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Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Collecting and Processing Words #7


Making Vocabulary Your Own

Name: Dahiana Castellon Date: January 29, 2018 Grade Level: 12

ELD Objectives: ELA Language Standards for Grade Level


After mini lesson on vocabulary journaling, students will be able to SL.11-12.1. Initiate and participate effectively in a range of collaborative
identify synonyms to new words. Students will be able to use vocabulary discussions (one-on-one, in groups, and teacher-led) with diverse partners
words correctly and use vocabulary journal to chart unknown words. on grades 11-12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
ELD Language Objective: RL.11-12.4. Determine the meaning of words and phrases as they are used
ELL students in grade 12 will be able to listen attentively to stories and in the text, including figurative and connotative meanings.
information and identify information and identify important details and L.11-12.1. Demonstrate command of the conventions of standard English
concepts by using both verbal and nonverbal responses. grammar and usage when writing or speaking.
RH.11-12.4. Determine the meaning of words and phrases as they are
ELD Content Objective: used in a text, including analyzing how an author uses and refines the
ELL students in grade 12 will be able to identify unknown vocabulary meaning of a key term over the course of a text.
words and terms. Students will be able to document words in vocabulary ELA Content Standards for Grade Level
journal during all reading activities presented in class. 1.0 Listening actively to spoken English in a range of social and academic
contexts.
Cog. Taxonomy/DOK Levels 2.0 Evaluating how well writers and speakers use language to support
Level 1: Define, Label, Recognize ideas and arguments with details or evidence depending on modality,
Level 2: Categorize, Organize, Construct text type, purpose, audience, topic, and content area.
Level 3: Contrast, Compare, Explain, Differentiate 3.0 Analyzing how writers and speakers use vocabulary and other
language resources for specific purposes (to explain, persuade,
entertain, etc.) depending on modality, text type, purpose, audience,
topic, and content area.
ELD Standards (2014) that apply
Collaborative:
1.Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics.

Interpretive:
8.Analyzing how writers and speakers use vocabulary and other language
resources for specific purposes (to explain, persuade, entertain, etc.)
depending on modality, text type, purpose, audience, topic, and content
area.

Productive:
9.Expressing information and ideas in formal oral presentations on
academic topics.

Materials Key Academic Vocabulary Research Based Learning Strategies (provide


- Highlighters, Markers, Pens/Pencil - Journal: a daily record of news and text chapters/reference)
- Composition Notebook/Journal events of personal nature; a diary - Making Vocabulary Your Own (50
- Current Reading Material (ex. Romeo - Document: record (something) in Strategies) pg. 52
and Juliet) written, photographic, or other form. - Prior Knowledge (SDAIE)
- Dictionary - Synonym: a word or phrase that - Student/Student Interaction (SDAIE)
- Thesaurus means exactly or nearly the same as
another word or phrase in the same
language.
- Antonym: a word opposite in meaning
to another.
- Define: state or describe exactly the
nature, scope, or meaning of.
- Predict: to say or estimate that (a
specific thing) will happen in the
future or will be a consequence of
meaning.
Pre-Assessment: How will you determine prior Motivation Strategy: How will you catch Real World Connection: How are learning goals
knowledge? attention of students and focus their minds on relevant to students’ lives?
the learning goals?
Students will complete a short questionnaire Students will learn to communicate effectively
about the story/book we are reading in class. I The teacher will read story to the class using with others in English. They will master methods
will include questions about vocabulary terms visual aids and illustrations. While reading, the to discovering new vocabulary terms. Students
and reading comprehension. This will be teacher will use real life examples and will know how to find definitions, synonyms, and
completed on a Friday before introducing illustrations to connect content with student antonyms to unknown words and new
reading to the class. I will determine how much I experiences. Teacher will also lead class in vocabulary terms. Students will be able to
will incorporate vocabulary journal depending discussion about relevant issues and topics identify new words in any reading presented in
on the assessment. The less the students know, brought up in the book being discussed. The class and how to define those terms. ELL
the more I will incorporate vocabulary journal teacher will also incorporate relevant resources students will be able to participate in class
into daily activities. to further support the reading and content discussions about unknown and new vocabulary
presented in class. This can be done using terms.
videos, graphics, and other tools.

