Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Scaffolding English Writing #13

Name: Julie Lapierre Date: 3/27/17 Grade

Level: 1

ELD Objectives: ELA Language Standards for Grade Level:

ELD Language Objective: SWBAT participate in
writing activities at their language development
levels in observation log.
ELD Content Objective: SWBAT express ideas in a
picture and in writing in observation log.
Cog. Taxonomy/DOK Levels:
Level 2: Skill or conceptual understanding- Explain,
describe and compare data (of state and status of
caterpillars)
Level 3: Strategic reasoning- present evidence (of
caterpillars in chrysalis state, butterflies, etc.)
Writing Standards K-5
Research to Build and Present Knowledge
2. Write informative/explanatory texts in which they
name a topic, supply some facts about the topic, and
provide some sense of closure.
ELA Content Standards for Grade Level:
Language Standards K-5
Vocabulary Acquisition and Use
Gr.1- 4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on
grade 1 reading and content, choosing flexibly from
an array of strategies.
ELD Standards (2014) that apply:
Integrating CA ELD Standards into Science Teaching
and Learning
Grades K, 1, and 2
CA ELD Standards
Part I: Interacting in Meaningful Ways
A. Collaborative
2. Interacting via written English
Gr 1-Collaborate with teacher and peers on joint
writing projects of short informational and literary
texts, using technology where appropriate for
publishing, graphics, and the like.

Materials Key Academic Vocabulary Research Based Learning Strategies

Caterpillars Caterpillar (provide text chapters/reference)
Butterfly Garden Set Butterfly
Observation Log Chrysalis
Whiteboard/markers Grow
Change

Pre-Assessment: How will you determine Motivation Strategy: How will you catch
prior knowledge? attention of students and focus their minds
on the learning goals?
KWL chart http://michaelgr.com/2007/04/1
5/fixed-mindset-vs-growth-
mindset-which-one-are-you/
Read this article and then apply to
your lesson.
Real World Connection: How are learning
goals relevant to students lives?
It is spring, so students will see caterpillars
and butterflies around. This is part of
Biology, science and the cycle of life. We
are studying other life cycles as well, like
frogs and flowers.

All strategies will be research based and from one of Students: Practice and Application
the texts. Please 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)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below. Collaborative (engagement with others)

- First day, vocabulary lesson

- Students will discuss predictions of what they Interpretative (comprehension and analysis of
 believe they will see each day. written and spoken texts)
- Students will observe caterpillars, chrysalis, or
butterflies as they occur Productive (creation of oral presentations and
- Provide each student with observation log written texts)
- Demonstrate the process- model drawing picture
and then writing about it. Even if only capable of
labeling parts of the picture, be sure to model
writing sentences as I would speak to the students.
- Have students draw and write- draw the picture of
their observation and write about it, depending on
their ability they will label parts or write sentences.
- Some may require large post-it notes with
sentences of what they student can use for the next
days log and is a writing model.
- Repeat the process daily
- Use the language experience approach (LEA)- using
student input to create the modeling of writing
process.

Collaborative (engagement with others)

- Discuss with other students what they know and
like/dont like about caterpillars and butterflies.
- Discuss with other students what they observe of
the caterpillars, like size, activity, etc.

Interpretative (comprehension and analysis of

written and spoken texts)
- Discuss what students are unsure of, vocabulary,
and use of words to express their observations.
Productive (creation of oral presentations and
written texts)
- Speak to other students about observations
- Write observations

Review and Assessment: What specific assessment tools Student Reflection: How will you provide for student
are being used? reflection on learning?
Post it notes to provide writing model and spelling, etc. for
Observation log what student is writing about and can use in the next days
log.

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

Content Objective

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