Mini Lesson Plan EDU 536 (Based on SIOP Model) #3

Lesson Plan Title: Multimedia Presentations

Name: Kyle Perry Date: 2/20/17

Grade Level: 9th

ELD Objectives: Students will be able to collaborate and
problem solve to gather resources to build an oral presentation.
ELD Language Objective:
ELD Content Objective:
Students will be able to find valuable material on a
specific leader during WW1 and into WW2.
Cog. Taxonomy/DOK Levels:2-3
ELA Language Standards for Grade Level
Determine the meaning of words and phrases as they
are used in the text, including figurative and
connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone.
ELA Content Standards for Grade Level
Understand the causes and consequences of the
Russian Revolution, including Lenins use of
totalitarian means to seize and maintain control.
ELD Standards (2014) that apply

Materials Key Academic Vocabulary Research Based Learning Strategies

Chromebooks Joseph Stalin (provide text chapters/reference)
Modern World History textbook VI Lenin Chapter 46 Page 286-290
Benito Mussolini
Adolf Hitler
Mao Zedong
Emperor Hirohito
Franklin D Roosevelt
Pre-Assessment: Motivation Strategy: Real World Connection:
This assignment would be a final project to Most students at my age level really enjoy Learning how the leaders of WW2 handled
end a chapter or unit. They should have having the freedom to use technology and this major event can help them understand
already been taught this material earlier in be creative. This will let them be the current leadership in their own
the year. independent and have control of the generation.
outcome of the project.

All strategies will be research based and from one of
the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies, interaction, feedback. Use bullet points in
each of the three areas below.
Collaborative (engagement with others)
I can ask the students questions in the audience to see if
they are listening.
Interpretative (comprehension and analysis of
written and spoken texts)
I will be asking the presenters questions about their project
to dig deeper into their understanding.
Productive (creation of oral presentations and
written texts)
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Collaborative (engagement with others)
Having the students ask the students questions when they
finished the presentation can help them stay engaged.
Interpretative (comprehension and analysis of
written and spoken texts)
I can ask the students questions in the audience to see if
they are listening.
Productive (creation of oral presentations and
written texts)
They must write a response to how the other students that
presented that day and read them out loud after that
presenter has finished.

Review and Assessment: What specific assessment tools
are being used?
I create a Rubistar rubric that is a custom made rubric
specific to what I am looking for on their presentations.
Student Reflection: How will you provide for student
reflection on learning?
I use Rubistar, which is a website used for creating custom
rubrics.
Teacher Reflection Extension:
What do you anticipate to be a problem for specific Based on data/evidence, what are the next steps for
students? future lessons? Provide evidence for your answer.

ELD Objective
You can calmly speak through your decade and have
minimal errors.
Content Objective
What is important about your given decade? What makes
your decade unique?

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?
This is a very large project that requires a lot of
work and make them be responsible with create
something on their own.

2. Why do you think this particular activity/or

learning task prompted a GM?
It requires the students to research, create, and writing.

3. Mention students by name and describe specific

demonstrations of growth for language learning.
Shawntrell is a student that loved being able to have
independent time to get this project done and he was able to
want to do this when they have free time rather than be on their
phones or sleeping.
4. How will you let students know they have
developed more GRIT / GM in learning a new
language?
When the students have a finished product after working so
hard they really can see what they can do on their own or
working hard with a group.

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?
With this project they understand how important it is they are
choosing to be productive and to learn more.
6. What did not work that you will change for next
lesson:
Some students are choosing to coast or try to let
everyone else do the work.

7. Next steps based on analysis of this lesson:

Attach copy of student work