Integrating Technology in A SIOP Lesson Plan

Running head:INTEGRATING TECHNOLOGYIN A SIOP LESSON PLAN 1

IntegratingTechnology inA SIOP Lesson Plan

UsingSEI Strategies in a SIOP Lesson Plan

STANDARDS:

    • Intermediate: to enable students to be independent writers and speaker through inconsistent grammatical forms (Kareva&ampEchevarria, 2013). Through pronunciation and effective word use, students will have gained the right tools for effective communication in English.

    • Early advanced: Enhance independent speech and writing through standard grammatical forms (Smith, Coggins, &amp Cardoso, 2008)

THEME:Different Stress and Intonation in Discussions and shifting stress innegotiating phrases. Words could have the same spelling, but theintonation, and stress alters the meaning.

LESSONOBJECTIVES:

  • Language objectives

Studentswill be able to pronounce as they sound incorrect English as opposedto other non-English influences they are aware.

Contentobjectives

Pronunciation:Students should be able to pronounce correctly al the words broughtin the lesson. Learning pronunciation will be through stress andintonation.

  • Computer Technology Skills

Toenhance student’s communicationusing appropriate technological terminologies. Furthermore, studentswill learn how to use appropriate technology resources such as onlinebooks, educational programmes and encyclopaedias) to supportlearning.

TheBell game: After learning the ESL game students should be able toreinforce all words written and spoken during the lesson (Moughamian,Rivera, &amp Francis, 2009). They should be able to merge stress andintonation with the linguistic category of the word.

Learningstrategies:

Thelesson entails practical learning strategies that will exposestudents to different learning experiences using technology. Theyinclude:

  • Listening to audio books to allow students get more exposure to stress and intonation.

  • Watching English films and power point presentations containing target words already disclosed to students. Students will identify the words from conversations of short English drama skits after which they will pronounce the words as they heard them from the speakers

  • Practice saying tongue twisters through speaking competitions to gauge student abilities in pronouncing successive words with strong consonant sounds. Particular attention on difficult English sounds such as th, v, w, s, z, and f, is used to ensure that students can pronounce all conventional words.

KEYVOCABULARY:

Wordsto pronounce: Memorised words and phrases, familiar words such asThistle, crisps, exclamation, ambulance, deterioration, onomatopoeia,computer, hardware, internet, keyboard, password, server andtechnology.

Tonguetwisters: A Box of Biscuits Betty Botter Bought Some Butter SheSells Seashells The Sick Sixth Sheik Six Thick Thistles, and Whichwristwatch

MATERIALS:

  • Grammar explanations

  • Quiz sheets

  • Listening and reading comprehension strategies.

TECHNOLOGYRESOURCES:

  • Internet Access

  • Pix studio or other related program for writing

  • Computer and projector, VCR program and screen

Procedures&amp Formative Assessment Activities:

Presentation:

Engage,Study, and Activate-Students will actively take part in classactivities. Word rhyming competitions are part of the learningprocess. They will have more freedom to find words that sound thesame or have similar pronunciation

PRACTICEAND APPLICATION:

    • Providing opportunities for practice in pronunciation, rhyme, and word stress

    • Checking for student understanding

    • Set expectation that students are supposed to demonstrate correct pronunciation in their proficiency test

    • Introduce sentence frame and review with words that test stress, rhyme, and correct pronunciation

    • Model the sentence frame with target words for pronunciation.

    • Students will have partners for correct pronunciation role, and then reverse roles.

    • Have students share words that follow similar pronunciation patterns through group discussions

REVIEWAND ASSESSMENT:

    • Read short passages and identify stressed words

    • Listen to First language English skits and identify words stress and pronunciation differences

    • Graphic organizer will be used by students for display and presentation.

    • Students to work in groups to enhance the search information needed using specific technology and other online information.

    • Students to draft ideas for presentation and display with teacher’s help and give feedbacks using graphic organizers

EXTENSION:

Extensioninvolves Follow up activities that will assess the students’internalization English words in pronunciation, intonation, stress,rhyme, and their use in everyday life. End month assessments willinclude questions from the topic

Reflectionon integrating technology in SIOP Lesson Plan

IntegratingTechnology ina SIOP Lesson Plan for English lesson plan for both intermediate andadvanced students has given me the opportunity to develop my skillsin using technology as a creative teaching tool. In particular, theuse of presentation graphics helps capture students’ attentionespecially when creative art clips are combined with writtenvocabularies. In this course, I made an assessment on how technologycould support students’ language learning to become creative andself-directed students.

Afterthis assessment, I planned to technology to enhance supportivelearning. The lesson would be done in parts, and students would beassessed after every part. The internet would be used to searchmeanings of words and spellings. The VCR would be used to play ashort void with spoken words and students would be asked to writedown the words. Additionally, the power point presentation would beused to enhance the word spelling.

Theuse of computer presentations, graphic organizer and internetresearch is applied to enhance the needs of diverse students. AsAbrahams (2009) stated, students enjoy digital visual resources inlearning new words, narration and writing. As such, the use of powerpoint presentation, internet and video is to enhance learners’creativity, support and engage students in exploring real issues. Inaddition, technology was used as part of developing the younglearners’ technology skills that are important in support learning.

Furthermore,the use of technology vocabularies helps the students develop andunderstand technological concepts as related to computer skills. Byencouraging students to use the internet to research, word meaningand spelling helps develop students learning skills. Studentindividual work is emphasised as each student is encouraged to usetechnology and this help students become productive learners.

Integratingtechnology in the lesson plan was also a motivating activity to me asa teacher. Students become motivated and attentive when computerpresentations are used to enhanced word spelling and pronunciation.However, learning how to integrate technology in the lesson plan wasinitially difficult especially in planning for the time for eachactivity in the lesson. Nonetheless, I understand that I need tomonitor constantly monitor and adjust the lesson to benefits studentsmore.

References

AbrahamA, (2009).Spotlighton technology Digital&nbspStorytelling.&nbspPart 1 and Part 2 &nbsp(Laureate,CD-ROM, 2009). Integrating Technology Across

Kareva,V., &ampEchevarria, J. (2013).Using the SIOP Model for EffectiveContent Teaching with Second and Foreign Language Learners. Journalof Education and Training Studies, 1(2), 239-248.

Moughamian,A. C., Rivera, M. O., &amp Francis, D. J. (2009).InstructionalModels and Strategies for Teaching English Language Learners. Enteron Instruction.

Smith,J. M., Coggins, C., &amp Cardoso 1, J. M. (2008). Best practices forEnglish language learners in Massachusetts: Five years after theQuestion 2 mandate. Equity &amp Excellence in Education, 41(3),293-310.