Mini Lesson Plan (SIOP Model)

Lesson Plan Title: Mini Lesson #2- Visual Scaffolding

Honorio Gonzalez
Name:
Grade Level: K

Date:

ELD Objectives:
For the students to be able to make a
connection to the language used in my
instruction displaying drawings and
photographs that would allow the students to
hear the words and therefore make a
connection to the visual images being
displayed thereby understanding the words
better (Herrell & Jordan, 2012).
ELD Language: English
ELD Content: The students will listen and
respond to the words and images that I show
them.
Materials
Drawings, photos, and videos
of object lesson.

ELA Language Standards for Grade Level

Kindergarten- For the students to listen and
respond to the oral communication in the lesson. To
understand and follow oral instruction given to them.
To also speak clearly to the instructions given to
them.
ELA Content Standards for Grade Level
Kindergarten- For the students to listen and
respond to the oral communication in the lesson. To
understand and follow oral instruction given to them.
To also speak clearly to the instructions given to
them.

Key Vocabulary
Natural Approach,
Communicative Language
Teaching, Proficiency-Oriented,
Think Alouds, Turn and talk,
Car, Truck, Fire, Baseball,
Soccer.

Research Based Learning

Strategies (provide text
chapters/reference)
Visual Scaffolding can be used
effectively at all grade levels
and across curricular areas
(Herrell & Jordan, 2012, p. 27).

All strategies will be research based and from one of the texts. Please provide reference for each.
Motivation strategy:
(Building Background for ELD Students) -Natural Approach, Communicative Language Teaching,
Proficiency Oriented (Horwitz, 2013).
-I would conduct the class in the target language.
-I would then prepare the lesson material for the class.
-I would then talk to the students for a minute getting them ready for the lesson.
-I would use gesture and point to image of a truck and have the students repeat after me.
Presentation/ Learning Activities - Natural Approach, Communicative Language Teaching,
Proficiency Oriented (Horwitz, 2013).
(includes language and content objectives, comprehensible input, strategies , interaction, feedback
-I would point my hand toward a picture of the word that I am saying and have the students
repeat after me.
-I would then have a student try to say the word represented in the image that I would hold.
-I would nicely correct them if they got the pronunciation wrong and encourage them nicely to try
again.
-I would then have the students try this as an exercise with each other so that they could get
more practice pronunciation and word association.
Practice and Application- Natural Approach, Communicative Language Teaching, Proficiency
Oriented (Horwitz, 2013).
(Meaningful activities, interaction, strategies, practice and application, feedback)
-I would use this as a practice exercise for the students so they can further develop their
language skills.
-I would encourage the students to do this at home with their parents.
-I would ask the parents to do this at home with their children.
-I would then ask the parents to give me feedback and on their childrens progress with this
excercise.

Review and Assessment: (What specific assessment tools are being used)
The assessments tools that are being used would be that of the progress that the students make with the
word associating and pronunciation lesson. The more progress being made the more words the students will
be able to learn and associate with in the lessons. If any students is having trouble I would help them and
adapt my teaching style in this lesson to fit their learning needs. The parents input would also be important in
the students learning and progress.
Extension:
What are your next steps for next lessons?
The next steps would be to continue to raise the complexity of the words being learned little by little. This
would help further the students knowledge of words and also help further develop future lessons of a similar
nature.
ReflectionWhat do you anticipate to be a problem for specific students?
A problem would be the rate at which those students learn and understand the lesson. If the
higher the complexity of the word, the longer it make take them for them to learn that word. I
would them help the students individually until they got the pronunciation of the word
correctly. Many students learn at different rates, so balancing each students individual needs
would be a challenge with that of the class as a whole.
What would likely go well?
The majority of students would be able to advance into more advance lessons. They would be
able to interact more though exercise lesson in the classroom. Their rate of learning would
remain steady with that of my lesson plan.
What would you like to be more sure about?
That the student would be able to learn at a steady pace but also retain that knowledge and
learning at the same time. For the student to advance to more advance lesson. This way their
educational learning could be expand further and further. For the students to be able to come
to me as often as possible if they need help with their learning.