Debra Scott
ESL-223N
April 12, 2015
Prof. Christine Burke
Mr. Gallon Man
SIOP Lesson Plan

Grade Level: 2nd Grade
Students at the 2nd grade level are starting to learn and understand how liquid is measured and how to solve measurement problems. Unlike kindergarten and 1st grade level students, 2nd grade students are beginning to understand and start wondering about how liquids are measured

Theme: “Mr. Gallon Man” Exploring measurements of liquid using Gallons, quarts, pints, and cups.

Standards: State Level Standard for 2nd Grade Level students such as; II-LS, II-R, II-W, II-L, AZ-CCS 3.MD.A.2, and AZ-CCS 2.OA.A.1.

Background Building:
For the past month, students have had been learning about measuring liquid using cups, pints, quarts, and gallons. They have watched the “Gallon Man song” video during carpet song time. During carpet time, students listen and sing the song, while the visual video is displayed on the smart board. In the “Gallon Man song”, students learn about how two cups equal 1 pint, two pints equal 1 quart and how four quarts equal 1 gallon.

English proficiency levels: beginning through advanced

Lesson Topic
This lesson will be completed in three days, and students will learn measurements by learning that:
2 cups = 1 pint
2 pints = 1 quart
4 quarts = 1 gallon
The first day students will be paired to create Mr. Gallon man using cups, pints, quarts, and gallons.
The second day students will create a story about Mr. Gallon man to share with the class.
The third day students will read their stories about the gallon man to the class.

Objectives: * Students will be able to understand how liquid is measured. * Students will understand the concept of using cups, pints, and quarts when measuring out a gallon. * Students will be able to recognize measurements by creating Mr. Gallon man. * Students will be able to understand and describe how many cups make a pint, how many pints make a quart and how many quarts make a gallon. * Students will be able to name and recognize the body parts that make Mr. gallon Man. * Students will know important information regarding the measurement of liquid.

Teacher Materials:
The Smart board can be used to demonstrate how to create Mr. gallon Man from head to toe, help students understand the vocabulary key words and their definitions. Using the smartboard can also be used help student go to the next level of higher order of thinking skills by displaying questions such as “How many cups are in a gallon”? Internet access to find and display; The Gallon Man Song video, Gallon Man song Lyrics, and Mr. Gallon Man Parts to demonstrate to the class.

Student Materials:
Students will need:
1. Four 8- x 8-inch squares of different colors.
2. One 4-x 4-inch square for Mr. Gallon’s head.
3. Glue, scissors, separate 11 x 14 sheet of colored construction paper, and ruled writing paper.

Learning Strategies: * Students will be engaged during sing along time by listening and singing the “The Gallon Man Song”. Since it is a video, students will be physically engaged as well. * Group discussion and following step by step instructions while creating of Mr. gallon Man on 11 x 14 colored construction paper will help students in learning through visual engagement, writing, auditory, and problem-solving. * Vocabulary learning takes place through the discussion and labeling portion of this lesson plan. * Students are also required to work in partners when creating Mr. Gallon Man. Visual aids on smart board multimedia will be there to help assist student learning and progress. * Students also have group listening during the instruction portion of the lesson, then they must write a Story about Mr. Gallon Man and then present that material the next day to the class. * All elements of this lesson support general and ELLs learning.

Presentation: * Students will participate in the group discussion/presentation where they will be asked to view step, by step instructions on smart board and help the instructor to label the parts of his body. * The instructor will use student input to label Mr. Gallon Man, using The words Gallon for his torso, quarts for his arms and legs, pints for his hands and feet along with cups for his fingers and toes. Students should verbally be able to let the instructor know which parts of Mr. Gallon Mans body is Gallons, quarts, pints and cups. * Students will help the instructor to find the right places to attach the head, torso, arms, leg, feet, hands, fingers and toes to create Mr. Gallon Man. * Students will also help the instructor to put the correct labels on the Torso, arms, legs, hand, feet, fingers and toes to show their understanding of measuring liquids.

Key Vocabulary Terms:
Measurement, liquid measurement, gallon, quart, pint, cup, Mr. gallon, and Man

Motivation: * Asking students to help you label each part of Mr. gallon mans as you are creating him together. * After discussing cups, pints, quarts, and gallons quiz students by pointing to parts of Mr. gallon man and ask if the location is Cups, Pints, Quarts, or Gallons. * Throughout the lesson, ask students what they think the locations are and help guide them to the proper answers through positive feedback. * Ask students how they think liquids are measured, and if they have ever had to measure liquid before. This will help students to with their critical thinking skills.

Practice and Application: * After helping the instructor, students will then work in partners to create and label their own Mr. Gallon Man. The instructor’s Gallon Man may be present to help students for reference on the locations and labeling. Students may use crayons if needed to differentiate locations of cups, pints, quarts, and gallons. * Once Mr. Gallon Man is labeled, students will create their own stories about Mr. Gallon Man To share with the class. This will be fun because each pair will get to read their story will also learn new ideas from the other students while listening to the differences of each story. * Students then will be asked to write a journal entry on their biggest take-a-ways from today’s lessons

Review and Assessment * On the third day students will be put into groups and each pair will take turns reading the stories they have created about Mr. Gallon Man. * Students must read their journal entries to the class on what they enjoyed the most about the lesson and their biggest learning take-a-ways from the two day before. * Students will ask inquiry and elaboration question to students reading their stories and journal entries to review any information that may need to be reviewed. * I will walk around to each group and listen to students reading their stories to make informal assessments of their understanding of the lesson. * At the end of this lesson each student will turn their assignment in for a formal assessment and I will give positive and constructive criticism where needed.

Extension
Each day I will review what has been learned so far in the lesson. If there are students who are having a hard time with all or parts of this lesson I will either pair them with a partner who has a stronger understanding or I will make any adjustments such, as making temp plates of the parts needed to create Mr. Gallon Man, help them with their stories by creating two-five questions about who they may think he is, and giving them more time to complete this lesson. Making these types of adjustments will be beneficial in order to help them to learn and stay engaged in this lesson.