Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Communication Games—Creating Opportunities for Verbal Interaction #23
Information Sharing

Name: Dahiana Castellon Date: March 5, 2018 Grade Level: 12th

ELD Objectives: Students in grade 12 will be able to communicate ELA Language Standards for Grade Level:
effectively with peers to achieve a common goal. Students will be able to SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of
listen and follow directions correctly and answer question directed to evidence and rhetoric, assessing the stance, premises, links among ideas,
them. word choice, points of emphasis, and tone used.

ELD Language Objective: Students in grade 12 will be able to use target SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a
language and sentence structure to communicate with peers. command of formal English when indicated or appropriate.

ELD Content Objective: Students is grade 12 will be able to use

ELA Content Standards for Grade Level:
information obtained to complete tasks and goals.
Demonstrate control of grammar, diction, and paragraph and sentence
structure and an understanding of English usage.
Cog. Taxonomy/DOK Levels
Use effective and interesting language, including:
Level 1: Define, Label, Recognize
a. Informal expressions for effect
Level 2: Categorize, Organize, Construct
b. Standard American English for clarity
Level 3: Contrast, Compare, Explain, Differentiate
c. Technical language for specificity

ELD Standards (2014) that apply:

Plan and deliver a variety of oral presentations and reports on grade-
appropriate topics that express complex and abstract ideas, well
supported by evidence and reasoning, and are delivered by using an
appropriate level of formality and understanding of register.

Materials Key Academic Vocabulary Research Based Learning Strategies (provide

- iPads, Chromebooks, or Laptops
- Paper and Pencils/Pens
- Worksheet
text chapters/reference)
Collaborate: Work jointly on an activity,
especially to produce or create something.
Integrate: Combine (one thing) with another so
that they become a whole.
Discourse: Written or spoken communication or
debate.
Present: (Of a person) in a particular place.
- Prior Knowledge (SDAIE)
- Theory Base of Instruction: Provide
Comprehensive Input, Increase Verbal
Interaction, Contextualize Language,
Reduce Anxiety, Provide Active
Involvement Opportunities
- Hands on Activities (SDAIE)
- 50 Strategies for Teaching English
Language Learners pg. 151

Pre-Assessment: How will you determine prior
knowledge?
I will use previously done work and interaction
to determine student abilities.
Motivation Strategy:
I will show students DIY and How-To videos from
YouTube and online. We will watch them and
determine if the videos gave instruction that
was appropriate and helpful.
We will then determine what qualities in
language and instruction are helpful when using
such type of language. This will help students
complete the assignment in the mini lesson.
Real World Connection: How are learning goals
relevant to students’ lives?
Students need to know how to describe and
communicate effectively in such a way that
others will understand. This will help students’
lives outside of my classroom in life and other
courses to come.
All strategies will be research based and from one of the texts. Please Students: Practice and Application
provide reference for each.
Students will make their own YouTube video using their topic. They will
Teacher: Presentation/ Learning Activities (Strategy Steps) have to each speak and present a part of the How-To or DIY instruction to
demonstrate their ability to explain clearly and effectively.
1. Teacher will present a poorly given instruction based
presentation on YouTube.
2. Students will then contribute to a discussion that will determine
what qualities make an effective DIY or How-To video.
3. I will then break students up into groups that I have pre- Collaborative (engagement with others)
selected, mixing EL students with Non-EL students. Students will collaborate to create their assignment and presentation.
4. Students will be given the task of finding a topic that they’d like
to educate the rest of the class on. Interpretative (comprehension and analysis of written and spoken texts)
5. Students will use worksheets given to write down ideas and note Students must comprehend how to use language and use it appropriately
relevant sources. to be successful in their assignment.
6. Students will collaborate to write a script to teach or inform the
Productive (creation of oral presentations and written texts)
class about their selected topic.
Students will produce an effective presentation to teach and instruct the
7. They will use previously discussed criteria to critique their script.
class on a given topic.
Collaborative (engagement with others)
Students will engage with one another while researching and deciding on
a topic to cover.

Interpretative (comprehension and analysis of written and spoken texts)

Students will critique and determine the best ways to present content and
instruction effectively.

Productive (creation of oral presentations and written texts)

Students will produce and effective script describing how to complete
their desired task.

Review and Assessment: What specific assessment tools are being used?
I will use the students’ video project to assess the effectiveness of the
lesson and activity. I will make sure that all students were able to use
effective language and target language.
Student Reflection: How will you provide for student reflection on
learning?
Students will be able to see how effective their video is by receiving
feedback from the class and the teacher when it is presented.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific students?
 ELD Objective: Students may struggle to execute the desired
outcome due to language barriers. Students may also shy away
from task due to language barrier.
 Content Objective: Students may become off task because I will be
using a popular and stereotypically distracting platform (YouTube).
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
Students will have experience creating video presentations/projects. We
will be able to use this skill to incorporate into future assignments. If
students do well with using YouTube, I may incorporate it again in future
assignments but if not I may choose to not include it again to avoid
distraction.

What theory or theorists would most strongly support use of this

strategy?

Motivation Research Article: Add growth mindset to your reflection.

http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-
which-one-are-you/

1. What part of your lesson prompted students to move into a

growth mindset toward learning 2nd language?

2. Why do you think this particular activity/or learning task

 prompted a GM?

3. Mention students by name and describe specific demonstrations

of growth for language learning.

4. How will you let students know they have developed more GRIT /
GM in learning a new language?

5. What changes overall have you seen in your class that indicate
that a Growth Mindset has been supported and expanded to this
point in the semester?

6. What did not work that you will change for next lesson:

7. Next steps based on analysis of this lesson:

Attach copy of student work