Mini Lesson Plan (SIOP Model)

Lesson Plan Title: Mini Lesson #8 Repetition and Innovation Honorio Gonzalez
Name: Grade Level: Date:

7 Gr.
ELA Language Standards for Grade Level

th

To use a piece of text in several different ways to reinforce understanding and the gradual integration of the texts vocabulary and concepts into the speaking and writing vocabulary of the students (Herrell !ordan" #$%#&.
ELD Objectives: ELD Language: 'nglish ELD Content: (or

7th Grade* The focus for the seventh grade for the students is that the three important emphases of the CCSS in reading are text complexity, a balance between literature and informational text, and an integrated approach to instruction.
ELA Content Standards for Grade Level

the text to be introduced and explored in )ultiple )odes with the students finally rewriting the text to create an innovation on the original (Herrell !ordan" #$%#&.

7th Grade* The focus for the seventh grade for the students is that the three important emphases of the CCSS in reading are text complexity, a balance between literature and informational text, and an integrated approach to instruction.
"esearc# $ased Learning Strategies (provide text chapters/reference&

Materials

Ke !ocabular

+aper" pencil" videos" pictures

,ultiple learning )odes" -irect )ethod" .atural approach" and +roficiency*oriented instruction.

0epetition and 1nnovation strategies provide students with )ultiple opportunities to learn new concepts (Herrell !ordan" #$%#" p. #$2&.

All strategies %ill be researc# based and from one of t#e te&ts' (lease )rovide reference for eac#' Motivation strateg : -irect )ethod" .atural (4uilding 4ackground for '5- 6tudents&

approach" and +roficiency*oriented instruction (Horwit3" #$%2&.

*1 would begin to conduct the class in 'nglish. *1 would then prepare the lesson )aterial for the class. *1 would then give the instructions on the lesson to the class. *1 would then choose a book that will sustain the interest of the class for )ultiple readings.
(resentation* Learning Activities +Strateg Ste)s,

-irect )ethod" .atural approach" and +roficiency*oriented

instruction (Horwit3" #$%2&.

(includes language and content ob7ectives" co)prehensible input" strategies " interaction" feedback

*1 would then explore the story structure of the book together with class and help the) understand it. *1 would have the students explore the patterns of the story by substituting so)e of the words and play with the words. *1 would then have the students" after identifying the pattern of the story8 )ake an alternate text or book by illustrating it on paper and collecting those papers to for) the book. *The students would then create an innovation of the book by creating a chart. *9n exa)ple being how students can write scripts as innovations on their focus book and the enact)ents of the scripts are videotaped" (Herrell !ordan" #$%#&.
(ractice and A))lication

-irect )ethod" .atural approach" and +roficiency*oriented instruction (Horwit3"

#$%2&.
(,eaningful activities" interaction" strategies" practice and application" feedback&

*1 would then as practice" have the students create a new version of the sa)e book with the sa)e

pattern. *1 would encourage the students to do this activity at ho)e as ho)ework. *1 would keep track of the students progress with this activity this way. *1 would also ask the parents to give )e feedback on their childrens progress with this exercise.
"evie% and Assessment: (:hat specific assess)ent tools are being used&

The assess)ent tools being used for this would be in how the students use the repetition and innovation strategy in other classwork. The student would show progress with this strategy of it was correctly applied for si)ilar future lessons. 1 would also adapt )y teaching style to future lessons since it would so)eti)es be re;uired of )e with the students. The students learning and progress would also be of great i)portance to the parents who) 1 would keep infor)ed of.
E&tension: :hat are your next steps for future lessons<

The next steps would be to continue to raise the co)plexity of the lessons being learned and taught by )e a bit at a ti)e. This would further the students knowledge of the repetition and innovation strategy. 1t would also help further develop future lessons of a si)ilar nature.
"eflection.#at do ou antici)ate to be a )roblem for s)ecific students/

ELD Objective*

9 proble) would be that the students wouldnt be able to write a se;uel for a fa)iliar story or si)ilar book they read and analy3ed (Herrell !ordan" #$%#&. The students would need to know how to do this in order for the) to be able to write another version of the sa)e story" since this would be part of the lesson that they would need to know how to do. Content Objective*9nother proble) would be that the students would not be able to write a for)ula poe) based on the fa)iliar story or book they read and analy3ed (Herrell !ordan" #$%#&. The students would need to know how to do this in order for the) to be able to write another version of the sa)e story" since this would be part of the lesson that they would need to know how to do.

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

The )a7ority of the students would be able to progress into )ore advance lesson dealing with repetition and innovation. They would be able to interact )ore though the exercise lesson in the classroo) with fellow students. Their rate of learning would re)ain at the sa)e pace with that of the class.
.#at %ould ou li0e to be more sure about/

That the students would be able to learn at a steady pace but also retain the knowledge and learning of the lesson at the sa)e ti)e. (or the students to advance to )ore advance lessons. This way their educational learning could be expand further and further. (or the students to be able to co)e to )e as often as possible if they need help with their learning.
.#at t#eor or t#eorists %ould most strongl su))ort use of t#is strateg /

The theories that support this strategy are the natural approach" direct )ethod" and proficiency* oriented instruction. 1n the natural approach" the students would participate in s)all group conversational activities with each other and follow instructions given to the) by the teacher to co)plete said activity. 1n the direct )ethod" they reply back to the ;uestions and give feedback on the lesson. 1n the proficient*oriented )ethod" the students would co)plete exercises that have to do with gra))ar and listen to the explanations on the gra))ar. This is how these three theories support the current strategy and its current use.

9dd copy of student work