Mini Lesson 6 Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Matter and energy: What are atoms?

Read, Pair, Share
Name: Lucero Castillo Date: 3/11/2019 Grade Level: 7th

ELD Objectives: ELA Language Standards for Grade Level

th
After this mini lesson on Atoms, ELL students from grade 7 will be able
to use their reading skills to interpret and analyze written information to
identify and discuss main ideas and respond to the traditional “who, what,
where, when, and how” using English language to synthesize information
and determine what atoms are and its structure with 90% of accuracy.
ELD Language Objective:
ELL students will read a scientific article in English using gestures, visuals,
and demonstrations within an academic context to discuss main ideas and
respond to the traditional “who, what, where, when, and how”. Students
will use precise vocabulary to identify what atoms are and its structures.
ELD Content Objective:
th
ELL 8 grade students will collaboratively read and synthesize an article to
determine what atoms are and its structures.
Cog. Taxonomy/DOK Levels
Level 1: Identify, recognize
Level 2: Organize, interpret, relate, make observations
Level 3: Explain phenomena in terms of concepts, compare
Level 4: Connect, create, apply concepts
RST.6–8.1 Cite specific textual evidence to support analysis of science
and technical texts.
RST.6–8.4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grades 6–8 texts and topics.
RST.6–8.7 Integrate quantitative or technical information expressed in
words in a text with a version of that information expressed visually (e.g.,
in a flowchart, diagram, model, graph, or table).
SL.8.2 Analyze the purpose of information presented in diverse media
and formats (e.g., visually, quantitatively, orally) and evaluate the
motives (e.g., social, commercial, political) behind its presentation.
SL.8.5 Integrate multimedia components and visual displays in
presentations to clarify claims and findings and emphasize salient points
NGSS Content Standards for Grade Level
MS-PS1-1. Develop models to describe the atomic composition of simple
molecules and extended structures.
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.
Interpretive
5. Listening actively to spoken English in a range of social and academic
contexts.
Productive
9. Expressing information and ideas in formal oral presentations on
academic topics.
12. Selecting and applying varied and precise vocabulary and other
language resources to effectively convey ideas.

Materials Key Academic Vocabulary
- Scientific article  Atom: the basic unit of a chemical
- Paper element.
-Pencils  Nucleus: the positively charged central
- Laptop core of an atom, consisting of protons
and neutrons and containing nearly all
its mass.
 Proton: a stable subatomic particle
occurring in all atomic nuclei, with a
positive electric charge equal in
magnitude to that of an electron, but
of opposite sign.
 Neutron: a subatomic particle of
about the same mass as a proton but
without an electric charge, present in
all atomic nuclei except those of
ordinary hydrogen.
 Electron: a stable subatomic particle
with a charge of negative electricity,
found in all atoms and acting as the
primary carrier of electricity in solids.
Pre-Assessment: How will you determine prior Motivation Strategy: How will you catch attention of
knowledge? students and focus their minds on the learning goals?
Students will observe the picture of an atom Teacher will present a video about atoms and
and they will try to name it and identify its students will have an opportunity to observe
parts. They will be allow to make an individual and attain an initial knowledge about atoms, its
draw of the atom with its parts label if possible. composition and importance.
Research Based Learning Strategies (provide text
chapters/reference)
 Collaborative reading (50 Strategies pp.
234)
 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)
Real World Connection: How are learning goals
relevant to students’ lives?
Atoms are the basic structures of matter. They
are present in everything including human
beings. By understanding how such a tiny
particle can construct a living thing students

