Listening / Talk

MINI LESSON PLAN

Name: Kathryn Woon Grade Level: 4

ELA Content Standard : ELD Standards:

RI 4.5. Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text
or part of a text.
RF. 4.4. Read with sufficient accuracy and fluency to support
comprehension.
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)

S.L.4.1. Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and
expressing their own clearly.

Content Standards:

ELA Language Objective: ELD Language Objective for Grade Level

Students in grade 4 will correctly use conventions of English
Language to complete the “Touring a California Mission” Students in grade 4 will collaborate orally with class to
activity. exchange information and ideas regarding California
Missions. Students will use the correct conventions of the
Cog. Taxonomy English language.
• Remembering: Students recall what we have learned
about California Missions. they will listen to the read-
aloud text and identify the pertinent vocabulary
regarding California Missions.
• Understanding: Students explain and describe their
walk through a California Mission. They discover
new information, review what they already know
about Missions, and describe information with
partners and class.
• Apply: Students will write a narrative as a response
using at least 3 vocabulary words found during
Guided Reading Time.

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Materials
• Social Studies Journal
• Vocabulary Worksheet
• Colored Pencils, markers, pencils,
crayons
• Chromebooks
Pre-Assessment: How will you determine
prior knowledge?
K-W-L Chart will gather information that
we have learned about California Missions
in the unit. We will discuss as a class and
student
Misconceptions:
Students will struggle with the idea of non-
fiction. Students may not understand that
they story of the California Missions
happened in real life.
Planned Supports: Research Based Learning
Students will initially listen to a first Strategies: (provide text chapters/
reading of the text and follow along reference)
in their own books. While reading,
students will identify vocabulary
words in the text to make
observations and inferences from the
excerpt. After reading the passage a
second time as independent reading,
students will work collaboratively
with partners to help support their
knowledge of the vocabulary words.
Motivation Strategy: How will you Personal/Cultural/Community
catch attention of students and focus Assets: What assets will be utilized
their minds and attention on the to support learning these standards
learning goals? with these students?
I will encourage students to Students will be given pictures of
creatively describe their walk California Missions that are close to
through a California Mission. them. For example, students will be
Students will be motivated by their given pictures of Mission San Diego
desire to describe a story in their and Mission Santa Barbara so that
own words. They will be able to they can make a connection with the
write a narrative of themselves or of locations of the real Missions.
their own made-up character.

Post Assessment
Completion of Vocabulary Worksheets will
be used to assess their information. New
vocabulary words will be transferred to
Social Studies Journals.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction: Today in class, we will be listening and discussing the unique facts we have learned about California
Missions. Over the past unit, we have done a lot of work identifying them with our eyes and hearing about
Before them in songs. Today, we are going to work on describing California Missions to people who have never
Teaching - heard of them. It is important that you are able to use your own sentences spoken and written to describe
Setting the California Missions.
stage.

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Lesson Body: Explain Strategies/Lesson steps for each CCSS area:

During/active 1. Students will listen to a guided reading passage about California Missions. Throughout the reading of
engagement the passage, students will be asked comprehension questions to make sure that they are actually
in learning listening.
2. While reading the passage, students and teachers will identify vocabulary words from the guided
reading about California Missions. At the end of the guided reading, students will answer a set of
comprehension questions and a worksheet to define and illustrate vocabulary words.
3. Students will be given 5 minutes to re-read the passage to themselves before working on the
vocabulary worksheet.
4. With the remaining time, students will work with partner to complete the worksheet and draw pictures
to symbolically represent the vocabulary words.

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:

Students, today we discussed and defined different parts of California Missions. When we are able to
identify new words, it helps us to describe Missions to others. We can discuss Missions with people who
may wonder how California has been affected by the past. When we learn more about the past, we can
look through the lens of today so that we can make connections with the present.

Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?

Informal: Students will be engaging with their partners to review

I will walk around the class as students complete their vocabulary California Mission vocabulary. After discussion with their
worksheets and discuss their narrative assignment. partners, students will be given a chance to write a narrative
Formal: about what they would see if they visited a California
Students will be given a rubric that will assess their Mission.
narratives which includes vocabulary words discussed in
class.
Feedback: Students will be given feedback based on their
adherence to the rubric they have been given.

Spelling/Word Analysis Chart.

Emergent Letter-Name Within -Word Syllables and affixes Derivational
Relations
Continent Globe Location= locat + ion
Population Location Population= populat + ion

Shout o vowel sound Long o vowel sound Suffixes

Data Analysis Conclusions

Some students are struggling with the short o sound like in the The students in this class show a wide range in different
word continent., while others are struggling with the long o learning needs and are at different levels when it comes
sound like in the word location. For first grade, students will to spelling and word pronunciation.
need to learn proper phonetic pronunciation of the letters.

