Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Read-Aloud Plus—Using Strategies to Support Comprehension

#9

Name: Dahiana Castellon Grade Level: 12th

ELD Objectives: ELA Language Standards for Grade Level

EL students in grade 12 will be able to comprehend text and information
that they are listening to. Students will be able to summarize what they
have listened to.
ELD Language Objective:
EL students in grade 12 will be able to listen to text and information to
achieve goals and obtain more knowledge.
SL.11-12.1. Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 11-12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric, assessing the stance, premises, links among ideas,
word choice, points of emphasis, and tone used.

ELD Content Objective:

EL students in grade 12 will be able to listen to the short story, “Tell-Tale

Heart,” and be able to comprehend the main ideas by listening and ELA Content Standards for Grade Level
participating in lesson.
1.3 Interpret and evaluate the various ways in which events are presented
Cog. Taxonomy/DOK Levels: and information is communicated by visual makers (e.g., graphic artists,
documentary filmmakers, illustrators, new photographers).
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct 1.11 Critique a speaker’s diction and syntax in relation to the purpose of
Level 3: Contrast, Compare, Explain, Differentiate an oral communication and the impact the words may have on the
audience.

1.12 Identify logical fallacies used in oral addresses.

ELD Standards (2014) that apply

Collaborative:
Exchanging information and ideas with others through collaborative
discussions on a range of social and academic topics.

Interpretive:
Listening actively to spoken English in a range of social and academic
contexts.

Evaluating how well writers and speakers use language to support ideas
and arguments with details or evidence depending on modality, text type,
purpose, audience, topic, and content area.

Productive:

Expressing information and ideas in formal oral presentations on academic

topics.

Materials Key Academic Vocabulary Research Based Learning Strategies (provide text
chapters/reference)
- Tell-Tale Hear by Edgar Allen Poe - Visuals: A picture, piece of film, or
- Highlighters display used to illustrate or accompany - Prior Knowledge (SDAIE)
- Pens, Pencils, Markers something. - Using Strategies to Support
- Props - Realia: Objects and material from Comprehension (50 Strategies) pg. 63.
- Costumes everyday life, especially when used as - Student Interactions (SAIE)
- Dictionaries teaching aids.
- Images - Paraphrasing: Express the meaning of
- Microphone/s (the writer or speaker or something
 written or spoken) using different
words, especially to achieve greater
clarity.
- Compare: Estimate, measure, or note
the similarity or dissimilarity between.
- Contrast: The state of being strikingly
different from something else,
typically something juxtaposition or
close association.
- Physicalization: To express with the
body: physicalize one’s emotions.

Pre-Assessment: How will you determine prior
knowledge?
Prior knowledge I best for assessing student
listening skills. This can be determined by
watching how students participate in class
discussions and activities.
Student listening skills can be assessed by
determining the amount of participating and
interactions that students demonstrate during
any given lesson or activity.
Motivation Strategy:
Showing my students examples of other classes
and teachers participating in a similar
assignment/lesson may excite them to
participate in our own. Seeing others get excited
about a lesson may encourage my own students
to participate.
Real World Connection: How are learning goals
relevant to students’ lives?
Students should be able to read and analyze
readings/text and comprehend context and main
ideas. This is a valuable skill needed in all
content areas in and out of the classroom.

All strategies will be research based and from one of the texts. Please Students: Practice and Application
provide reference for each.
Collaborative (engagement with others)
Teacher: Presentation/ Learning Activities (Strategy Steps)
1. Students are given copies of the reading. - Students will discuss unknown parts of a text with one another
2. They will read it independently and highlight/underline parts and collaborate to find understanding.
that are confusing.
Interpretative (comprehension and analysis of written and spoken texts)
3. Students will discuss with one another about the highlighted
parts that were confusing or unclear.
- Students will listen to the teacher’s dynamic reading of the text
4. The teacher will discuss highlighted parts with students before
to gain better understanding of unclear parts of the text.
reading the text dynamically.
5. The teacher will proceed to reading the poem out loud to
Productive (creation of oral presentations and written texts)
students while stopping periodically to discuss main ideas and
confusing/unclear content.
- Students will produce written evidence of understanding the
6. Students will discuss the text after the read aloud.
information that was presented.
7. Students will complete a short answer question to demonstrate
understanding.

Collaborative (engagement with others)

- Students will discuss unknown parts of a text with one another

and collaborate to find understanding.

Interpretative (comprehension and analysis of written and spoken texts)

- Students will listen to the teacher’s dynamic reading of the text

to gain better understanding of unclear parts of the text.

Productive (creation of oral presentations and written texts)

- Students will produce written evidence of understanding the

information that was presented.

Review and Assessment: What specific assessment tools are being used? Student Reflection: How will you provide for student reflection on
learning?
A short answer response will be used to assess student understanding of
the assignment and content. Students will use the acquired skills from this assignment to apply to other
assignments and content areas.
Students will continue to develop listening and comprehension through
applied skills.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific students?
 ELD Objective: Students may have trouble understanding unclear
terms or concepts.
 Content Objective: Students may be distracted or may not
understand unclear terms or concepts.
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
According to student participation I will continue to read text aloud in
class. As students become familiar with the activity, they will be able to
participate themselves in the read aloud. This will allow students to also
grow develop their reading and listening skills.

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