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Culture & Language

Module 9 Mini-Lesson Template


Handout 4

Culture & Language Mini-Lesson Template


PART I
Lesson topic/content area: Who am I? / Occupation
Vocabulary
BDI strategy used: Vocabulary Quilt
Language Objective: define, list and tell the words.
Content Objective: Reproduce written and orally the
words and apply the meaning with them using verb to be
forming sentences.
Materials for lesson: chart paper sheets, markers and
pencils.

Activation: A Canvas of Opportunity:


Before the Lesson

(Informing Instruction)
Directions:

Teacher writes on the board eight vocabulary words based


on occupations:

1) Lawyer 2)Blacksmith 3) Seamstress 4) Tailor 5)Waitress


6) Waiter 7)Clerk 8) Salesperson

Divide students in teams of four, and give each team a sheet of


paper and a marker.

Students draw eight boxes on chart paper to create the quilt.

Have students write each vocabulary word on each box of the


quilt.

Explain to everyone that they are going to write and draw the
meaning on their native language. Give them 3 5 min. to do so.
2016 Kansas State University, CIMA

Culture & Language

Module 9 Mini-Lesson Template


Handout 4

Students talk about their associations with the meaning.

Connections: The Broad & Narrow


Strokes of Learning: During the Lesson

(Formative Assessment)
Directions:

Each team of students post on the wall their quilt.

Give to each student an index card to write new


information as they see and walk around the classroom
looking the other quilts.

The teacher reads an article about occupations around the


world.

Students underline the words in the text that are related


to the meaning.

Students circle the words or drawings on their quilt that best


describe the meaning.

Affirming: A Gallery of Understanding: After


the Lesson
(Summative Assessment of Student Learning)
Directions:

Assign each group one or two vocabulary words and have


them to generate their own definition.

Have students share the definitions with the class so


everyone can have them.

Write sentences using each word to describe your family


occupations.

Talk to your partner to introduce your family members


occupation.

PART II:
2016 Kansas State University, CIMA

Culture & Language

Module 9 Mini-Lesson Template


Handout 4

Describe how the following levels of the Accommodation


Readiness Spiral (ARS) play a role in this sample minilesson, AND why they must be considered.
Level 1: Readiness for Critical Reflection:
We are engaged to take into account our students background
knowledge and we adapt our lesson plan according to the context
of the students, which is why we chose these words as part of the
vocabulary to learn since those vocabulary words are very
popular in students context.
We identify students background knowledge with each drawing
they do this is where we check if they had prior knowledge. With
these first activities we detect if we are going on the right
direction and how deep can we get.
Level 2: Readiness for Students and Families:
In this activity we can gather information about the students
family educational background. Also, we address students
relevant and meaningful information on their context, because
they shared personal facts.
Within this task we can acknowledge students personality and
learning styles, also we learn about students emotions on their
family members.
Level 3: Environmental Readiness:
We provide a healthy classroom environment and we give to
students the material to complete the task. Besides we follow the
instructional program and we encourage respect and tolerance
among them.
Within this activity we engage students to interact using
collaborative work and we make sure that the classroom is clean,
well - organized and the light is good.
Level 4: Curricular Readiness:

2016 Kansas State University, CIMA

Culture & Language

Module 9 Mini-Lesson Template


Handout 4

Level 5: Programming and Instructional Readiness:

2016 Kansas State University, CIMA