Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Preview/Review: Building Vocabulary and Concepts to Support Understanding
#26
Sonnet 130

Name: Dahiana Castellon Date: February 5, 2018 Grade Level: 12th

ELD Objectives: Students in grade 12 will be able to identify the ELA Language Standards for Grade Level
vocabulary words simile, metaphor, rhyme, assonance, and alliteration. RI.11-12.1. Cite strong and thorough textual evidence to support analysis
They will be able to analyze the text line by line and look for an overall of what the text says explicitly as well as inferences drawn from the text,
meaning. including determining where the text leaves matters uncertain.

ELD Language Objective: Students in grade 12 will be able to use and
identify the words: simile, metaphor, rhyme, assonance, and alliteration.
ELD Content Objective: Students in grade 12 will be able to understand
the structure of sonnet 130.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
Level 3: Contrast, Compare, Explain, Differentiate
RI.11-12.4 Determine the meaning of words and phrases as they are used
in a text, including figurative, connotative, and technical meanings; analyze
how an author uses and refines the meaning of a key term or terms over
the course of a text.
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.

ELA Content Standards for Grade Level

2.1 Analyze both the features and the rhetorical devices of different types
of public documents (e.g. policy statements, speeches, debates, platforms)
and the way in which authors use those features and devices.
2.2 Analyze the way in which clarity of meaning is affected by the patterns
of organization, hierarchical structures, repetition of the main ideas,
syntax, and word choice in the text.
2.4 Make warranted and reasonable assertions about the author’s
arguments by using elements of the text to defend and clarify
interpretations.

ELD Standards (2014) that apply

Collaborative:
1. Offering and justifying opinions, negotiating with and persuading
others in communicative exchanges.

Interpretive:
1. Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly
and implicitly through language.
2. Analyzing how writers and speakers use vocabulary and other
language resources for specific purposes (to explain, persuade,
entertain, etc.) depending on modality, text type, purpose,
audience, topic, and content area.

Productive:
1. Expressing information and ideas in formal oral presentations
and academic topics.
2. Justifying own arguments and evaluating others’ arguments in
writing.
3. Selecting and applying varied and precise vocabulary and other
language resources to effectively convey ideas.

Materials Key Academic Vocabulary Research Based Learning Strategies (provide

text chapters/reference)
- Highlighters - Metaphor: A figure of speech in which
- Pens/Pencils a word or phrase is applied to an - Preview/Review: Building Vocabulary
 - Crayons, Colored Pencils, Markers object or action to which it is not and Concepts to Support
- Sonnet 130 Worksheet literally applicable. Understanding (50 Strategies) pg. 169
- Simile: A figure of speech involving the - Student/Student Interactions (SDAIE)
comparison of one thing with another - Anticipatory Charts (SDAIE)
thing of a different kind, used to make - Modeling (SDAIE)
a description more emphatic or vivid.
- Rhyme: Correspondence of sound
between words or the endings of
words, especially when these are used
at the ends of lines of poetry.
- Assonance: In poetry, the repetition of
the sound of a vowel or diphthong in
nonrhyming stressed syllables near
enough to each other for the echo to
be discernible.
- Alliteration: The occurrence of the
same letter or sound at the beginning
of adjacent or closely connected
words.

Pre-Assessment: How will you determine prior Motivation Strategy: How will you catch attention of Real World Connection: How are learning goals
knowledge? students and focus their minds on the learning goals? relevant to students’ lives?

I will lead the class in a discussion about
Shakespearian Literature. I will determine the
students’ prior knowledge according to our class
discussion and participation.
I will introduce this lesson with an appeal to prove or
disprove the purpose of the sonnet. I will show
examples of poetry that was used to express opinions
and thoughts. We will look at examples of poetry that
is modern and compare it to older works. We can view
examples of poetry written by students who are the
same age as the students in my class.
Students will be able to use learned concepts with
their own spoken and written language goals. They will
be able to use lesson objectives and apply them to real
life conversations. Lesson objectives will also help
students understand real life analyses.

All strategies will be research based and from one of the texts. Please
provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
- I will present pre-assessment discussion topic and decide how
much prior knowledge students have.
- I will allow more time for students to work together in groups if I
see that students’ prior knowledge is low.
- I will break up students into groups of 3-4 (including ELL and
non-ELLs)
- After students are grouped I will instruct them to take out
needed materials (highlighters, pens, pencils, etc.)
- I will pass out Sonnet 130 to each student.
- Students will be instructed to follow along while I read the
Sonnet aloud.
- They will highlight parts that are confusing or unclear.
- Students will then re-read Sonnet 130 on their own and discuss
the unclear/confusing parts.
- In the margins, students will infer what words or phrases mean,
according to context.
- As a class, we will discuss the confusing parts and infer as a class
what those parts may mean.
- I will provide students with some insight on meanings in the
Sonnet.
- Students will then discuss the purpose for writing the Sonnet
(what it was written for).
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and application,
feedback in each of the three areas below.
- After the discussion and interpretation of Sonnet 130, students
will work independently.
- Students will create a one-pager
- A one-pager is an assignment where students draw and illustrate
the phrases and ideas portrayed in a piece of literature.
- Students will complete the assignment as they wish; the only
requirements are for students to use illustrations and words to
summarize the sonnet covered in class.
Collaborative (engagement with others)
1. Students will discuss with one another about the meanings
conveyed in the sonnet.
2. Students will discuss target objectives and vocabulary.
Interpretative (comprehension and analysis of written and spoken texts)
1. Students will analyze meanings conveyed in the text.
Productive (creation of oral presentations and written texts)
1. Students will produce a one-pager to illustrate and simplify the
meanings conveyed in the sonnet.

Collaborative (engagement with others)

1. Students will read and discuss with one another.

Interpretative (comprehension and analysis of written and spoken texts)

 1. Students will analyze the meanings of the given text.

Productive (creation of oral presentations and written texts)

1. Students will develop a meaning to the sonnet using
analyzing skills.

Review and Assessment: What specific assessment tools are being used?
I will review student work to decide how students have absorbed the
lesson content. I will also allow students to share a piece of their one-
pager to demonstrate their understanding of the content. A more formal
assessment can be given by having students read a sonnet on their own.
Students will use the same highlighting and re-reading strategy to arrive at
inferences about meanings and ideas conveyed in the sonnet.
Student Reflection: How will you provide for student reflection on
learning?
Students will be able to reflect on the meanings and ideas in a sonnet by
creating one-pagers. This allows students to visually present what they
analyzed in the text. If students can achieve this then they are able to
analyze a text successfully.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific students?
 ELD Objective
- Students may be unable to infer meanings
- EL students may be confused with the Elizabethan language
 Content Objective
- Students may not enjoy the Sonnet
- Students may not understand the ideas in the Sonnet
What theory or theorists would most strongly support use of this
strategy?
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
After completing this assignment, I will be able to decide how much
content students are able to analyze. I will be able to adjust future text
analyzing assignment according to their performance.
- I can increase or decrease the amount of text I provide
students
- I can separate students into groups according to their abilities
if there are more advanced students or students who require
more support.
- I will be able to work in a small group with EL students if
necessary, but ideally, I’d like them to work with peers. (I can
work on getting students to this point)

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