Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title:
READ ALOUD P. 155
SECTION IV: Listening skill
Name: Claudia Bravo
Grade Level: 5
ELD Objectives:
After the mini lesson on Families, ELL students in
grade 2 will be able to understand the concept of
a family tree and create their own personal tree
using English vocabulary with 95% accuracy.
ELD Language Objective:
ELL students in grade 2 will listen actively to
spoken English, gestures, visuals, and
demonstrations within an academic context.
Students will also use precise and domain
specific vocabulary to create their family tree.
ELD Content Objective:
ELL students in grade 2 will write about their
family using domain-specific vocabulary context
that conveys a visual family tree of their own.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
Level 3: Contrast, Compare, Explain,
Differentiate
Date: 2/27/2017
ELA Language Standards for Grade Level
W.2.5 With guidance and support from adults and
peers, focus on a topic and strengthen writing as
needed by revising and editing.
W.2.8 Recall information from experiences or
gather information from provided sources to
answer a question.
SL.2.2 Recount or describe key ideas or details
from a text read aloud or information presented
orally or through other media.
L.2.1 Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
ELA Content Standards for Grade Level
1.0 Listening and Speaking Strategies
1.1 Determine the purpose or purposes of
listening (e.g., to obtain information, to solve
problems, for enjoyment).
1.2 Ask for clarification and explanation of
stories and ideas.
1.3 Paraphrase information that has been shared
orally by others.
1.4 Give and follow three- and four-step oral
directions.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others
through oral collaborative conversations on a
range of social and academic topics.
Interpretive
5. Listening actively to spoken English in a range
of social and academic contexts.
Productive
12. Selecting and applying varied and precise
vocabulary and language structures to
effectively convey ideas.
Materials
Me and My Family Tree
by Joan Sweeney
Pencils
Crayons, Markers,
Colored Pencils
Brown Construction
Papers
Green Construction
Papers
2x3 White Papers
Scissors
Pre-Assessment: How will
you determine prior
knowledge?
Students will share what they
already know about their
families in pairs and revisit
vocabulary words to share a
few facts about their own
families. Discussions will then
follow the activity were
modeled talk will be used to
explain the days learning
centers to the 2nd graders.
Key Academic Vocabulary
Family- a group
consisting of parents and
children living together in a
household
Family Tree- diagram
showing the relationships
between people in several
generations of a family
Parent- a person who is
a father or mother
Sister- a girl or woman
who share the same parents
Brother- a boy who
share the same parents
Grandparent- a parent
of your father or mother
Uncle- brother of your
mom or dad
Aunt- sister of your
mom or dad
Cousin- a child of your
cousin or aunt
Motivation Strategy: How
will you catch attention of
students and focus their minds
on the learning goals?
Teacher will read, Me and My
Family Tree by Joan Sweeney.
While reading, the teacher will
use gestures, visuals, and
demonstrations to explain the
story. After the book is read,
students will briefly share what
they read. Following the
discussion, students will be
asked to create their own
family tree that relates to the
novel. Gestures and modeling
will be provided in order to
demonstrate examples that
students should follow.
Research Based Learning
Strategies (provide text
chapters/reference)
Modeled Talk (50
Strategies)
Theory Base of
Instruction
o Provide Comprehensible Input
o Increase Verbal Interaction
o Contextualize Language
o Reduce Anxiety
o Provide Active Involvement
Opportunities
Tapping into Prior
Knowledge (SDAIE)
Contextualize the
Lesson Group Discussion, Hands
on Activities (SDAIE)
Student to Student
Interaction (SDAIE)
Visualize-Organize
(McEwan-Adkins)
Real World Connection: How
are learning goals relevant to
students lives?
Students will learn how to follow
verbal and visual instructions
while creating their family tree.
Modeled talk will be helpful in
lowering students anxiety
because they know and can
respond to what is expected
from them. This serves as an
important function for when
teachers in the future use it
consistently and increases the
opportunities for ELLs to interact
successfully with their peers and
it builds feelings of community
within the classroom, which
leads to greater academic
learning.
All strategies will be research based and
from one of the texts. Please provide
reference for each.
Teacher: Presentation/ Learning Activities
(Strategy Steps)
1. Assign students to sit in pairs and share
what they already know about their families.
2. Gather students to the front of the
classroom and read, Me and My Family Tree by
Joan Sweeney.
3. While reading the novel use gestures,
visuals, and demonstrations to explain the story.
4. After reading the novel ask students to
share what they read.
5. The teacher will introduce the art
activity, Me and My Family Tree, which connects
to the topic the class is studying.
6. Modeled Talk Strategy
Students will be given the topic, Me and
My Family Tree
Teacher will introduce the art piece that
the students will create
Teacher will demonstrate each step as
he/she talks about it
Teacher will post a visual with drawings
and demonstrate what to first, second, third,
etc.
After the demonstration, the teacher
refers to the visual and asks one of the students
to tell her what to do at each step.
7. Have students gather around their group
tables and begin creating.
8. Each group table is carefully modeled
and key English vocabulary is taught and
practiced.
9. Students will be reminded on what to do
at each of their group tables since there are
visuals available to remind them in case they
forget.
10. Teacher will be able to work with small
groups of students at the Writing Center using
interactive writing to teach them how to write
words describing family.
11. Students will be asked to gather and
organize their materials to complete the task
and share their completed family tree with the
class.
_________________________________________________
___________
Collaborative (engagement with
Students: Practice and Application
1. Students will gather in pairs and share
what they already know about families.
2. Students will come together to the front
of the classroom in order to listen and engage
with the novel.
3. Students will follow the teachers
gestures, visuals, and demonstrations in order to
understand the story.
4. Students will share what they read.
5. Students will be introduced to the
language development strategy, which is to
follow instructions and create a family tree.
6. Students will be able to see the teacher
model the essential strategy in order to help
support them as they practice and apply the
strategy in a meaning-based context.
7. Students will gather around their group
tables and begin their art project.
8. Students will practice how to model the
instructions presented and use English
vocabulary to complete the task.
9. Students will be reminded on what to do
at each of their group tables since they have
visuals to follow in case they forget.
10. Students will receive help from their teacher
at the Writing Center by using interactive writing
in order to practice writing words describing
family.
11. Students will share their completed family
tree with the class after they have gathered and
organized their materials to complete the task.
__________________________________________________
____________
Collaborative (engagement with others)
1. Collaborative Discussions in Class- Students
will discuss their background knowledge about
their own families and the novel, Me And My
Family Tree by Joan Sweeney.
Interpretative (comprehension and analysis
of written and spoken texts)
1. Comprehend Visual and Writing Skills- Students
will comprehend how to write by using different
methods, such as visuals to create their own
family tree.
2. Interpret Different Resources (Visuals)-Students
will interpret different information they have
studied about families and connect them to their
own family when creating their own family tree.
others)
1. Collaborative Discussions in Class Productive (creation of oral presentations
and written texts)
Interpretative (comprehension and 1. Students will create their final art project about
analysis of written and spoken texts) their families in a family tree and share them with
1. Students will comprehend different writing the class.
skills when it comes to writing on their art
project.
2. Students will interpret different resources
(visuals) they have studied in class and connect
it to their own language development.

