1. Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
SIOP LESSON PLAN TEMPLATE
Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to…:
Topic: El medio ambiente y su cuidado Grade/Class: 7th grade Date: April, 2012
Content Objective(s): Language Objectives:
- Listening Comprehension: recognize thematic
vocabulary, use of the modal verbs (must, Conversation: Create a dialog exemplifying a good and bad
have to and should), use of the Will/won’t and attitude about how to care the environment.
conditional sentences.
- Reading Comprehension: Demonstrate Grammar: make sentences using conditional tenses and modal
comprehension about general and specific verbs about how to care the environment and all of this must go
information of descriptive, informative and in the summary.
narrative texts.
- Oral Expression: Using the vocabulary theme Reading: Read the summary’s presentation of the classmates and
of the unit, use conditional: if + will + future any other information given by them
and sing modals to express obligation and
duties. Vocabulary: Use thematic vocabulary in sentences to express your
- Written Expression: Thematic vocabulary of ideas.
the unit, expressions of future actions, express
of obligations and duties, conditional: if + Will Writing: Write a summary with the better ideas for to care de
+ future and use of capital letter, dots, environment at the end of the presented activity for each group
interrogation and exclamation signs and coma.
Materials (including supplementary and adapted):
Computer, Projector, Screen, Speakers, Whiteboard, Markers, Colored pencils, Scissors, Paper, Pencil, English dictionaries
Higher Order Questions:
Do you think you can contribute to help the environment and in what way?
Would you do a personal commitment to conserve those ideas in your daily routine?
Teacher Activities:
Building Background
Links to Students’ Past Experience:
Ask to the students if they remember the concept of environment that they saw in the previous class.
What is environment?
Have you ever gone camping? Do your family clean the place before and after they use it? Where do they put the
garbage?

2. Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
SIOP LESSON PLAN TEMPLATE
Teacher links to Prior Learning:
Ask them in relation what they answer before. Why they think that people don´t take care of the environment, even
when they know how to do it.
Key vocabulary:
atmosphere, balance, carbon dioxide, catastrophe, climate, destroy, detergent, Earth, ecology, ecosystem, energy,
environment, evolution, extinct, global warming, harmful, leak, oxygen, ozone layer, poison, pollution, surface, reusable,
toxic, waste
Comprehensible Input
This component comprises some of the features that make SIOP instruction different from “just good instruction.”
Check those that apply and describe below. Include those selected to the lesson sequence section below.
_X_ Speech appropriate for students’ proficiency level _X_ Clear explanation of academic task
_X_ Techniques used to make content concepts clear for:
1. Beginning X
2. Early Intermediate
3. Intermediate
4. Early Advanced
Scaffolding _X_ Modeling _X_ Guided Practice _X_ Independent Practice
Verbal Scaffolding:
- Purposefully using synonyms and antonyms
- Clear enunciation and articulation by teacher, slow when appropriate
- Follow oral text with written text and express ideas.
- Elaboration and expansion of student response.
Procedural Scaffolding:
- Cooperative group techniques
- Activating prior knowledge
- Think-Pair-Share
Instructional Scaffolding:
- Using visuals and imagery
- Making a variety of resources available in the classroom, dictionary, projector, computer, blackboard

3. Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
SIOP LESSON PLAN TEMPLATE
Interaction __Whole class _X_ Small group __Partners __Independent
Description of Cooperative Learning Structure/s:
Every group of students will make different ways to explain the information, for example triptychs or videos, where this
material will help to the rest of the class to understand what they are talking about. Also, at the end of each
presentation, the group will ask if any student have any question(s), in this way, the group clarify the information and
then the learning process will be successful.
Use of Students’ Primary Language/s:
In the presentation of each group, the students will use the modal verbs (must, have to and should), use of the
will/won’t, conditional sentences and use of the conditional ‘if + Will + future’ using the thematic vocabulary of the
unit. All of this has to be used in explanations and reasons why the students have to care the environment. Obviously,
the students have to do the activity using this words and grammar structures. The students have to know the present,
past and future of the verb ‘to be’, simple descriptive adjectives, personal pronouns (I, you, he, she, it, we, and they),
irregular and regular plurals (of nouns) and some vocabulary for example: Earth, land, water, cold, dry, sun, oceans, etc.
Practice/Application _X_ Hands-on __ Meaningful _X_ Linked to objectives __ Promotes engagement
Integration of Processes _X_ Listening _X_ Speaking _X_ Reading _X_ Writing
Description of Hands-on activity:
- Find the meaning of global warming.
- Research about the damage in the environment.
- Propose ways to help the environment in your school or in your city and then show them in front of the class.
- Make a triptych with at least 3 advices that your classmate can put into practice in their own homes.
Lesson Delivery _X_ Pacing _X_ Student engagement _X_ Content objectives _X_ Language
objectives
Description of Lesson Delivery components:
The teacher present to the students information about the environment and its care through a power point.
It will be done following the next steps:
- The teacher explains what is environment.
- Kinds of problems there are in the environment.
- What will happen if we don’t care our environment?
- How to care for our environment.
- Motivate to the students about the topic.

4. Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
SIOP LESSON PLAN TEMPLATE
Time: Lesson Sequence Notes regarding differentiation
(45 min) First Class
If any student has a problem to
2 minutes - Presentation of the objectives to the class. understand the information, the
10 minutes - Show information about the environment presentation Will have pictures or
8 minutes - Explain the activity and answer questions of the students. draws to make easily to
23 minutes understand.
- The students start to develop the activity, searching
information on the internet.
2 minutes
- The teacher finishes the class remembering the
presentation activity for the next week.
(90 min)
Second Class (Next week)
First Group
3 minutes
- The students present the activity to the class and they have
5 minutes to introduce the presentation presenting the topic.
- Each student must give some reasons about why cares our
4 minutes environment.
1 minute - Explain a solution or project for care the environment.
- Present the dialog to the class for represent a situation in
2 minutes which they care the environment.
_________ - Finally the students have to write a summary on the
15 minutes blackboard with the main reasons and ideas for care the
environment.
Review and Assessment (Check all that apply and describe)
__Individual _X_ Group _X_ Oral _X_ Written
Review Key Vocabulary:
Explain homework. Giving a short review of the vocabulary they saw in the class and they should check if they wrote it on
their notebooks.
Review Key Concepts:
The teacher will ask to the whole class to form groups. The students will talk about what they have learned in class then
they will write a short summary in their own notebooks.
Adapted from Making Content Comprehensible for English Language Learners, 2nd/ 3rd editions