Mini Lesson Plan EDU 536 (Based on SIOP Model)
Lesson Plan Title: #28 “We’re All Wonders”
Name: Amanda Castillo
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 read We’re All Wonders and similar texts and think about
similarities and differences in word choice and style used to write the
story.
ELD Content Objective:
Students will be able to construct a story about what happens when
“Auggie blasts of to Pluto” students will create a quilt piece to illustrate
their story.
Cog. Taxonomy/DOK Levels
Level 1: Recall and Reproduction- Illustrate
Level 2: Skills and Concepts- Construct
Level3: Strategic Thinking- Compare
Materials
We’re All Wonders by R.J. Palacio
The Invisible Boy by Trudy Ludwig
Beautiful by Stacy McAnulty
Why am I me? by Paige Britt, Sean Qualls, Selina Alko
8x8 square sheets of paper
Writing and illustrating materials-pencils, crayons,
markers, colored pencils
Pre-Assessment: How will you determine prior
knowledge?
Students will match academic vocabulary to their
definitions based on their prior knowledge and
understanding of the vocabulary terms.
Date: Grade Level : 1st Grade
ELA Language Standards for Grade Level
CCSS.ELA-LITERACY.RF.1.1.A
Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
ending punctuation).
CCSS.ELA-LITERACY.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.1.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.1.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
ELA Content Standards for Grade Level
2.1 Identify text that uses sequence or other logical order.
2.5 Confirm predictions about what will happen next in a text by
identifying key words (i.e., signpost words).
3.1 Identify and describe the elements of plot, setting, and character(s) in
a story, as well as the story’s beginning, middle, and ending.
1.1 Select a focus when writing.
1.2 Use descriptive words when writing.
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
Interpretative
6. Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through language
Productive
10. Writing literary and informational texts to present, describe, and explain ideas
and information, using appropriate technology
Key Academic Vocabulary Research Based Learning Strategies (provide text
chapters/reference)
Different
Kindness Repetition and Innovation allows students the
Ordinary opportunity to explore a text in a variety of ways to
Unique help students understand the vocabulary and concepts
and integrate them into and speaking and writing.
Throughout the process students explore the text in a
variety of modes and ends with students rewriting the
text. This strategy is especially effective for ELL
students because it allows them the opportunity to
revisit the text and vocabulary through multiple
modes.
Motivation Strategy: How will you catch attention of Real World Connection: How are learning goals
students and focus their minds on the learning goals? relevant to students’ lives?
Our first read through will be an audio read aloud. I It is important for students to learn about different
will then read the story. Then we will read as an perspectives and how changing words, either adding
interactive read. or omitting can change the message of the story. It is
also important for students to explore different way to
read and write stories.
All strategies will be research based and from one of the texts. Please
provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
 Choose a book that will sustain interest over time
 Explore the story structure
 Play with words
 Create an alternate text
 Create an innovation on the text (beginning, middle, end)
 Create another innovation or version (quilt)
 Assess to document vocabulary and comprehension
Collaborative (engagement with others)
1. Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics
Interpretative
Interpretative (comprehension and analysis of written and spoken texts)
6. Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through language
Productive
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
Review and Assessment: What specific assessment tools are being used?
Students will be assessed based on their use of vocabulary and their
understanding of the story structure as they create their own story using
the sentence stem “Auggie blasts off to Pluto”. Students’ writing and quilt
piece will be assessed using a plus, check, minus system.
Teacher Reflection
What do you anticipate being a problem for specific students?
 ELD Objective
I think students will have difficulty identifying the style being used
in the stories we have chosen to read. It is quite possible that they
will be able to identify the main theme “choose kindness” and it is
possible they would understand new vocabulary.
 Content Objective
Students may struggle writing a story about what happens when
Auggie goes to Pluto because they do not understand that Pluto is
Auggie’s “safe place” and that he is not actually going to space
every time someone makes fun of him.
What theory or theorists would most strongly support use of this
strategy?
Tompkins believes repetition increases comprehension and
understanding.
Beck, McKeown, and Kucan believe that students using repetition makes
it easier for students to integrate new vocabulary into their writing and
speaking.
Motivation Research Article: Add growth mindset to your reflection.
http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-
which-one-are-you/
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and application,
feedback in each of the three areas below.
Students will:
 Write an alternate ending to the story “We’re All Wonders” using
the sentence stem “Auggie blasts off to Pluto”
 Students will create an illustration that reflects their writing
 Students will use beginning, middle, end to write their alternate
ending i.e. (beginning) Auggie is different, he is not like other
kids. (middle) Other kids make fun of Auggie because he is
different. (End) Auggie goes to his safe place, Pluto and…
 Students will share their writing and illustrations with
classmates.

Collaborative (engagement with others)
1. Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics
Interpretative
Interpretative (comprehension and analysis of written and spoken texts)
6. Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through language
Productive
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
Student Reflection: How will you provide for student reflection on
learning?
Teacher will observe students as they work on their writing and quilt
pieces. Students will be acknowledged when demonstrating understanding
of the story structure and their use of new vocabulary.
Extension:
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
I need to limit the number of books that I offer students. Although they
follow the same theme, students struggled to identify a similar style
between the stories and linking them. I will also give students the
opportunity to work with a partner and write a collaborative story.
1. What part of your lesson prompted students to move into a
growth mindset toward learning 2nd language?

Exploring different ways to learn new vocabulary and understand

text structure in order to integrate new information into daily
writing and speaking.
2. Why do you think this particular activity/or learning task
prompted a GM?

It allows students different avenues to learn vocabulary and text

structure. It allows for deeper understanding.

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?

They will be able to write using new vocabulary and in the same
structure as that in the story. I will acknowledge when students are
exhibiting new skills.

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?

Students are writing stories beyond informational, opinion, and

narratives, students have begun to incorporate style to their writing
and continue to use new vocabulary they have learned.

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

I provided the students with too many book options I will cut the
list down to two choices.

7. Next steps based on analysis of this lesson:

Assess students’ writing and provide feedback.

Attach copy of student work