Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Culture Studies—Learning Research Skills and Valuing Home Cultures in
One Project
Culture Writing Project

Name: Dahiana Castellon Grade Level: 12th

ELD Objectives: ELA Language Standards for Grade Level

EL students in grade 12 will be able to use academic language to discuss W.11-12.2 Write informative/explanatory texts to examine and convey
orally and in writing. They will be able to clearly express their ideas and complex ideas, concepts, and information clearly and accurately through
opinions on a chosen topic. the effective selection, organization, and analysis of content.

ELD Language Objective:
EL students in grade 12 will be able to use academic language to clearly
demonstrate understanding about the chosen topic. Students will be able
to express their thoughts and opinions clearly.
ELD Content Objective:
EL students in grade 12 will be able to produce a written and oral project
about a culture of their own choosing.
Cog. Taxonomy/DOK Levels
W.11-12.2.b. Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
W.11-12.5. Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.11-12.6. Use technology, including the Internet, to produce, publish,
and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.

Level 1: Define, Label, Recognize

Level 2: Categorize, Organize, Construct ELA Content Standards for Grade Level
Level 3: Contrast, Compare, Explain, Differentiate
1.1 Select a focus when writing.
1.2 Use descriptive words when writing.

1.1 Write and speak in complete, coherent sentences.

1.2 Identify and correctly use singular and plural nouns.
1.3 Identify and correctly use contractions and singular possessive
pronouns in writing and speaking.
1.4 Distinguish between declarative, exclamatory, and interrogative
sentences.
1.5 Use a period, exclamation point, or question mark at the end of
sentences.

ELD Standards (2014) that apply

Collaborative:
Interacting with others in written English in various communicative form
(print, communicative technology and multimedia)

Adapting language choices to various contexts (based on task, purpose,

audience, and text type)

Interpretive:
Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through
language.

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

Writing literary and informational texts to present, describe, and explain

ideas and information, using appropriate technology.
 Justifying own arguments and evaluating others’ arguments in writing.

Materials Key Academic Vocabulary Research Based Learning Strategies (provide

- iPads or Chromebooks
- A list of example topics students can
choose from
- Paper
- Pens, Pencils, Markers, Colored Pencils
text chapters/reference)
Expository: Intended to explain or describe
something. - Culture Studies (50 Strategies)
- Hands on Activities (SDAIE)
Culture: The arts and other manifestations of - Prior Knowledge (SDAIE)
human intellectual achievement regarded - Student to Student interactions
collectively. (SDAIE)

Pre-Assessment: How will you determine prior
knowledge?
Student knowledge will be assessed from
previous work and lessons. Success and
engagement in previous lessons will determine
student success in this lesson.
Motivation Strategy: How will you catch
attention of students and focus their minds on
the learning goals?
I will present my own expository presentation
about a culture of my choosing. Students will be
able to interact and ask question after my
presentation.
Students will discuss unknown information with
one another and myself. Students will be given
the chance to choose their own topics.
Real World Connection: How are learning goals
relevant to students’ lives?
Students will be able to learn about a culture
different from their own. They will able to find
meaningful similarities between themselves and
people different from themselves.
Students will have the ability to combine skills to
produce an expository project.

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. Students will research and study a culture that is different from
1. I will present students with my own expository presentation their own.
about a culture. 2. Students will research on their iPads and Chromebooks.
2. Students will be able to ask questions and discuss after the 3. Students will write an expository paper to educate the teacher
presentation is over. about the culture.
3. We will discuss the similarities and differences in cultures. 4. The writing assignment will be used to create a visual project on
4. Students will share and discuss on new information with a group a poster board.
of students. 5. The poster board should be visually appealing and informative.
5. Students will write down and brainstorm cultures they’d like to 6. We will have a presentation day where groups will take turns
learn more about. viewing each project and asking the creators questions.
6. Students will share their ideas with one another in a group. 7. Students will be required to explain and answer questions about
7. Once they’ve shared, students will pick their top two choices their presentation.
and do a quick google search about each to determine which 8. Students will complete a short writing task about their
they’d like to study further. experience in completing the assignment.

Collaborative (engagement with others)

1. Students will collaborate with one another to brainstorm and

verbalize ideas. Collaborative (engagement with others)

Interpretative (comprehension and analysis of written and spoken texts) 2. Students will collaborate with one another to brainstorm and
verbalize ideas.
1. Students will research and interpret data and texts to inform
themselves on a culture/topic. Interpretative (comprehension and analysis of written and spoken texts)

Productive (creation of oral presentations and written texts) 2. Students will research and interpret data and texts to inform
themselves on a culture/topic.
 1. Students will produce a project to inform others on a
culture/topic. Productive (creation of oral presentations and written texts)

2. Students will produce a project to inform others on a

culture/topic.

Review and Assessment:
Student work will demonstrate an ability to produce and expository
presentation/project. I will assess student understanding by viewing the
project and considering previous student work.
Student Reflection: How will you provide for student reflection on
learning?
Students will complete a short writing task about their experience with
the assignment. I will give students the ability to give me feedback and to
state any areas in where they struggled to complete the task.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific students?
 ELD Objective: Students may struggle to incorporate academic
language in an appropriate ways.
 Content Objective: Students may have difficulty with producing a
well thought out project or may find it difficult to find credible
information.
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
Students will be able to incorporate previously learned skills. They will
also be able to further grow and expand their skills in each area:
writing, speaking, listening, and reading. Students’ projects will
demonstrate their understanding or need for further practice in each
of the areas.

What theory or theorists would most strongly support use of this

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?

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

prompted a GM?

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?

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