Productive (creation of oral

presentations and written texts)
1. Students will follow verbal explanations and
physical demonstration of directions in order to
create their final art project, Me and My Family
Tree and share them with the class.
Review and Assessment: What specific Student Reflection: How will you provide for
assessment tools are being used? student reflection on learning?
Whole-Group Assessment (Informal):
Teacher will observe discussions being held in Students will have the opportunity to verbally
class that lead to language development and share with their teacher and classmates about
which students participate in the teacher-led and what they have learned during this activity. For
student-led discussions about families and the example, what they found interesting about the
novel read. novel they read and how it can relate to their
own family. In addition, any other comments
Individual Assessment (Formal): about their family trees that can extend their
Students will produce a well-developed family language and academic development.
tree about their families that will be graded on
organization, following directions, and effort.
Students will be assessed on their ability to
follow verbal explanations and physical
demonstrations from the teacher. In addition,
students will be provided with a rubric for their
final product.
Teacher Reflection
What do you anticipate to be a problem for
specific students?
ELD Objective
EL students may struggle to listen and comprehend
the steps required for the art activity, which
contains academic domain specific language. In
addition, words and definitions will still most likely
be challenging to a few EL students.
Content Objective
Students may struggle to correctly incorporate
usage of their assigned vocabulary words and
organize them into their family tree, which are
required for this activity.
What would likely go well? Why?
All students will likely benefit from this art activity
since they will be able to apply their background
knowledge dealing with the vocabulary terms
identified throughout the topic and inform others
about families. In addition, EL students will most
likely be successful when they create their tree
since they will learn how to follow model talk
received from the teacher who provides assistance
on choosing vocabulary words and spelling English
words. Lastly, students will enjoy working together
and interact successfully with their peers that lead
to less student anxiety.
Extension:
Based on data/evidence, what are the
next steps for future lessons? Provide
evidence for your answer.
After students verbally share what they
have learned throughout this activity, I will
reflect on the responses by answering the
following questions:
1. How did this lesson help students
extend their learning?
2. How did this lesson help students
develop more of a language development
toward their own learning?
3. What strategy/strategies helped them?
Why?
4. What did they learn from this lesson?
5. What did they learn from other students
presentations?
Modifications will be made if needed
(vocabulary, etc.) in order to meet the
needs of each student.

In what area(s) would you like to develop

more proficiency?
In order to develop more proficiency during this
lesson, I would like to spend more time observing
students following the directions and determine the
sections that need to be remodeled. Also, ask
follow-up questions that students can answer by
demonstrating a part of the directions I have given
and modeled. Overall, students would benefit from
proficiency in completing their art project by
enabling students to work in a manner that is both
timely and efficient.

What theory or theorists would most strongly

support use of this strategy?
One theory that would most strongly support this
strategy would be, Language Acquisition Theory by
Leo van Lier, This theory explains how teachers and
learners must know what they are doing and why,
be consciously engaged, and reflect on the learning
process. Also, Krashens Hypotheses that explain
how students acquire the English language by how
it is used daily and used in a classroom setting.
Lastly, Theory Base of Instruction demonstrates
comprehensible input, verbal interaction,
contextualize language, reducing anxiety, and
provide active involvement opportunities.

Attach copy of student work

Completed family trees will be hung in the
classroom wall after students share their
information that connects to their vocabulary
words.
Growth Mindset Reflection- (completed
after the lesson)

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?

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.

4. How will you let students know they

have developed more GRIT / GM?

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: