SIOP model lesson plan for teaching emotions to pre-kindergarten English learners

Lesson Plan for Pre-School English Learners

Annotated Lesson Plan

Objective of this project is to develop a lesson plan for pre-school English learners using the annotated lesson plan. The paper uses the SIOP model to teach children English language because young children have not yet developmentally ready to learn abstract concepts. Moreover, children are not yet ready to listen to teachers for a long time or carry out a paper and pencil task. In the early school year, the teachers need to engage children to talk about topic of interests, capitalize on their curiosity, singing songs, exploring new things and playing with materials. Thus, pre-school English learners should be taught to use and practice with new words, talking with peers in fantasy and real way. A teacher intending to use a SIOP model should use supplementary materials to teach young learners rather than relying on paper and pencil tasks. The visual and model are very important to demonstrate what is being taught in English. Using SIOP model, this study uses Feeling Book to assist children to learn different concepts related to their feelings, which include happy, afraid, excited, and sad. The Feeling Book is used to show children the English concepts.

SIOP LESSON PLAN

Class Level: Pre-K

Class Periods: 40 Minutes

Subject: English (Emotions)

Feeling Book

Content Objective:

Identification of emotions such as happy, afraid and excited

Language Objectives:

Discussing method to express emotions in a healthy way

Key Vocabulary:

Emotion, Feeling, afraid, excited

Materials:

Pencils, pictures of man's facial expressions, squares, mirror, card stock paper, squares, marker

SIOP Features:

Integration of Processes

X Reading

X Writing

X Speaking

X Listening

Application

X Hands-on

X Meaningful

X Linked to objectives

X Promotes engagement

Assessment

X Individual

X Group

X Written

X Oral

Preparation

X Adaptation of content

X Links to background

X Links to past learning

X Strategies incorporated

Scaffolding

X Modeling

X Guided practice

X Independent practice

X Comprehensible input

Grouping Options

X Whole class

X Small groups

X Partners

X Independent

Resources:

Building Background:

Whole Class

The teacher should read the language and content objectives, and in the class, the teacher should ask children whether they feel sad or feel happy. Then, she introduces the word happy, afraid or excited, and provides a personal example to use the words, like "I feel excited when I go to London." The goal is to get the ideas and words introduced to children. If the meaning of emotion, such as happy is unclear to children, the right thing for the teacher to do is to show the picture to the children. Thus, the teacher concludes by singing a song such as "If you are happy, and you know clap your hand, raise your hand, tap your feet and so on." "

Presentation:

Small Group

The teacher asks the children to draw a picture in order to create a Feeling Book to illustrate emotion. The children should draw faces to present a feeling on the cards, and the Feeling Book should consist of between 4 and 5 card stock pages having a blank circle, which represents a page. The teacher starts by showing a sample picture of a Feeling Book to children, then asks each of the child, "What is a feeling that you have sometimes?"

A child may respond with a word like excited. Then, the teacher should ask the child to draw the emotion that the child named. If the child is unable to think of an appropriate visual representation that corresponds his feeling, the teacher should show the child a picture of happy facial expression. Alternatively, the teacher can hold a mirror to the child face and tell him to make a happy face. When the child completes his drawing, the teacher should ask "What feeling is this?" They reply the teacher "excited." Then, the teacher asks the child to write the word under the face that labels emotion.

Thereafter, the teacher discusses and shows the children healthy ways to express emotions. For example, she asks "What will you do when you are excited or angry?," and they discuss the methods of expressing anger in a healthy way.

Practice & Application:

When the child has finished his 4 or 5 drawing expressions on the cards, the teacher should take each drawing, and begin asking the child, "How do you feel ... " (happy, sad, afraid and so on). However, the teacher should encourage each child to answer by using a complete sentence. The teacher should provide example for the child, Sometimes I feel (nervous, happy, sad) when ..."

Review & Assessment:

The teacher should staple all the cards together to form a "Feeling Book." She should review each of the feeling in the card with each child, and use the key words throughout the lesson repeatedly.

Afterwards, the teacher should assess the children's understanding of the key concepts and vocabularies by discussing with them using their Feeling Books. Throughout that day, the teacher should use opportunities to reinforce the children understanding of the contents and vocabularies. For example, when the teacher notices that children have conflict when playing with a toy, the teacher should ask "How do you feel?" Which reveals their understanding of how they are able to express their feelings in a healthy way. If a child says "I do not like him sitting so close." The teacher should praise him for using the words to express his feelings rather than pushing the other child.

Extension Activities

The Feelings Book can be used to teach preschool children the oral language practice in a number of way. As a follow up to this lesson, the teacher should ask parents to make their children explaining the contents to them using the words, which express their feelings. Moreover, when in class, the teacher should ask the children to retell their feelings, and when feeling certain emotion and so on. The children can also be encouraged to work with partners or their teacher by sharing their books in a small group. In the class, the teacher may review their work by asking "Who has a drawing of happy (excited, sad, angry)?" By respond, the children show their corresponding drawing

Conclusion

The project provides a lesson plan for young learners of English using the SIOP model. Evaluation of the SIOP model reveals that it is an effective teaching method for young English learners since it combines materials and pictures to assist children understanding the English concepts and vocabularies.

Reference

Echevarria, J., M. E. Vogt, and D. Short. (2004). Making the Content Comprehensible to English Learners: The SIOP Model. Boston, MA: Allyn & Bacon.

Echevarria, J. A. Short, D.J. Carla Peterson, C. (2001). Using THE SIOP MODEL with Pre-K and Kindergarten English Learners (SIOP Series) 1st Edition. Pearson Education.

Grey, P. (2013). Book Review --Making the Content Comprehensible for the English Learners, SIOP Model. Acta Didactica Norge. 6(22):

Raudenbush, S. (2008). The Brown legacy and the O'Connor challenge: Transforming schools in the image of children's potential. Educational Researcher. 38(3) 169-180

Richard-Amato, P. A. (2010). Making It to Happen: From Participatory to Interactive Language Teaching - Evolving Theory and Practice. Pearson Education.