Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Telling a Story with a Foldable Book

Modeled Talk Demonstrating as You Talk

Name: Sandra De Loera Date: February 20 th, 2017

Grade Level: 2

ELD Objectives: ELA Language Standards for Grade Level

After the mini lesson about Foldable Books, ELL students in
grade 2 will be able to understand the concept of a book
and how to read a book and put the main concepts that a
book has such as setting, problem, characters, solution,
and also makes sure that the book has a title and author.
Students will create their own book and story 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 foldable book.
ELD Content Objective:
ELL students in grade 2 will write a story in a foldable book
using domain-specific vocabulary context that conveys a
foldable book of their own.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
Level 3: Contrast, Compare, Explain, Differentiate
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 Key Academic Vocabulary Research Based Learning Strategies

Paper Modeled Talk (provide text chapters/reference)
Scissors Characters Modeled Talk (50 Strategies)
Pencil Setting Theory Base of Instruction
Color Pencils Problem o Provide Comprehensible
Solution Input
Title o Increase Verbal Interaction
Author 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)
Pre-Assessment: How will you determine
prior knowledge?
Students will share what they already know
about making a book and the parts that a
book has, such as the title and author.
Students will also discuss about what
contains in a story , like the characters,
problem, solution, setting, etc.
Motivation Strategy: How will you catch
attention of students and focus their minds
on the learning goals?
http://michaelgr.com/2007/04/1
5/fixed-mindset-vs-growth-
mindset-which-one-are-you/
I will motivate students when
doing the activity because
students will be creating their own
story about what ever they would
like in their foldable book.
Real World Connection: How are learning
goals relevant to students lives?
This lesson can connect within the real
world because students will have to learn
how to read a book and the simple parts of
a book and a story. As a human it is
important to know how to open a book and
know what is the front cover of the book
and what is the back cover of the book and
also know that we read from left to right.

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 books.
2. Gather students to the front of the classroom and read
them a story and tell them what is the correct way to
hold a book, read it, the title, author, end etc.,
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 foldable book activity, in
which students will create their own book by the
modeling the teacher will provide to the students in
which they will follow..
6. Modeled Talk Strategy
Students will be given the topic, foldable book
Teacher will introduce the activity 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 of writing their story and
share their completed family tree with the class.
Collaborative (engagement with others)
1. Collaborative Discussions in Class
Interpretative (comprehension and analysis of
written and spoken texts)
1. Students will comprehend different writing 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.
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
1. Students will gather in pairs and share what they
already know about books.
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 foldable book.
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 their story.
11. Students will share their completed their story inside
their foldable book with the class after they have
gathered to share.
Collaborative (engagement with others)
1. Collaborative Discussions in Class- Students will
discuss their background knowledge about their
foldable book.
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 foldable book.
2. Interpret Different Resources (Visuals)-Students will
interpret different information they have studied about
books and connect them to their own stories when
creating their own foldable book.
Productive (creation of oral presentations and
written texts)
1. Students will create their final activity project about
their stories in a foldable book and share them with the
 class.
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
book project, and share them with the class.

Review and Assessment: What specific assessment tools Student Reflection: How will you provide for student
are being used? reflection on learning?

Informal Assessment: Teacher will observe discussions

being held in class that lead to language development and Students will have the opportunity to verbally share with
which students participate in the teacher-led and student- their teacher and classmates about what they have learned
led discussions about books and the novel read. during this activity. For example, what they found
interesting about the novel they read and how it can relate
Individual Assessment (Formal): to their own story that they will write. In addition, any other
Students will produce a well-developed book about comments about their books that can extend their language
whatever story they wish to tell that will be graded on and academic development.
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 Extension:

What do you anticipate to be a problem for specific Based on data/evidence, what are the next steps for
students? future lessons? Provide evidence for your answer.

ELD Objective
EL students may struggle to listen and comprehend
the steps required for the 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 story, which are required for this activity.
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

What theory or theorists would most strongly order to meet the needs of each student.
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.

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?
 The part of the lesson that prompted growth mindset would
be when they got to discuss with their partners what are the
parts of the book.
2. Why do you think this particular activity/or
learning task prompted a GM?
A prompted GM that is given in the lesson is when
students have to follow the steps of the foldable
book. The teacher will prompt to students exactly
to show students to what to do.

3. Mention students by name and describe specific

demonstrations of growth for language
learning.
There is time for students to learn because it is
physically demonstrated to the students.
Therefore, it makes it easier for the EL students to
learn and follow along.

4. How will you let students know they have

developed more GRIT / GM in learning a new
language?
I will let students know they have developed GRIT
by telling them like good job, you have been
improving, by keep telling them to keep on doing
an mazing job!

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?
Some changes that I have seen with students in the
classroom is that the students like to help one
another when they can. Since some students are
more advanced than other students so students
are able to help one another.

6. What did not work that you will change for next
lesson:
I think that for some students they will get lost
if they would get side tracked in the process of
the teacher teaching the lesson.

7. Next steps based on analysis of this lesson:

Attach copy of student work