask and answer questions about key details in a text.
Fluency: Read with sufficient accuracy and fluency to support comprehension. a. Read on level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Text Type and Purposes: 3. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Theme:
Science and Language Arts (Ocean)
Lesson Topic:
Fantasy and Reality
Objectives:
Language:
Content:
Learning Strategies:
Key Vocabulary:
Materials:
Motivation:
In previous lessons the students learned about the ocean habitat and its layers. Students became familiar with animals in the sunlit zone of the ocean. Included in this study was an art project showing the layers of the ocean and lessons focusing on sea otters, sea turtles, fish and sharks. Students are very excited about learning about new ocean animals and enjoy working with a partner to complete tasks. I will read Dear Mr. Blueberry, by Simon James.
Presentation:
Practice/Application:
Review/Assessment:
Life Sciences 2.Different types of plants and animals inhabit the earth. As a basis for understanding this concept: a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects). b. Students know stories sometimes give plants and animals attributes they do not really have.
Craft and Structure: Recognize common types of texts.e.g., storybooks, poems, fantasy, realistic text). CA
Key ideas and details: With prompting and support, ask and answer questions about key details in a text.
Fluency: Read with sufficient accuracy and fluency to support comprehension. a. Read on level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Text Type and Purposes: 3. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Theme:
Science and Language Arts (Ocean)
Lesson Topic:
Fantasy and Reality
Objectives:
Language:
- Students will be able to define reality and fantasy, and be able to discuss what they know and have learned about whales.
Content:
- students will distinguish between fantasy and reality using task cards
- Students will be able to write one reality and one fantasy sentence about whales.
- Students will be able to state facts about whales.
Learning Strategies:
- discuss student friendly objectives
- working with a partner
- use hands on task cards
- think-pair-share activity
- visuals
Key Vocabulary:
- Fantasy
- reality
- whales
- baleen
- toothed
- habitat
- mammal
- krill
- migrate
- stroke
- forcibly
- disappoint
Materials:
- Dear Mr. Blueberry book, by Simon James
- 12 sets of sorting cards for fantasy and reality
- writing paper for fantasy and reality
- pencils
- crayons
Motivation:
In previous lessons the students learned about the ocean habitat and its layers. Students became familiar with animals in the sunlit zone of the ocean. Included in this study was an art project showing the layers of the ocean and lessons focusing on sea otters, sea turtles, fish and sharks. Students are very excited about learning about new ocean animals and enjoy working with a partner to complete tasks. I will read Dear Mr. Blueberry, by Simon James.
Presentation:
- Discuss objectives
- I will begin my lesson about whales by reviewing the ocean habitat, layers and animals we have learned about.
- A poster displaying different types of whales will be on the whiteboard. I will ask my students what animals they see on the poster
- I will introduce the vocabulary words, fantasy and reality, and define them. I will post them on the whiteboard for them to see.
- I will then read the story, Dear Mr. Blueberry, by Simon James. As I read the story, I will ask questions about what they think is reality and fantasy
- I will have several key vocabulary words, with their definitions, written on sentence strips. As we read the vocabulary word we will discuss the definition.
- I will then tell my students that they are going read some sentences and sort them by fantasy and reality.
- I will model how to set up and will do several with them.
- I will pair students up and have them do the entire activity together, sorting all 12 cards.
- Display the fantasy and reality worksheet to the class and model drawing a fantasy/reality picture and then writing a sentence below that matches the picture.
- Have students pick one fantasy and one reality sorting card, read it, and then turn to their partner and tell them their fantasy and reality sentences.
- Students will copy the fantasy and reality sentences on their paper and then draw a picture to match their sentence.
Practice/Application:
- Students will be paired up by teacher, in groupings with a higher level peer
- Students will put the fantasy and reality headers at the top of their sort and then take turns reading the task cards and deciding if the sentence is fantasy or reality.
- When finished sorting, students will raise their hand to have their answers checked by the teacher.
- I will ask questions to the group regarding why they thought a sentence was fantasy or reality.
- Students will pick a fantasy and reality card and copy the sentence on their writing paper.
- Students will illustrate their sentence.
Review/Assessment:
- Observation during task card sort
- Thumbs up for correctly sorting task cards
- The drawing and writing of one fantasy and one reality picture and sentence
Reflection
.My SIOP lesson was about fantasy and reality pertaining to whales. I introduced the lesson with a book titled, Dear Mr. Blueberry by Simon James. The objective of the lesson was for students to read and sort cards, pertaining to facts about whales, as either fantasy or reality.
Name at least 3 forms of assessments that could go with your lesson
Three forms of assessment that could go with my lesson are: teacher observation with thumbs up thumbs down, teacher observation as students were sorting, and a multidimensional assessment in which students illustrated and wrote an example of fantasy and reality.
What worked in your lesson?
