Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: #36 Let Me Tell You About My Culture

Name: Amanda Castillo Date: Grade Level : 4th Grade

ELD Objectives: What do you want students to be able to do as a result of this ELA Language Standards for Grade Level
lesson? Include academic language and vocabulary objectives. Objectives must be CCSS.ELA-LITERACY.RI.4.6
measurable. Compare and contrast a firsthand and secondhand account of the same event or
topic; describe the differences in focus and the information provided.
ELD Language Objective: CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective
Students will read and locate information about their home country,
technique, descriptive details, and clear event sequences.
organize their findings in a presentable manner and create a presentation- CCSS.ELA-LITERACY.W.4.3.A
poster, PowerPoint, website, play, etc. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
ELD Content Objective: CCSS.ELA-LITERACY.W.4.3.B
Students will work in small groups to compare and contrast their culture Use dialogue and description to develop experiences and events or show the
norms with those of their partner. responses of characters to situations.
CCSS.ELA-LITERACY.W.4.3.C
Use a variety of transitional words and phrases to manage the sequence of events.
Cog. Taxonomy/DOK Levels
CCSS.ELA-LITERACY.W.4.3.D
Level 1: Recall/Reproduction- Locate Use concrete words and phrases and sensory details to convey experiences and
Level 2: Skill/Concept- Organize events precisely.
Level 3: Strategic Thinking- Compare, Contrast CCSS.ELA-LITERACY.W.4.3.E
Level 4: Extended Thinking- Create Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.
ELA Content Standards for Grade Level
1.1 Select a focus, an organizational structure, and a point of view based
upon purpose, audience, length, and format requirements.
1.2 Create multiple-paragraph compositions:
a. Provide an introductory paragraph.
b. Establish and support a central idea with a topic sentence at or near the
beginning of
the first paragraph.
c. Include supporting paragraphs with simple facts, details, and
explanations.
d. Conclude with a paragraph that summarizes the points.
e. Use correct indention.
1.5 Quote or paraphrase information sources, citing them appropriately.
1.6 Locate information in reference texts by using organizational features
(e.g., prefaces,
appendixes).
1.7 Use various reference materials (e.g., dictionary, thesaurus, card
catalog, encyclopedia,
online information) as an aid to writing.
2.1 Write narratives:
a. Relate ideas, observations, or recollections of an event or experience.
b. Provide a context to enable the reader to imagine the world of the
event or experience. c. Use concrete sensory details.
d. Provide insight into why the selected event or experience is memorable.
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
2. Interacting with others in written English in various communicative forms (print,
communicative technology, and multimedia)
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

Materials Key Academic Vocabulary Research Based Learning Strategies (provide text
We’re All Wonders by R.J. Palacio Culture chapters/reference)
Informational resources-newspapers, books, almanacs, Culture studies allow students to research and share
national geographic state/country books information about their culture and family. These
Writing utensils studies allow students to focus on their topic rather
Poster board than standards as the overall topic spans all content
Chromebooks areas. Culture studies also allow for students to learn
Vocabulary cards about their culture and family through interviewing,
Map-US and Global thus incorporating reading, writing, speaking, listening,
What is Culture viewing, and using visuals to learn and share their
Cultures, Subcultures, and Countercultures: Crash culture and family. It is important that students have a
Course Sociology #11 thorough understanding of the term culture. It is also
important that teachers and students enter the project
with an open mind and respect the differences
presented by all students.

Herrell, Adrienne L, and Michael Jordan.

“Culture Studies.” 50 Strategies for Teaching
English Language Learners, Pearson, 2016, pp.
222–228.
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?

Since culture is important to understand and such a
big part of this project I will have students create a
vocabulary four-square (word, definition, picture,
sentence, examples) for the word culture. As students
complete their four-square we will discuss their
responses and their relevance to culture and family.
I will begin by showing a couple videos about culture
and reading the book We’re All Wonders.
Culture is an important part of who we all are, and it is
something we experience each day. It is also important
for students to become familiar with the cultures of
their classmates and the differences that make each of
us unique.

All strategies will be research based and from one of the texts. Please
provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
 Show culture videos
 Explore relevant vocabulary
 Research
 Gather resources
 Read We’re All Wonders
 Prepare family interviews
Collaborative (engagement with others)
1. Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics
Interpretative (comprehension and analysis of written and spoken texts)
5. Listening actively to spoken English in a range of social and academic contexts
Productive (creation of oral presentations and written texts)
9. Expressing information and ideas in formal oral presentations on academic topics
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and application,
feedback in each of the three areas below.
 Students will work with a partner of their choosing to compare
and contrast their cultures
 Students will use informational resources to research their
culture and home country
 Students will choose the resources they use
 Students will prepare an interview to use to interview family
members
 Students will choose how they will present their culture to the
class either via poster, PowerPoint, website, video
 Students will report their choice to the teacher and receive their
rubric
 Students will present their final product to their classmates
Collaborative (engagement with others)
2. Interacting with others in written English in various communicative forms (print,
communicative technology, and multimedia)
Interpretative (comprehension and analysis of written and spoken texts)
5. Listening actively to spoken English in a range of social and academic contexts

Productive (creation of oral presentations and written texts)

9. Expressing information and ideas in formal oral presentations on academic topics

Review and Assessment: What specific assessment tools are being used?
Students’ presentations and product (poster, PowerPoint, website) will be
assessed using a rubric.
Student Reflection: How will you provide for student reflection on
learning?
Students will receive feedback during their presentations and written
feedback on their rubric. Students will also receive questions and feedback
from their peers.
Teacher Reflection
What do you anticipate being a problem for specific students?
 ELD Objective
I anticipate students struggling putting the information they find
into a comprehensible presentation as it requires the use of
technology that they may not be familiar with. However, students
do have the option to create a poster or act out their information,
so the struggle may only exist if they choose to use technology.
Extension:
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
Ensure students understand the term culture
Create a direct instruction lesson on the term
Create a list of specific questions for students to ask during
presentations so that the questions are meaningful and on topic
Create a lesson on using non-fiction text resources for research

 Content Objective
I think students choosing their partner may be an issue is
comparing cultures if the students choose to work with someone
who has the same or similar culture as they do.

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?

Giving students a variety of resources to use in their research helps

students move towards fluency and learning their second language
as they learn through the use of exploring different texts and
different perspectives.

2. Why do you think this particular activity/or learning task

prompted a GM?

Culture studies promote a growth mindset because students are

learning to be open-minded in respect to others, their culture, and
what makes us all unique. Culture studies also teach students to
learn from their culture, family, and past in order to improve and
make a difference in their culture and world.

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 provide feedback when students are using what they learned
about their culture to influence their world around them.

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?

Students are not letting their language barrier hold them back from
learning, students are expanding their knowledge and using what
they are learning in daily conversation-socially and academically.

6. What did not work that you will change for next lesson:
Students did just as I predicted they picked their partner based on
 what they have in common so the next time I do this lesson I am
going to choose partners. The main object of this lesson was for
students to explore different cultures and compare theirs to
another, so students picking others that shared the same culture
does not allow for cross culture learning to occur.

7. Next steps based on analysis of this lesson:

Assessment (rubric feedback)

Predetermine groups

Attach copy of student work