Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Close Reading—Engaging with Text to Improve Reading Comprehension
#11
Opinion Poster

Name: Dahiana Castellon Date: March 12, 2018 Grade Level: 12th

ELD Objectives: ELA Language Standards for Grade Level

Students is grade 12 will be able to close read articles and other texts.
Students will be able to identify unknown words and language. Students
will be able to research and find definitions of unknown words and
concepts.
ELD Language Objective:
Students will be able to comprehend texts with the assistance of context
and classroom acquired skills/resources.
RI.11-12.1 Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
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 the text (e.g., how Madison defines faction in Federalist No.
10).

ELD Content Objective: ELA Content Standards for Grade Level

Students will be able to use skills and techniques while close reading to 1.3 Discern the meaning of analogies encountered, analyzing specific
form an opinion about a text. comparisons as well as relationships and inferences.
2.3 Verify and clarify facts presented in other types of expository texts by
Cog. Taxonomy/DOK Levels: using a variety of consumer, workplace, and public documents.
2.4 Make warranted and reasonable assertions about the author’s
Level 1: Define, Label, Recognize arguments by using elements of the text to defend and clarify
Level 2: Categorize, Organize, Construct interpretations.
Level 3: Contrast, Compare, Explain, Differentiate 2.5 Analyze an author’s implicit and explicit philosophical assumptions and
beliefs about a subject.
2.6 Critique the power, validity, and truthfulness of arguments set forth in
public documents; their appeal to both friendly and hostile audiences; and
the extent to which the arguments anticipate and address reader concerns
and counterclaims (e.g., appeal to reason, to authority, to pathos and
emotions).

ELD Standards (2014) that apply

Collaborative:

2. Interacting with others in written English in various communicative

exchanges.
3. Offering and justifying opinions, negotiating with and persuading others
in communicative exchanges.
4. Adapting language choices to various contexts (based on task, purpose,
audience, and text type)

Interpretive:

6. Reading closely literary and informational texts and viewing multimedia

to determine how meaning is conveyed explicitly and implicitly through
language.
7. 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.
8. 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:

10. Writing literary and informational texts to present, describe, and

 explain ideas and information, using appropriate technology.
11. Justifying own arguments and evaluating others’ arguments in writing.
12. 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)
- Article - Close Reading: Thoughtful, critical - 50 Strategies for Teaching English
- Big pieces of construction paper or butcher analysis of a text that focuses on
paper Language Learners pg. 77
significant details or patterns in order
- Tape or Glue sticks
to develop a deep, precise
- Pens
- Highlighters, Markers, Colored Pencils understanding of the text’s from, craft,
meanings, etc. It is a key requirement
of the Common Core State Standards
and directs the reader’s attention to
the text itself.
- Analyze: Examine methodically and in
detail the constitution or structure of
(something, especially information),
typically for purposes of explanation
and interpretation.
- Annotate: Add notes to (a text or
diagram) giving explanation or
comment.
- Summarize: Give a brief statement of
the main point of (something).
- Infer: Deduce or conclude
(information) from evidence and
reasoning rather than from explicit
statements.

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?

To determine prior knowledge, I will use
previous student work and scores on reading
assignments. I can also use reading levels to
determine student knowledge and ability before
starting this lesson.
To obtain the attention of my students for this
lesson and to reach learning goals I will allow
them to work collaboratively with peers.
This strategy will allow EL students to work with
non- EL students and strengthen their
interaction and conversing skills.
Students must be able to read content and
understand implications based on the given
context and information provided. Students will
use these skills to learn new information in other
courses and in other 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. Note meaningful activities, interaction, strategies, practice and application,
feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy Steps)

1.) I will first give students the article they must read.
2.) Students will read the article independently and then with a
partner. Collaborative (engagement with others)
3.) After students read article with a partner, students will paste
article on a large piece of construction paper/butcher paper. 1. Students speak and share ideas with one another, strengthening
4.) Students will work independently and collaboratively to their communication skills.
formulate an opinion about the given article. 2. Students are able to share ideas verbally, strengthening peer
5.) Students will annotate on the paper and mark it up to identify collaboration and relationships.
information that supports his or her point of view.
6.) Students will work together to determine if they have
successfully supported the claim made. Interpretative (comprehension and analysis of written and spoken texts)
7.) We will then discuss as a class their findings and points of view.
1. Students strengthen their comprehension skills by developing
Collaborative (engagement with others) their analytical skills.
1. Students will collaborate with students to discuss opinions about 2. Students are able to identify unknown phrases and words, and
a given text. they develop skills to formulate definitions through context
2. Students will use academic language to discuss and collaborate clues.
during the lesson.
Productive (creation of oral presentations and written texts)
Interpretative (comprehension and analysis of written and spoken texts)
1. Students will use context clues to identify unknown concepts or 1. Students strengthen their ability to form opinions that are
words. supported and based on given information.
2. Students will use comprehension skills to formulate opinions
about the text.

Productive (creation of oral presentations and written texts)

1. Students will formulate an opinion with support from the text.
2. 2. Students will produce evidence to support claims.

Review and Assessment: What specific assessment tools are being used?
To assess student understanding I will have them write their opinions on a
card with the specific supportive details listed from the text. This will show
student understanding of the assignment and purpose.
Student Reflection: How will you provide for student reflection on
learning?
Students will share opinions with class and will also determine if others’
opinions are supported by text evidence or not. This will strengthen
student understanding.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific students?
 ELD Objective
Students may struggle to identify meanings of words or phrases.
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
Based on student performance, I will build upon this lesson. Students
will be able to apply this skill to other assignments.

 Content Objective
Students may have a difficult time formulating an opinion about
the text or they may have a hard time putting their opinions into
written form.
Reading and formulating opinions based on text evidence will allow
student comprehension to develop. This skill will be important in other
subject areas.

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?

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