All strategies will be research based and from one of the texts. Please Students: Practice and Application
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)
1. Teacher will present the book/story to students. We will discuss 1. Students will work in same small groups to document the listed
the plot and make inferences depending on our discussion and words gathered as a class.
prior knowledge. 2. They will use a dictionary and thesaurus to identify the true
2. Students will be given a photocopy of the reading—this way definition of the word.
students can write on and take notes on the page provided. 3. Students will discuss whether the class inferences were accurate.
3. Students will read a portion of the story that I have selected, in
4. Students will keep journals until we conclude the book/story.
small groups that I have pre-determined. (I will include ELL
5. Journals will be used to collect vocabulary terms and will be
students and non-ELL students in small groups).
used with readings.
4. Students will take turns reading aloud.
5. While reading, students will highlight unknown words and make
notes of what they think they mean according to the context.
Collaborative (engagement with others)
6. When students complete the reading, we will discuss what
1. Students will discuss with peers about inferred word definitions
words were discovered.
according to context of the reading materials and prior
7. Teacher will then make a list of the words and make a note of
knowledge.
how many students highlighted those words.
8. We will discuss our inferences of words’ definitions, and share
Interpretative (comprehension and analysis of written and spoken texts)
the ones we think fit best according to context and prior
1. Students will comprehend knew words by gathering them into a
knowledge.
vocabulary journal.
2. Students will determine the accuracy of their inferences and the
Collaborative (engagement with others)
class’ inferences.
1. Collaborate with reading and sharing in class discussions.
Productive (creation of oral presentations and written texts)
Interpretative (comprehension and analysis of written and spoken texts)
1. Students will keep the vocabulary journals to strengthen their
1. Students will identify unknown words and predict their meaning
vocabulary skills.
according to context and prior knowledge.
2. Students will continue to reproduce this activity to discover new
2. Students will evaluate other students inferred definition and
words and terms.
decide which is most appropriate or close to actual definition of
the word.

Productive (creation of oral presentations and written texts)


1. Students will document unknown words in their vocabulary
journals.
2. Students will be able to use the words in both written and verbal
forms.

Review and Assessment: What specific assessment tools are being used? Student Reflection: How will you provide for student reflection on
learning?
Review: Students will discuss the book covered in class and bring up
important plot details and use of words. We will use vocabulary journal to Students will be able to share their thoughts on the reading. They will be
review the story development and mood of the author. able to share positive and negative thoughts about the characters, plot,
and story. However, they will have to provide reasoning to their
Assessment: Students will produce a short essay/summary of the reading opinions/thoughts.
and incorporate words from vocabulary journal. Students will be able to
use the journals when producing their essay, they will be graded and
assessed for using words correctly.

Teacher Reflection Extension:


What do you anticipate to be a problem for specific students? Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
 ELD Objective
El students may struggle with listing unknown words. They may After students complete their first vocabulary journal they will have a
also struggle with comprehending instructions and the actual good idea of what I require of them with this activity. I will allow them
reading materials. Students may also struggle to pick and choose to lead themselves in this assignment for future readings and
words they want to include in their list. assignments that may include new words.

 Content Objective - Students will be able to take charge of their assignment and
Students may struggle with identifying words that they want to list continue to use a growth mindset to complete their work.
for their vocabulary journals. They may also struggle with - I will see the quality of their work by reading the essays they
organizing the journal in a way that will be helpful to them. produce at the end of the reading assignments.

I will accommodate this lesson according to student output. If students


are able to produce a vocabulary journal independently, I will allow
them to have more independence with it. Students can lead discussions
What theory or theorists would most strongly support use of this and read aloud as a class instead of small groups.
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?
Students have to discuss with peers and teacher about what they
liked or did not like about the story. In order to achieve this,
students have to use language that will allow their opinion to be
understood. They will be motivated to express themselves and
opinions in a way that they will be understood.

2. Why do you think this particular activity/or learning task


prompted a GM?
This activity allows students to see that if they do not know a word
or particular term, they are be able to use resources and prior
knowledge to find the meaning and apply it to their knowledge. EL
students and others will gain the confidence to research unknown
elements to a story to discover answers. This will give confidence
for future assignments and/or content areas in and out of school.

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 will display their essays and commend them for the work
produced. I will encourage them to use their new knowledge in
future assignments.

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