Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Retelling a Memory

Scaffolding English Writing

Name: Sandra De Loera Date: March 27 th, 2017

Grade Level: 1st

ELD Objectives: ELA Language Standards for Grade Level

After the mini lesson on Writing, ELL students in grade 1 will
be able to understand the concept of writing a story and
create their own story from a story that is retold to them.
Students will use English Academic vocabulary to retell a
story that was told to them from an adult with a 95%
accuracy.
ELD Language Objective:
ELL students in grade 1 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 memory story.
ELD Content Objective:
ELL students in grade 1 will write about a childhood
memory they have or that has been told to them by their
family using domain-specific vocabulary context that
convey the concept of a story with characters, details,
beginning, middle, and an end.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
Level 3: Contrast, Compare, Explain, Differentiate
ProductionandDistributionofWriting:
CCSS.ELALiteracy.W.1.4
CCSS.ELALiteracy.W.1.5
Withguidanceandsupportfromadults,focusonatopic,respondto
questionsandsuggestionsfrompeers,andadddetailstostrengthen
writingasneeded.
CCSS.ELALiteracy.W.1.6
Withguidanceandsupportfromadults,useavarietyofdigital
toolstoproduceandpublishwriting,includingincollaboration
withpeers.
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
Title: name of story
(provide text chapters/reference)
Pencil Scaffolding English Writing(50
Colors Author: Who wrote it Strategies)
Computer Characters: People in story Theory Base of Instruction
Story Worksheet o Provide Comprehensible
Setting: Where and when does it Input
take place o Increase Verbal Interaction
Problem: What goes wrong in the o Contextualize Language
story o Reduce Anxiety
Solution: How is the problem o Provide Active Involvement
solved? Opportunities
Tapping into Prior Knowledge
Theme: What is it about? What is (SDAIE)
the lesson? Contextualize the Lesson Group
Plot: All the events in the story Discussion, Hands on Activities
(Beginning, middle, and end) (SDAIE)
Student to Student Interaction
(SDAIE)
Visualize-Organize (McEwan-
Adkins) Worksheet to help in
writing
Pre-Assessment: How will you determine
prior knowledge?
For a pre-assessment as a class we will read
a story and then we will depict the different
parts of the story such as the title, author,
characters, setting, problem, solution,
theme, and plot. As a class together we will
make an anchor chart to depict the
different elements from a story.
Motivation Strategy: How will you catch Real World Connection: How are learning
attention of students and focus their minds goals relevant to students lives?
on the learning goals?
This lesson can be connected to the real
world because the students will have to ask
I will try to catch the students
an adult or a family member for them to tell
attention by the first day that we them a story about a memory hopefully and
did the activity as a class then for or any other story that they are able to tell
homework they are to ask their their student so they can do their activity.
This is connected to the real world because
family and or any adult to tell the a
hopefully the story they are telling is
story. It can be about anything but something that really happened so they can
it will have to include the elements relate to things that actually do happen.
of a story in order for students to
be able to use in their project. This
will hopefully motivate students to
do the assignment because they
will be able to do it on anything
they want.

All strategies will be research based and from one of
the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
1. The teacher will explain what there is to do when
conducting language experience writing lesson
when writing a story.
2. First the teacher will generally read a book with the
class and as a class together we are going to depict
the elements of the story to make sure they
understand them.
3. Then, the teacher will explain to the students what
their homework assignment is because they have
to go home and tell their parents or any other adult
to tell them a story that contains the elements.
4. The next day the students will come with the simple
worksheet that was sent home with the students in
which they will use to retell their story and make it
into a book.
5. Students will fill out the story worksheet that is
given to them in class and fill it out (SAMPLE IS
ATTACHED)
6. The students will share with their partner what they
learned about and what their story will be about
after doing the worksheet.
7. Students will begin to form sentences in the back of
their paper.
8. The students will then read out loud their sentences
to a partner as the teacher is going around.
9. The students are then getting ready to begin their
books.
10. Students will work on their books
11. Students will then illustrate their books and makes
sure it has all the elements.
12. Students will share their story with a group of
students and read it out loud to them.
Collaborative (engagement with others)
Through out the project the students are
collaborating and begin engaged because at
first when they have to listen to an adult
about a story. Then they are also
collaborating and sharing with their partners
about their story when they only have your
thoughts and then the students will also
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
1. Students will listen and pay attention to the
teacher while she says all the standards and
objectives that have to be covered during the
lesson.
2. Students will listen to the teacher as she is
reading the story to the class and then the
students will help the teacher make the
anchor chart by depicting the different
elements that are in the story and depicting
the elements that were found in the story
they just read with the class.
3. Students will listen to what is to be done for
homework with their family and what is
expected of them to bring back tomorrow in
order for them to do the activity.
4. Teacher will make sure the students came
back with the homework that was sent home
to be done. If the student brought it back
they will be able to work on the activity and if
the student did not bring it back the students
is then sat down to make a story up
themselves that consist the elements of a
story.
5. Students are completing the story worksheet.
6. Students will share with their partners their
story.
7. Students will write their sentences in the
back of the worksheet. In which the sentences
will develop into the story outline.
8. The students then read to each other the
sentence (story) they have developed
9. Students start their books
10. Students are working
11. Students are illustrating
12. Students are sharing their work with a couple
classmates
Collaborative (engagement with others)
Through out the project the students are
collaborating and begin engaged because at
first when they have to listen to an adult
about a story. Then they are also
collaborating and sharing with their partners
 share again with more classmates not just a
partner when they have the finished product.
Interpretative (comprehension and analysis of
written and spoken texts)
The whole activity is written because they are
writing a story and they are developing their
sentences to form their story.
Productive (creation of oral presentations and
written texts)
The oral part is when the students are
sharing their story with their partner and
then when they are also sharing their
completed story that they are retelling from
what they have heard before.
Review and Assessment: What specific assessment tools
are being used?
The assessment given is when the students are
reading their final product to their classmates and
they are retelling their story.
Teacher Reflection
What do you anticipate to be a problem for specific
students?
ELD Objective: I think there might be a conflict
if there is students that do not know any
English Language because they will be unable
sto write. I also anticipate that vocabulary will
be a big issue in this lesson so there will be a
lot of errors.
Content Objective: I anticipate that there will
also be syntax issues and also comprehension
issues. Some stories will probably not make
sense because students are barely developing
their vocabulary and language as well.
What theory or theorists would most strongly
support use of this strategy?
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 that students got to choose about
what they can write about.
2. Why do you think this particular activity/or
learning task prompted a GM?
I think it promoted GM because students were exited to
about their story when they only have your
thoughts and then the students will also
share again with more classmates not just a
partner when they have the finished product.
Interpretative (comprehension and analysis of
written and spoken texts)
The whole activity is written because they are
writing a story and they are developing their
sentences to form their story.
Productive (creation of oral presentations and
written texts)
The oral part is when the students are sharing their
story with their partner and then when they are also
sharing their completed story that they are retelling
from what they have heard before.
Student Reflection: How will you provide for student
reflection on learning?
At the end of the activity for the student reflection
students will get a half sheet and they will do some
more writing and explain whether they liked the
activity or not and why. The students will also say
what was their favorite part of this activity. Students
will also have to choose three other classmates
story they enjoyed listening too and why is it that
they liked it.
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 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
order to meet the needs of each student
 share their stories.
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 let students know when they are developing good

sentences and when they are doing a good 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?
Motivating your students is a big deal it is very important.
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