Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: #4 Can’t Have a Story without Pictures

Name: Amanda Castillo Date: Grade Level : 4th Grade

ELD Objectives: What do you want students to be able to do as a result of
this lesson? Include academic language and vocabulary objectives.
Objectives must be measurable.
ELD Language Objective:
Students will be able to define academic vocabulary to understand the
civil rights movement.
ELD Content Objective:
Students will be able to use context cues in images to develop an
understanding of the civil rights movement. Students will write a
summary of what they think is happening in the image.
Cog. Taxonomy/DOK Levels
Level 1: Recall/Reproduction- Define, summarize
Level 2: Skill/Concept- Use context cues
Level 3: Strategic Thinking- Develop
ELA Language Standards for Grade Level
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific
information in the text.
CCSS.ELA-LITERACY.RI.4.4
Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the same topic in order to write
or speak about the subject knowledgeably.
ELA Content Standards for Grade Level
1.1 Ask thoughtful questions and respond to relevant questions with
appropriate elaboration in oral settings.
2.3 Make and confirm predictions about text by using prior knowledge and
ideas presented in the text itself, including illustrations, titles, topic
sentences, important words, and foreshadowing clues.
3.2 Identify the main events of the plot, their causes, and the influence of
each event on future actions.
3.3 Use knowledge of the situation and setting and of a character’s traits
and motivations to determine the causes for that character’s actions.
2.4 Write summaries that contain the main ideas of the reading selection
and the most significant details.

ELD Standards (2014) that apply

Collaborative
1. Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics
2. Interacting with others in written English in various communicative
forms (print, communicative technology, and multimedia)
Interpretive
5. Listening actively to spoken English in a range of social and academic
contexts
6. Reading closely literary and informational texts and viewing multimedia
to determine how meaning is conveyed explicitly and implicitly through
language
Productive
9. Expressing information and ideas in formal oral presentations on
academic topics
10. Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology

Materials Key Academic Vocabulary Research Based Learning Strategies (provide

Vocabulary Cards Civil Rights Leader text chapters/reference)
(cards have words, definitions, sentences, short Boycott
stories) Segregation Visual scaffolding provides additional support to
Images of civil rights vocabulary March students by providing a connection between
(Martin Luther King Jr. (civil rights leader), Speech spoken content and images. Visual scaffolding
Montgomery Bus (boycott), separate drinking makes language more understandable, can be
fountains (segregation), March on Washington used across all content areas, and builds and
(March), Martin Luther King Jr. at Lincoln links background knowledge.
Memorial (speech)
Pencils
ELD Notebooks Herrell, Adrienne L, and Michael Jordan. “Visual
YouTube Scaffolding.” 50 Strategies for Teaching English
MLK Speech History Language Learners, Pearson, 2016, pp. 38–41.
I Have a Dream
Pre-Assessment: How will you determine prior Motivation Strategy: How will you catch Real World Connection: How are learning goals
knowledge? attention of students and focus their minds on relevant to students’ lives?
the learning goals?

Students will be given a sheet with the academic
vocabulary and the definitions, students will be
tasked with correctly matching the word to the
definition. Students will also write a brief
statement about what they already know about
the civil rights movement and Martin Luther
King Jr.
Students will listen to a portion of Martin Luther
King Jr’s “I Have a Dream” speech. While
listening to the speech I will ask students to
listen for keywords that would help them
identify the academic vocabulary.
Many students know about the Black Lives
Movement and many students also experience
prejudice and/or racism. It is a difficult time for
many students as a result of our current political
climate. This lesson will help students identify
leaders of movements, what they did to change
things, and what they can do to change the
world around them.

All strategies will be research based and from one of the texts. Please Students: Practice and Application
provide reference for each.
 View YouTube videos and link information to vocabulary
Teacher: Presentation/ Learning Activities (Strategy Steps)  List their definitions of the vocabulary in their ELD notebooks
 Explore vocabulary and discuss their understanding of
 Select appropriate images vocabulary with a partner
 Show two short videos  Complete their pre-assessment (vocabulary match)
 Explore relevant vocabulary  Use images to establish definitions of vocabulary based on
 Match vocabulary to definitions and real-life experiences context cues and the images
 Summarize  Compare their understanding to the academic definitions
 Assess student’s understanding of vocabulary  Students will take post assessment

Collaborative (engagement with others) Collaborative (engagement with others)

1. Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics
Interpretative (comprehension and analysis of written and spoken texts)
5. Listening actively to spoken English in a range of social and academic
contexts
Productive (creation of oral presentations and written texts)
10. Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology
2. Interacting with others (share their understanding) in written English in
various communicative forms (print, communicative technology, and
multimedia)
Interpretative (comprehension and analysis of written and spoken texts)
6. Reading closely literary and informational texts and viewing multimedia
(YouTube videos to determine how meaning is conveyed explicitly and
implicitly through language
Productive (creation of oral presentations and written texts)
10. Writing (summarize) literary and informational texts to present,
describe, and explain ideas and information, using appropriate technology

Review and Assessment: What specific assessment tools are being used?
Students will be observed and have a worksheet to complete. Students
will be observed in discussion and how their definitions and understanding
have changed since the beginning of the lesson. Students will complete
the same pre-assessment worksheet, matching the definition and
vocabulary word. In addition, students will list an example of each word
and write a brief W (what I learned) statement.
Student Reflection: How will you provide for student reflection on
learning?
I will respond to student’s W (what I learned) statement and return it to
them. I will also compare their answers from the pre-assessment to their
post-assessment, and check to ensure they have a better understanding of
the vocabulary through their examples.

Teacher Reflection Extension:

What do you anticipate being a problem for specific students?
 ELD Objective
I think students may struggle coming up or explaining their
understanding as words translate differently in different languages.
Students may also find it difficult to link the vocabulary and use
context cues from the videos.
 Content Objective
Students may find it difficult to summarize if they do not fully
comprehend the vocabulary being presented.
What theory or theorists would most strongly support use of this
strategy?
Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer.
 Choose images of present day occurrences that demonstrate the
vocabulary. i.e. images they may see on social media, news
resources, or magazines. For example, I could use a color image of
the woman’s march on Washington as opposed to the black and
white image of the MLK march on Washington.
 Outline specific questions that need to be answered in student’s
summaries.
 Ensure students are using the vocabulary in their summaries.
 Have each student in the group focus on one part of the theme and
one specific vocabulary word so that it becomes a collaborative
effort and each student has a part to contribute opposed to each
student focusing on ALL the vocabulary words.
Scaffolding is important in teaching students especially those who are
learning English for the first time. Giving students a visual aid not only
helps students better understand the content or vocabulary the teacher
is discussing but also removes any fear or boredom from
comprehending little in class. Scaffolding also creates a low affective
filter which makes it easier for EL students to focus and learn necessary
vocabulary and content.
Vygotsky, Krashen, Bruner and Cummins
1. What part of your lesson prompted students to move into a
growth mindset toward learning 2nd language?

Comparing their understanding of the civil rights movement and

key vocabulary to academic definitions. Also, the use of YouTube
videos allows students an additional resource to further their
understanding.

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

prompted a GM?

I believe providing students with additional resources

encourages them to expand knowledge by exploring and
finding ways to understand a concept they may not
understand.

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?

I will identify when students use new vocabulary in relation to

the topic and in real-life scenarios. Students will receive
acknowledgement when they correctly use key vocabulary.

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:

I will ask for specific things to be in their summaries instead of

summarizing what they have learned.

7. Next steps based on analysis of this lesson:

Make changes and move forward to include changes in

sequential lessons.