SIOP Lesson Plan Template 1 - The Language of Social Studies Trade in Timbuktu

Oct 1, 2026

SIOP lesson plan for Grade 6 ESL Level 3 that uses the theme “The Language of Social Studies Trade in Timbuktu” to develop academic English through content learning. The plan sets clear content and language objectives focused on trade simulation, adapting to new world situations, and understanding fluctuating value using picture supports, sentence frames, partner work, and interactive games. Lesson sequence includes a suitcase activity, a 7-step vocabulary routine, sorting and justifying “valuable” versus “not valuable” items, structured speaking with gradual release, and a country-level trading game with exit ticket formative assessment.

LanguageEnglish

CategoryExam

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Lesson Overview

Objectives and Language Goals

Key Vocabulary and Materials

Lesson Sequence

Activity 1: Suitcase

Activity 2: Vocabulary Routine

Activity 3: Sort Cards and Justify

Activity 4: Trading Game and Exit Ticket

SIOP ® Lesson Plan Template 1 | Teacher: Mary Bradshaw | Date: July 2016 | | Grade/Class/Subject: This is primarily a language development lesson plan that blends grade level content w/SEI teaching strategies.
Grade: 6 12
Class: ESL Level 3 (ACCESS score)
Subject: ESL and Social Studies | | --- | --- | --- | --- | | Unit/Theme: The Language of Social Studies Trade in Timbuktu | | ESL Standards:
WIDA Language Development Standard 5: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies | | | Content Objective(s):
SWBT
● simulate trade between countries
● adjust to new world situations as they arise
● transfers trade principles to salt traders in Timbuktu | | Language Objective(s):
SWBT:
Utilize theme related academic vocabulary in 4 domains
Demonstrate conceptual understanding of fluctuating value with the support of picture cards & interactive game.
Write with the support of sentence frames and partners
Speak to persuade with support of a team, visuals and extended time.
Read academic text with the support of think aloud, partner reading strategies & differentiated reading level text | | | KEY VOCABULARY:
Valuable, value, increase, decrease, supply, demand, price, cost | SUPPLEMENTARY MATERIALS:
support materials listed in lesson sequence & made available in file folder | | --- | --- | | SIOP FEATURES
PREPARATION SCAFFOLDING GROUP OPTIONS
☐ Adaptation of content ☐ Modeling ☐ Whole class
☐ Links to background ☐ Guided practice ☐ Small groups
☐ Links to past learning ☐ Independent practice ☐ Partners
☐ Strategies incorporated ☐ Comprehensible input ☐ Independent
INTEGRATION OF PROCESSES APPLICATION ASSESSMENT
☐ Reading ☐ Hands on ☐ Individual
☐ Writing ☐ Meaningful ☐ Group
☐ Speaking ☐ Linked to objectives ☐ Written | | | ☐ Listening ☐ Promotes engagement ☐ Oral | | --- | | LESSON SEQUENCE:
ACTIVITY \#1:SUITCASE: STUDENTS WILL VISIT THEIR HOME COUNTRY. WHAT SHOULD THEY BRING FOR GIFTS? WHAT DOES YOUR FAMILY NEED OR WANT THAT THEY CANNOT GET LOCALLY? WHAT ITEMS WILL YOU BRING BACK TO THE USA? WHAT ITEMS ARE IN BRAZIL THAT YOU CANNOT BUY IN THE USA? STUDENTS COMPLETE SUITCASE WORKSHEET IN RESOURCE FILE.
SUPPORTING QUESTION: WHAT IS VALUABLE? (SUITCASE ACTIVITY IS EXAMPLE OF TRADING ITEMS OF VALUE TO FAMILY AT EACH LOCATION)
ACTIVITY \#2: VOCABULARY: 7 STEP PROCESS (TEMPLATE ATTACHED/ COMPLETE ONE PER WORD) POST WORDS ON BOARD/CHART FOR FUTURE REFERENCE THROUGH OUT THE UNIT.
ADDITIONAL VOCAB. REINFORMCEMENT: [HTTP](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[://](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[WWW](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[.](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[CAL](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[.](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[ORG](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[/](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[SIOP](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[/](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[PDFS](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[/](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL)[CAL](HTTP://WWW.CAL.ORG/SIOP/PDFS/CAL) SIOP VOCABULARY GRAB BAG.PDF
ACTIVITY \#3 SORT PICTURE/WORD CARDS INTO “VALUABLE” AND “NOT VALUABLE” PILES (IN PAIRS OR TEACHER LED)
NEXT, STUDENTS PRACTICE JUSTIFING THEIR DECISION FOR EACH ITEM USING MODEL BELOW: COULD THE ITEM CHANGE VALUE? INCREASE PRICE? DECREASE PRICE?
TEACHER LEADS GRADUAL RELEASE MODEL [HTTP](HTTP://WWW.SJBOCES.ORG/DOC/GIFTED/GRADUALRELEASERESPONSIBILITYJAN08.PDF)[://](HTTP://WWW.SJBOCES.ORG/DOC/GIFTED/GRADUALRELEASERESPONSIBILITYJAN08.PDF)[WWW](HTTP://WWW.SJBOCES.ORG/DOC/GIFTED/GRADUALRELEASERESPONSIBILITYJAN08.PDF)[.](HTTP://WWW.SJBOCES.ORG/DOC/GIFTED/GRADUALRELEASERESPONSIBILITYJAN08.PDF)[SJBOCES](HTTP://WWW.SJBOCES.ORG/DOC/GIFTED/GRADUALRELEASERESPONSIBILITYJAN08.PDF)[.](HTTP://WWW.SJBOCES.ORG/DOC/GIFTED/GRADUALRELEASERESPONSIBILITYJAN08.PDF)[ORG](HTTP://WWW.SJBOCES.ORG/DOC/GIFTED/GRADUALRELEASERESPONSIBILITYJAN08.PDF

FAQs

What are the core content objectives of this lesson?

Students simulate trade between countries, adjust to new world situations as they arise, and transfer trade principles to salt traders in Timbuktu.

How does the lesson build language skills for ESL learners?

Learners use theme-related academic vocabulary across four domains, demonstrate understanding of fluctuating value with picture cards and games, write using sentence frames with partners, and speak to persuade with support from teams, visuals, and extended time.

What activities guide students from individual item value to country-level trade?

Students start with a suitcase visit to their home country (what to bring and what is valuable), then complete a vocabulary routine, sort picture/word cards into “valuable” and “not valuable” with justification, and finally scale up to a country-level trading game with an exit ticket.

Oct 1, 2026

Uploaded by Lucas Martin