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 edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your commentary.

Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for
instruction to impact student learning:

For the whole class:

In addition to vocabulary worksheets, vocabulary cards will be posted on the bulletin board for students to see in the
classroom. Words will be changed depending on the unit being addressed. We will also have a “Facebook Profile” wall
where they will be able to find facts about Father Junipero Serra, the founder of many major Californian Missions. In order
to assess understanding, students will be drilled on the vocabulary words through pre-tests and writing assignments with
vocabulary words applied. As an added support for visual learners and ELs, students will be given a vocabulary sheet
where they will be able to symbolically illustrate their vocabulary words to refer to in their Social Studies Journals.

For the three focus students and other individuals/groups with specific needs:
1.ELL Learner w/ Few Words: ELL Learner will be encouraged to write sentences prior to drawing pictures on the
vocabulary worksheet

2. Student with low reading ability: Students with low reading ability will work in a group with the teacher to re-read the
guided reading an additional time to ensure comprehension. Students will be instructed to underline/highlight vocabulary
words during the second guided reading.

3 Student with Advanced Literacy Skills/Other: Students with advanced literacy skills will be encouraged to develop new
content to be placed on the bulletin boards. A motivational strategy that could be used will be posting work when teacher’s
standards are met.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning goal(s)
and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or informal
assessment strategies that occur in your detailed plan above.

Assessment Strategy #1: Alignment with Objectives:

Conversational Roundtable: As students work
with their partners, I will have them complete a
conversational roundtable worksheet which
will require each partner to describe two new
facts about California Missions that they
learned in the guided reading.
Describe how this assessment is aligned to your stated objectives. Which
objective(s) is it assessing?
Students will be able to collaborate orally with peers about California
Missions.
Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student
understanding of the concepts being taught.

Students will check if their facts can be supported with concrete evidence
from the text. Students will be required to find the evidence in the article
to support their facts.

Student Feedback:
Describe how you will provide feedback to students on this assessment.

Before starting the vocabulary worksheets, I will require students to turn

in their conversational roundtable worksheets.

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Assessment Strategy #2: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which
objective(s) is it assessing?

Learning Log: Students will listen to a passage
and work with a partner to complete the
vocabulary worksheet from the guided reading
passage.
I will be able to assess their listening and reading skills depending on the
accuracy of their worksheets.
Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student
understanding of the concepts being taught.

Students will find the concrete evidence where their vocabulary words
appear in the guided reading passage.

Student Feedback:
Describe how you will provide feedback to students on this assessment.

The Vocabulary Worksheet will be collected as part of their Social Studies

Journals. Worksheets will be collected and corrected for accuracy prior to
students using vocabulary words for their end of unit narrative essay.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Checklist for Conversational Roundtable:

1. I have described two facts about California Missions to discuss with my partner:
a.
b.
2. I have written down two facts that my partner has shared with me:
a.
b.
3. I have found Concrete Evidence to support my facts:
a.
b.

Rubric for End of Unit Narrative:

Proficient (5 points) Basic (3 points) Below Basic (2 points)

Student effectively used at least 5 Student effectively used at least 3-4 Student effectively used at least 1-2
vocabulary words in narrative vocabulary words in narrative vocabulary words in narrative

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• Student wrote at least 10 • Student wrote 8-9 sentences • Student wrote 7 or less sentences
sentences containing facts about containing facts about their containing facts about their
their continent. continent. continent.

• The sentence contained a few • The sentence contained a some • The sentence contained many
grammatical errors. grammatical errors. grammatical erros.

• The sentences contain a few • The sentences contain a some • The sentences contain many
spelling errors. spelling errors. spelling errors

• The student handwriting was • The student handwriting was mostly • The student handwriting was
legible. legible. illegible.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning

Students will reflect on previous lessons regarding California Missions in order to develop their narratives. They will be
able to describe and infer the affects of California Missions on the surrounding land.
Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).

Students will be grouped together by their reading level so that higher level readers do not dominate conversations. My
hope is to establish equality in discussion so that each student has a chance to speak and listen.
Planned Supports:
• K-W-L chart will help students help students review what we have learned and help them break down the
information we are learning. Reviewing will help students with a weakness in remembering information and will
help them comprehend what they already know.
• Interactive Read Alouds will help students will better comprehend what we're reading. I will point out important
words and will stop and check for understanding by asking questions while reading.

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