Mini Lesson Plan 5

Lesson Plan Title:

SECTION III: SPEAKING
REPORTING BACK p.113
Name: Claudia Bravo Date: 3/6/2017
Grade Level: 4

ELD Objectives: ELA Language Standards for Grade Level

After the lesson on ecosystems, students EL W.4.2 WRITE INFORMATIVE/EXPLANATORY TEXTS
students in grade 4 will be able to understand TO EXAMINE A TOPIC AND CONVEY IDEAS AND
the concept of ecosystems and create an INFORMATION CLEARLY
informational book using Academic vocabulary. CCSS.ELA-LITERACY.W.4.2.A

ELD Language Objective: Introduce a topic clearly and group

ELL students in grade 4 will listen actively to related information in paragraphs and
spoken English, gestures, visuals, and sections; include formatting (e.g.,
demonstrations within an academic context. headings), illustrations, and multimedia
Students will also use precise and domain
when useful to aiding comprehension.
specific vocabulary to create their books.
CCSS.ELA-LITERACY.W.4.2.B

ELD Content Objective: Develop the topic with facts,

ELL students in grade 4 will write about their definitions, concrete details,
ecosystem using domain-specific vocabulary quotations, or other information and
context that conveys a visual of it. examples related to the topic.

Cog. Taxonomy/DOK Levels CCSS.ELA-LITERACY.W.4.2.C

Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct Link ideas within categories of
Level 3: Contrast, Compare, Explain,
information using words and phrases
(e.g., another, for example, also,
Differentiate
because).

CCSS.ELA-LITERACY.W.4.2.D

Use precise language and domain-

specific vocabulary to inform about or
explain the topic.

CCSS.ELA-LITERACY.W.4.2.E

Provide a concluding statement or

section related to the information or
explanation presented.

ELD Standards (2014) that apply

Collaborative
1. Exchanging information and ideas with others
through oral collaborative conversations on a
range of social and academic topics.
Interpretive
5. Listening actively to spoken English in a range
of social and academic contexts.
 Productive
12. Selecting and applying varied and precise
vocabulary and language structures to
effectively convey ideas.

Materials Key Academic Vocabulary Research Based Learning

Paper ecosystem Strategies (provide text
Scissors Population chapters/reference)
Colors reporting back (50
Screen for video
Habitat Strategies)
Library books Predator Theory Base of
Devices or tablets Omnivore Instruction
Biome o Provide Comprehensible Input
carbon cycle o Increase Verbal Interaction
o Contextualize Language
Food chain
o Reduce Anxiety
Organisms o Provide Active Involvement
Opportunities
Tapping into Prior
Knowledge (SDAIE)
Contextualize the
Lesson Group Discussion, Hands
on Activities (SDAIE)
Student to Student
Interaction (SDAIE)
Visualize-Organize
(McEwan-Adkins)
Pre-Assessment: How will Motivation Strategy: How Real World Connection: How
you determine prior will you catch attention of are learning goals relevant to
knowledge? students and focus their minds students lives?
on the learning goals?
Students will create a KWL Students will learn how to follow
chart discussing what they Students will work in groups to verbal and visual instructions
about organism and where research a specific ecosystem while creating their reports.
they live. and will have the chance to
create a book with illustrations
to report back to the class.
All strategies will be research based and Students: Practice and Application
from one of the texts. Please provide .
reference for each. 1. Prepare the students for action:
prepare the students for an active
Teacher: Presentation/ Learning Activities learning experience by giving directions
(Strategy Steps) for the activity and modeling what is
Prepare the students for action: prepare the expected
students for an active learning experience by 2.
3. After the activity students will be
giving directions for the activity and modeling
expected to report back to the class on
what is expected
the experience just demonstrated.
4.
After the activity students will be expected to 5. Verbalize the action: during the
report back to the class on the experience just activity circulate throughout the
demonstrated. classroom, reinforcing the vocabulary
being used and scaffolding language by
Verbalize the action: during the activity circulate verbalizing what you see going on
throughout the classroom, reinforcing the 6.
vocabulary being used and scaffolding language 7. Allow for verbal practice: after the
by verbalizing what you see going on activity give the pairs time to practice
their reporting back dialogues
Allow for verbal practice: after the activity give 8.
the pairs time to practice their reporting back 9. Ask each pair of students to
dialogues report back to the group.
10.
11. Celebrate the achievements: after
Ask each pair of students to report back to the
each pair reports back, list important
group.
words that they used on the chalkboard
and celebrate their use of interesting and
Celebrate the achievements: after each pair
important vocabulary.
reports back, list important words that they used
__________________________________________________
on the chalkboard and celebrate their use of
____________
interesting and important vocabulary.
Collaborative (engagement with others)
_________________________________________________
1. Collaborative Discussions in Class- Students
___________
will discuss their background knowledge about
Collaborative (engagement with
their own families and the novel, Me And My
others)
Family Tree by Joan Sweeney.
1. Collaborative Discussions in Class

Interpretative (comprehension and analysis

Interpretative (comprehension and
of written and spoken texts)
analysis of written and spoken texts)
1. Comprehend Visual and Writing Skills- Students
1. Students will comprehend different writing
will comprehend how to write by using different
skills when it comes to writing on their art
methods, such as visuals to create their own
project.
family tree.
2. Students will interpret different resources
2. Interpret Different Resources (Visuals)-Students
(visuals) they have studied in class and connect
will interpret different information they have
it to their own language development.
studied about families and connect them to their
own family when creating their own family tree.
Productive (creation of oral
presentations and written texts)
1. Students will follow verbal explanations and
physical demonstration of directions in order to Productive (creation of oral presentations
create their final art project, Me and My Family and written texts)
Tree and share them with the class. 1. Students will create their final art project about
their families in a family tree and share them with
the class.
Review and Assessment: What specific Student Reflection: How will you provide for
assessment tools are being used? student reflection on learning?
Whole-Group Assessment (Informal):
Teacher will observe discussions being held in Students will have the opportunity to verbally
class that lead to language development and share with their teacher and classmates about
which students participate in the teacher-led and what they have learned during this activity.
student-led discussions about families and the
novel read.

Individual Assessment (Formal):

While the students repost back, use the time to
take brief notes to include in anecdotal records.
Anecdotal records taken periodically over time
serve as rich descriptions of students verbal
communication progress and are important
additions in individual student portfolios
Teacher Reflection Extension:
What do you anticipate to be a problem for Based on data/evidence, what are the
specific students? next steps for future lessons? Provide
evidence for your answer.
ELD Objective
EL students may struggle to listen and comprehend After students verbally share what they
the steps required for the art activity, which have learned throughout this activity, I will
contains academic domain specific language. In reflect on the responses by answering the
addition, words and definitions will still most likely following questions:
be challenging to a few EL students.
1. How did this lesson help students
Content Objective extend their learning?
Students may struggle to correctly incorporate 2. How did this lesson help students
usage of their assigned vocabulary words and develop more of a language development
organize them into their family tree, which are toward their own learning?
required for this activity. 3. What strategy/strategies helped them?
Why?
What would likely go well? Why? 4. What did they learn from this lesson?
All students will likely benefit from this art activity 5. What did they learn from other students
since they will be able to apply their background presentations?
knowledge dealing with the vocabulary terms
identified throughout the topic and inform others Modifications will be made if needed
about families. In addition, EL students will most (vocabulary, etc.) in order to meet the
likely be successful when they create their tree needs of each student.
since they will learn how to follow model talk
received from the teacher who provides assistance
on choosing vocabulary words and spelling English
words. Lastly, students will enjoy working together
and interact successfully with their peers that lead
to less student anxiety.

In what area(s) would you like to develop

more proficiency?
In order to develop more proficiency during this
lesson, I would like to spend more time observing
students following the directions and determine the
sections that need to be remodeled. Also, ask
follow-up questions that students can answer by
demonstrating a part of the directions I have given
and modeled. Overall, students would benefit from
proficiency in completing their art project by
enabling students to work in a manner that is both
timely and efficient.

What theory or theorists would most strongly

support use of this strategy?
One theory that would most strongly support this
strategy would be, Language Acquisition Theory by
Leo van Lier, This theory explains how teachers and
learners must know what they are doing and why,
be consciously engaged, and reflect on the learning
process. Also, Krashens Hypotheses that explain
how students acquire the English language by how
it is used daily and used in a classroom setting.
Lastly, Theory Base of Instruction demonstrates
comprehensible input, verbal interaction,
contextualize language, reducing anxiety, and
provide active involvement opportunities.

Attach copy of student work

Completed family trees will be hung in the
classroom wall after students share their
information that connects to their vocabulary
words.
Growth Mindset Reflection- (completed
after the lesson)

http://michaelgr.com/2007/04/15/fixed-
mindset-vs-growth-mindset-which-one-
are-you/