Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title:____Story reenactment__________

Name: Claudia Bravo Date:

February 06, 2017 Grade
Level: 3rd grade

ELD Objectives: After the lesson, students in grade
3, should be able to orally recount a story by
presenting with pictures, figures, or dress up.
ELD Language Objective:
ELD students should be able to express information
through artistic projects and give formal oral
presentations to develop language and
comprehension.
ELD Content Objective:
C. Productive 9. Expressing information and ideas in
formal oral presentations on academic topics
Cog. Taxonomy/DOK Levels
Application
DOK Level 4 create
ELA Language Standards for Grade Level
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message,
lesson, or moral and explain how it is conveyed
through key details in the text.
ELA Content Standards for Grade Level
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events

Materials Key Academic Vocabulary Research Based Learning

Summarize, retell, recount, first, in Strategies (provide text
the beginning, middle, last, ending chapters/reference)
Story reenactment making stories
come to life: an extremely powerful
strategy for ELD that can be used at
any level (119) Chapter 19
Cummins, J.
Book: Baloney
White board
Clay
Poster paper
Pencils
Costumes

Pre-Assessment: How will you
determine prior knowledge?
Teacher will create a KWL chart
including: summarizing, characters,
setting, problem, solution, and
fiction/non fiction.
Motivation Strategy: Teacher
will tell students that they will be
reading a book about a student who
is different. They will then get to
recreate and recount the story
using any method that best fits
their learning style whether it is:
writing a summary or creating clay
figures.
Real World Connection: How are
learning goals relevant to students
lives?
The learning goals for this lesson
are comprehension and recounting
stories. Students will be reading
about a student who is different but
also relates to them. Additionally
students will be assigned to recount
the story to someone at home.

All strategies will be research based and Students: Practice and Application
from one of the texts. Please provide Note meaningful activities, interaction,
reference for each. strategies, practice and application, feedback in
 each of the three areas below.
Teacher: Presentation/ Learning Activities Students will create a project using clay
(Strategy Steps) figures, drawings, dress up, or writing
Teacher will begin by activating prior about the story.
knowledge through a KWL chart.
Teacher will ask students to think-pair- Collaborative (engagement with others)
share about what they already know about the Students will collaborate with another classmate
elements of stories. to create a project to recount the story.
Teacher will fill up K and W part of KWL
chart Interpretative (comprehension and analysis
Teacher will chorally read with students the book: of written and spoken texts)
Baloney Students will orally recount the story using first,
Teacher will pause and ask questions and allow then, and last.
students to predict Productive (creation of oral presentations
Collaborative (engagement with others) and written texts)
Think-pair share Students will reenact the story through the
In groups of two you will recount the creation and presentation of clay figures,
story using your creativity drawings, or summary.
Interpretative (comprehension and analysis
of written and spoken texts)
Students will interpret text by orally presenting
their projects to recount the story.
Productive (creation of oral presentations
and written texts)
Through the reenactment strategy,
Students will be instructed to create their
oral presentation

Review and Assessment: What specific Student Reflection: How will you provide for
assessment tools are being used? student reflection on learning?
A rubric will be used to score oral presentation. Students will write in their journals about their
favorite and least favorite part of the project.

Teacher Reflection Extension:

What do you anticipate to be a problem for Based on data/evidence, what are the next
specific students? steps for future lessons? Provide evidence
for your answer.
ELD Objective
ELD students might have trouble using In future lessons I could try a more
academic language challenging book.
Content Objective I could also encourage students to
Some ELD students might have difficulty make power points or sways to recount
comprehending the story. a story.

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 creation part prompted students to move
into a growth mindset because they were
encouraged to use their creativity to recount
the story.

2. Why do you think this particular

activity/or learning task prompted a GM?
Students are able to show off their creativity in any form
that suits them so this creates 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?
I would share the GRIT article with 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?

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