All strategies will be research based and from one of the texts. Please
provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
1. Teacher will present a picture of an atom in the computer.
Teacher will indicate to students to name the image and
identify its parts and label them. Teacher will randomly select
some students to present their drawing and explain its parts.
2. Teacher will play a video about atoms about atoms to give
students a little introduction in the topic.
https://www.youtube.com/watch?v=R1RMV5qhwyE
3. Teacher will introduce the question words using a short article.
4. Teacher will model each step of the strategy using a paragraph
in the article. The paragraph will be display in the computer
and everybody will silently read it.
5. Teacher will model how to work with a partner by explaining
that students need to work together to find the answers to the
questions that they will have to present at the end.
6. Teacher will pair the students and provide the article about
atoms.
7. Teacher will support students’ discussions.
8. Teacher will discuss the assignment after is completed and
every pair will share their answers.
Questioning format example
What are atoms?
Where do we find atoms?
How do atoms affect our lives?
When do atoms interact with
each other?
Who discover the atom?
Collaborative (engagement with others)
1. Collaborative discussion in groups sharing their thinking.
2. Collaborative reading in pairs to respond traditional questions.
Interpretative (comprehension and analysis of written and spoken
texts)
1. Students will read information to identify and analyze main
ideas.
2. Students will share their responses with each other about
atoms..
Productive (creation of oral presentations and written texts)
1. Students will collaborate to each other engaging in discussion
to determine what atoms are and its structure.
2. Each pair will present their information to the class.
Review and Assessment: What specific assessment tools are being used?
Whole-Group Assessment (Informal):
Teacher will observe and listen to the students’ discussions and
collaborative reading as well as to guide them to obtain the right answers
or modify questions if needed.
Individual Assessment (Formal):
Students will complete the questioning format to synthesize information
about atoms and they will present it to the class.
will have an opportunity to understand the
basic of any system in the universe.
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and
application, feedback in each of the three areas below.
1. Students will observe the image of an atom and they will name it and
draw their own atom and label its parts.
2. Students will watch a video about atoms to get a general idea on the
topic
3. Students will listen to the teacher’s instructions about the activity
“read, pair, share.
4. Students will participate in a model example of the activity.
5. Students will gather in pairs and they will receive the article about
atoms.
6. Students will read it and share their answers with their partners.
7. Students will complete the questioning format and they will present
it to the class.
Collaborative (engagement with others)
1. Students will work in pairs to identify and discuss information
about atoms.
2. Students will collaborate with each other to read the article.
3. Students will support each other to collaboratively answer the
questioning format.
Interpretative (comprehension and analysis of written and spoken texts)
1. Comprehend Visual and Writing Skills- Students will interpret and
analyze data in the article to respond to questions and explain what
atoms are.
2. Interpret information using written information at individual
reading level.
Productive (creation of oral presentations and written texts)
Students will complete the questioning format and they will present their
information to the class.
Student Reflection: How will you provide for student reflection on
learning?
Students will have the opportunity to verbally share with their teacher
and classmates about what they have learned during this activity. For
example, what are atoms? What is a proton?
Teacher Reflection
What do you anticipate to be a problem for specific students?
 ELD Objective
Students could have difficulty communicating with peers and
answering questions. Also, students might struggle with
pronunciation of the key words which could lead to fear of
presenting their conclusion to the class due to the anxiety develop
while using English.
 Content Objective
Students might struggle communicating with each other and
understanding the questioning format.
Attach copy of student work
Personalized help will be provided by the teacher while students interact
with each other. Also, the students will have the opportunity to use the
article to identify the meaning of words.
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’ language development?
2. How did this lesson’s demonstration support students’ confidence to
learn the content?
3. What strategy/strategies helped them? Why?
4. What did they learn from this lesson?
5. What did they learn from other students’ presentations?
6. Was the model example helpful for students to accomplish the given
task?
7. Was more language support needed?
8. How students engage in each discussion?

Modifications will be made if needed (vocabulary, etc.) in order to meet

the needs of each student.

Growth Mindset Reflection- (completed after the lesson)

What theory or theorists would most strongly support use of this strategy?

One theory that most likely supports this lesson is the Output Hypothesis by Swain, because according to this theory the simply listening to or reading
the target language is sufficient for learners to develop grammatical accuracy and cultural appropriateness in the second language. By collaboratively
reading to each other language learners can gain confidence and support each other when answering questions. In addition, the verbal explanation of
their peers can enrich their language learning by being exposed to it.