Chapter 7: Lesson Delivery pages 152 - 185.
Features 23 and 24: Content and Language Objectives Clearly Supported by Lesson Delivery
Feature 25: Student Engaged Approximately 90% to 100% of the Time.
Feature 26: Pacing of the Lesson Appropriate for Students’ Ability Levels
Before reading: Predictions
➢ How do you know when you know you need to change the pace of your lessons, either to make it faster or slower?
➢ What techniques and strategies have you developed to keep students engaged throughout the lesson?
➢ When and how do you reflect on your lessons to make them better?
➢ What have you learned from your experience with writing SIOP lesson plans this year?
After reading, discuss the following questions:
➢ How do you support the language and content objectives throughout your lessons? How many times during a lesson do you refer to the objectives posted in the front of your class? DO students refer to them on their own?
➢ Why is it important to write out the objectives in student friendly language?
➢ On page 154, the text says “We caution against any inclination to list the state standard in an abbreviated form, like CA history 5.2.3, as an objective”?
➢ What percentage of time do you think students are engaged in learning in your class? What activities work the best for student engagement? Share your ideas with other teachers.
➢ Read pages 157-158. List 3 things Ms. Chen did to support the content objectives in her lesson? Which of these things do you do? What techniques can you add to your teaching practice that will help students learn the content goal?
➢ What makes this component so important to include in your teaching practice?
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