This was the first time I have done this particular lesson, and was eager to do something new for this assignment. Overall the lesson went well. My students enjoyed the book, Dear Mr. Blueberry. It was a fun story, and the students really got the humor in it. The story had a lot of great vocabulary, such as; stroke, disappoint, and forceful. I had written each vocabulary word on a sentence strip with its definition and posted on our whiteboard. We discussed the vocabulary words as they were introduced in the story. This was a great way to introduce fantasy and reality at the same time tying it into whales and our ocean unit. I modeled the sorting activity on the whiteboard, and the students seemed to really understand the concept of fantasy and reality. My students were paired up with a higher level peer to help read and sort the task cards. The reading was challenging but, most were successful with the sorting. Using a hands on activity, like task cards, was a great activity and extension of the lesson. My students did very well with the writing activity and easily picked a fantasy and reality card and drew a picture to match the words.
What would you change?
My students seemed to be doing well with the sorting activity, however, as I walked around, I noticed that I needed to help more and more with the reading of the cards. I also noticed that my higher leveled readers were doing all of the reading rather than students taking turns. Next time I did this lesson, I would blow up the sorting cards and practice reading them whole group. I would also do my groupings different. I would put my high students paired together so that one student is not doing all of the work. This lesson ended up taking us two days to complete which I thought worked well, however, it was not what I had planned. Next time, I would plan for two days rather than one.
What strategies from the SIOP model did you use?
The strategies that I used from the SIOP model were: building background, hands on activities, interactions with peers, and think, pair, share.
What did not work?
The only strategy from the SIOP model that I believe didn’t work was the interaction strategy, however, I think it would have been fine if I had done different groupings.
How did you assess the lesson when it was over?
The lesson was over after the writing about reality and fantasy. Students had picked one fantasy and one reality sorting card and drew an illustration to match as well as to write the sentence from the card. My students were excited to share their illustrations and were able to describe what was going on.
After the lesson, I reflected with my students on what they thought about the lesson. I asked what they thought was hard and what could have made it easier. They were positive about the lesson, but said the reading was difficult and when I asked if it would have helped if I had reviewed the cards prior to the sort, they said, “Yes!” This was definitely a challenging lesson for kindergarten, but my students embraced the challenge and learned a lot from it.
References
Echevarría, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English learners: The SIOP model. Pearson.
James, S. (1991). Dear Mr. Blueberry. New York: M.K. McElderry Books.
Name at least 3 forms of assessments that could go with your lesson
Three forms of assessment that could go with my lesson are: teacher observation with thumbs up thumbs down, teacher observation as students were sorting, and a multidimensional assessment in which students illustrated and wrote an example of fantasy and reality.
What worked in your lesson?
This was the first time I have done this particular lesson, and was eager to do something new for this assignment. Overall the lesson went well. My students enjoyed the book, Dear Mr. Blueberry. It was a fun story, and the students really got the humor in it. The story had a lot of great vocabulary, such as; stroke, disappoint, and forceful. I had written each vocabulary word on a sentence strip with its definition and posted on our whiteboard. We discussed the vocabulary words as they were introduced in the story. This was a great way to introduce fantasy and reality at the same time tying it into whales and our ocean unit. I modeled the sorting activity on the whiteboard, and the students seemed to really understand the concept of fantasy and reality. My students were paired up with a higher level peer to help read and sort the task cards. The reading was challenging but, most were successful with the sorting. Using a hands on activity, like task cards, was a great activity and extension of the lesson. My students did very well with the writing activity and easily picked a fantasy and reality card and drew a picture to match the words.
What would you change?
My students seemed to be doing well with the sorting activity, however, as I walked around, I noticed that I needed to help more and more with the reading of the cards. I also noticed that my higher leveled readers were doing all of the reading rather than students taking turns. Next time I did this lesson, I would blow up the sorting cards and practice reading them whole group. I would also do my groupings different. I would put my high students paired together so that one student is not doing all of the work. This lesson ended up taking us two days to complete which I thought worked well, however, it was not what I had planned. Next time, I would plan for two days rather than one.
What strategies from the SIOP model did you use?
The strategies that I used from the SIOP model were: building background, hands on activities, interactions with peers, and think, pair, share.
What did not work?
The only strategy from the SIOP model that I believe didn’t work was the interaction strategy, however, I think it would have been fine if I had done different groupings.
How did you assess the lesson when it was over?
The lesson was over after the writing about reality and fantasy. Students had picked one fantasy and one reality sorting card and drew an illustration to match as well as to write the sentence from the card. My students were excited to share their illustrations and were able to describe what was going on.
After the lesson, I reflected with my students on what they thought about the lesson. I asked what they thought was hard and what could have made it easier. They were positive about the lesson, but said the reading was difficult and when I asked if it would have helped if I had reviewed the cards prior to the sort, they said, “Yes!” This was definitely a challenging lesson for kindergarten, but my students embraced the challenge and learned a lot from it.
References
Echevarría, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English learners: The SIOP model. Pearson.
James, S. (1991). Dear Mr. Blueberry. New York: M.K. McElderry Books.