1. Lesson Delivery

2. THE SIOP MODEL Lesson Delivery Compre- hensible Input Lesson Preparation Building Background Strategies Interaction Practice and Application Review and Assessment

3. Content Objectives: 1. Identify the four features needed for a successful lesson delivery. 2. Identify strategies for improving student engagement. 3. Identify the things that can affect the pacing of the lesson delivery. Language Objectives: 1. I will write and discuss the items needed for successful lesson preparation. 2. I will write and discuss strategies to improve student engagement.

4. Planning Lessons Support Objectives During Lesson Enacting lessons F25: Promote Student Engagement F26: Pace Lesson Appropriately F24: LanguageF23: Content

5. Lesson Delivery How is the lesson delivered? How well are the content and language objectives supported? To what extent are students engaged in the lesson? How appropriate is the pace of the lesson to students’ ability levels? Remember, all of these can be traced back to Lesson Preparation! Did you PREPARE for these things to happen?

6. Doctrine and Covenants 109:8 “Organize yourselves and prepare every needful thing,...” Quick Write: In one minute list as many things as you can think of that have to be prepared for a lesson. Turn and Talk Class Share

7. Content Objectives: “What are we going to learn today?” Should be stated orally by the teacher Should be in writing as a support for ELs Should be in student language, not teacher language Teacher should “check for understanding” of the objective—just because you said it doesn’t mean they understand it! Should be referred to at appropriate times during and at the end of the lesson—did we do what we said we would?

8. Language Objectives: How will we learn English better today? Should be stated orally by the teacher Should be in writing as a support for ELs Should be in student language, not teacher language Teacher should “check for understanding” of the objective—just because you said it doesn’t mean they understand it! Should be referred to at appropriate times during and at the end of the lesson—did we do what we said we would?

9. Student Engagement Students cannot afford to have valuable learning time lost through boredom, inattention, socializing, and other off-task behaviors. Time is wasted when teachers… Are ill prepared Have poor classroom management skills Spend too much time making announcements, taking roll, and getting started Spend too much time passing out and handing in papers

10. Results of Wasted Time 5 minutes lost in one period = 15 hours through the school years or 3 whole instructional days 5 minutes in 6 periods = 90 lost hours or 18 lost instructional days throughout the school year D & C 88: 124 “ Cease to be idle”

11. Three Aspects of Student Engagement

12. Literacy Challenge #3 - 90% Engagement Quick Write: In one minute list as many strategies as you can think of to increase student engagement Turn and Talk Class Share

13. Pacing Pacing refers to the rate at which information is presented during a lesson. Appropriate pace can be affected by: 1) The nature of the content 2) Level of students’ background knowledge 3) Too fast and students can’t keep up 4) Too slow and students lose interest 5) Different needs of different students in your class

14. Explicit Teaching I DO IT: Modeling Show and tell, involve the students WE DO IT: Prompted or guided practice Guide the students in performing the skill or strategy Provide physical, verbal, or visual prompts YOU DO IT: Unprompted practice Check students’ understanding. Have students perform the skill/strategy without prompts

15. Content Objectives: 1. Identify the four features needed for a successful lesson delivery. 2. Identify strategies for improving student engagement. 3. Identify the things that can affect the pacing of the lesson delivery. Language Objectives: 1. I will write and discuss the items needed for successful lesson preparation. 2. I will write and discuss strategies to improve student engagement.

16. Lesson Delivery Assignment Complete Teacher Observation #2