Mini Lesson Plan (SIOP Model)

Lesson Plan Title: Mini Lesson #7 - Imaging Honorio Gonzalez

Name: Grade Level: ELD Objectives: Date:

6 Gr.
ELA Language Standards for Grade Level

th

To encourage students to create images in their minds to support the understanding of concepts or problems to be solved (Herrell & Jordan, 2 !2".
ELD Language: #nglish ELD Content: To

6th Grade% The focus of the students in sixth grade is to read and analyze a wide range of literature from different times and cultures, with an increasing emphasis on analyzing informational text on gradelevel topics in all sixth-grade subject areas.
ELA Content Standards for Grade Level

verball$ prompt the students in creating mind%pictures that enables them to imagine a scene that is being described in a te&t or problem to be solved (Herrell & Jordan, 2 !2".

6th Grade% The focus of the students in sixth grade is to read and analyze a wide range of literature from different times and cultures, with an increasing emphasis on analyzing informational text on gradelevel topics in all sixth-grade subject areas.
"esearc# $ased Learning Strategies (provide te&t chapters/reference"

Materials

Ke !ocabular

'encil, paper, pictures, dra(ings, videos.

)maging, verbali*ation, imaging activit$, +irect ,ethod and -atural .pproach.

)maging can be used in a (ide variet$ of classroom situations (Herrell & Jordan, 2 !2, p. !0!".

All strategies %ill be researc# based and from one of t#e te&ts' (lease )rovide reference for eac#' Motivation strateg : +irect ,ethod and (2uilding 2ac3ground for #4+ 5tudents"

-atural .pproach (Hor(it*, 2 !1".

%) (ould begin to conduct in the target language, (hich is #nglish. %) (ould prepare the instructions for the lesson material for the class. %) (ould give the instructions to the class. %) (ould identif$ an area in the curriculum (here imaging could be applied to help the students.
(resentation* Learning Activities +Strateg Ste)s, +irect ,ethod and -atural .pproach (Hor(it*, (includes language and content ob6ectives, comprehensible input, strategies , interaction, feedbac3

2 !1".

%) (ould then introduce an imaging activit$ to the students to ma3e that curriculum more understandable. %) (ould then create mental picture through the (ords that ) (ould sa$ to the students. %.n e&ample being that that ) (ould have the students create a mental picture on a summar$ of a boo3 the$ 6ust read. %) (ould then as3 them to tell me in detail (hat the$ see in their mental picture based on (hat the$ read and imaged.
(ractice and A))lication +irect ,ethod and -atural .pproach (Hor(it*, (,eaningful activities, interaction, strategies, practice and application, feedbac3"

2 !1".

%) (ould then assess the students understanding and progress (ith the activit$ in the classroom. %) (ould also add technolog$ if it needed to be used to enhance the learning for this lesson. %) (ould then assign a similar activit$ for the students to do at home as home(or3 so that the$ could get better practice (ith this t$pe of activit$. %) (ould also as3 the parents to help their students (ith this activit$ so that the students could enhance their learning b$ having assistance in this activit$.

"evie% and Assessment: (7hat specific assessment tools are being used"

The assessment tools being used (ould be in ho( the students described their mental image and ho( ell the$ understood the concept of mental imaging. This is ho( the progress of the student (ould sho( in regards to this lesson and activit$. ) (ould also adapt m$ teaching st$le of the student needed help in a specific content or curriculum. The parent8s input (ould also be important for the student8s future educational goals.
E&tension: 7hat are $our ne&t steps for future lessons9

The ne&t steps (ould be to help the students to use more comple& imaging for areas in their class (or3 or pro6ects the$ needed help in. This (ould further the student8s 3no(ledge of mental imaging and its usage in class(or3. )t (ould also help me further develop future lesson of a similar nature for the classroom.
"eflection.#at do ou antici)ate to be a )roblem for s)ecific students/

ELD Objective%

That the students (ould not be able to e&pand (ritten sentences to include rich, descriptive language in their activities (Herrell & Jordan, 2 !2". The students (ould need to be able to (rite do(n (hat the$ sa( in their mental image in order for them to be able to verball$ do the same. Content Objective% That the students (ould not be able to illustrate literature based on their interpretation of the te&t (Herrell & Jordan, 2 !2". The students (ould need to be able to describe their mental image in order for them to participate in the class lesson.

.#at %ould li0el go %ell/ .# /

,ost of the students (ould be able to clearl$ describe their mental image. Those (ho need help (ith the concept of imaging, ) (ould further describe to them the process of imaging. Their interactions (ith their classmates (ould also help clarif$ ho( mental imaging (or3ed.
.#at %ould ou li0e to be more sure about/

The students that need help (ith their mental imaging to as3 for it from the teacher or their classmates. .lso, that the$ (ould be able to thoroughl$ describe their mental image. That the$ are prepared for more comple& class(or3 in the future and are able to appl$ mental imaging to this of needed. :inall$, that their rate of learning (ould remain stead$ (ith that of m$ lesson plans.
.#at t#eor or t#eorists %ould most strongl su))ort use of t#is strateg /

The theories that support this strateg$ are the natural approach and direct method. )n the natural approach, the students (ould participate in small group conversational activities (ith each other and follo( instructions given to them b$ the teacher to complete said activit$. )n the direct method, the$ give feedbac3 on the lessons. This is ho( these t(o theories support the current strateg$ and its current use.
.dd cop$ of student (or3