SIOP Lesson Plan Reflection Report

Supreme Green
ESL 433 N
October 16,2014
Janice Norris Lesson Plan Reflection In this reflection essay, it will justify the content reasoning for implementing alliteration in a SIOP lesson plan for English Language Learners. For the most part, English Language Learners experience difficulties in their quest to obtain language proficiency because of their under develop cognitive skills, intellectual skills,efficient and effective exposure to the target language. Having this knowledge teachers have to realized that they should use differentiate instruction, provide visuals, and meaningful feedback to keep students motivated, and engaged in learning to obtain effective language
First, to justify the reasoning of the lesson we must first understand why should student learn alliteration. Alliteration is an effective tool that excites and encourage students reading and writing skills. Alliteration is a creative form of poetry, that most students have already experienced in their early stages of life from nursery rhymes or lullabies told to them by the parents. However, by teaching the students alliteration it helps students to connect with prior knowledge, have a better opportunity to understand the contextual meaning of words,pronunciation, sentence structure,tone and the authors purpose. It is known fact that ELL students struggle with language acquisition because they have difficulties grasping those language concepts skills needed to met the standards. So by teaching alliteration students will have more opportunities to practice their phonemic awareness
To keep the student motivated the teacher introduce different arrays of alliteration poems like nursery rhymes, tongue twisters and songs that followed the pattern of alliteration, this is consider to be language play. Language play is the art of providing positive interaction with peers and teachers, which in turn makes the learning a positive experience for the student. This takes away threatening stress of students having to worry about correct punctuation and sentence structure that might be challenging for the students.(Kramsch,C.2000). Because these are ELL student their must always be visual aid or diagram to show a clear objective of what the student needs to learn in order to reach that goal. Throughout the different stages of the lesson it is imperative that the teacher stops at various times to ask scaffolding questions to check for understanding and maintain the students interest in learning. By doing this, it provides meaningful feedback and a better opportunity for students to interact through listening actively and share their ideas with peers to what they believe the author 's purpose was in writing the different materials presented. This is the key in making the transition from oral to written language. After the teacher has taught and delivered an effective lesson plan, the teacher can then assess the student learning by having