Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Syntax Surgery

Name: Sandra De Loera Date: 2/5/17

Grade Level: 3

ELD Objectives: ELA Language Standards for Grade Level

After the mini lesson on Syntax, ELL students in grade 3 will
be able to understand the concept of sentence structure
and students will be able to fix and or create their own
personal sentences with 95% accuracy.
ELD Language Objective:
ELL students in grade 3 will listen actively to spoken
English, gestures, visuals, and demonstrations within an
academic context. Students will also use precise and
domain examples in assisting them to be able to correct
and form sentences so they make sense.
ELD Content Objective:
ELL students in grade 3 will correct and write their own
sentences using domain-specific sentence structure context
that is comprehensible.
Cog. Taxonomy/DOK Levels
Level 1: Label, Recognize, Locating
Level 2: Understanding, Demonstrating
Level 3: Applying Knowledge, Differentiate
CCSS.ELALiteracy.L.3.1
Demonstratecommandoftheconventionsofstandard
Englishgrammarandusagewhenwritingorspeaking.
CCSS.ELALiteracy.L.3.1.a
Explainthefunctionofnouns,pronouns,verbs,
adjectives,andadverbsingeneralandtheirfunctionsin
particularsentences.
ELA Content Standards for Grade Level
*1.0WordAnalysis,Fluency,andSystematic
VocabularyDevelopment
Studentsunderstandthebasicfeaturesofreading.They
selectletterpatternsandknowhowtotranslatethem
intospokenlanguagebyusingphonics,syllabication,
andwordparts.
*1.0WrittenandOralEnglishLanguageConventions
Studentswriteandspeakwithacommandofstandard
Englishconventionsappropriatetothisgradelevel.
*1.0WritingStrategies
Studentswriteclearandcoherentsentencesand
paragraphsthatdevelopacentralidea.
ELD Standards (2014) that apply
Collaborative:
2. . Interacting with others in written English in various communicative
forms (print, communicative technology, and multimedia)
Structuring Cohesive Texts
1.Understanding text structure
2.Understanding cohesion

Materials Key Academic Vocabulary Research Based Learning

-Pocket Chart -Syntax: a strategy that Strategies (provide text
chapters/reference)
-Index Cards allows students to see -(50 Strategies) Syntax
-White Boards the relationship of Surgery
-Markers elements within a Theory Base of Instruction
-Scissors sentence that may be o Provide Comprehensible
Input
-Pencil confusing to understand. o Increase Verbal Interaction
- Noun: word to identify a o Contextualize Language
person, place, or thing. o Reduce Anxiety
-Verb: A word to describe o Provide Active Involvement
Opportunities
an action, state, or Tapping into Prior Knowledge
occurrence. (SDAIE)
-Subject: A person or Contextualize the Lesson Group
Discussion, Hands on Activities
thing that is being (SDAIE)
discussed. Student to Student Interaction
-Predicate: part of a (SDAIE)

Pre-Assessment: How will you determine
prior knowledge?
Students will cut out the sentence
strip. Therefore, they will cut every
word separately, then they will form
the sentence in the order that they
think that the sentence makes sense.
Discussions will then follow the activity
where modeled talk will be used to
explain the sentence structure and
why they think it makes sense in the
way they believe it makes sense to
them.
sentence or clause Visualize-Organize (McEwan-
Adkins)
containing a verb or
stating something about
the subject
Motivation Strategy: How will you catch Real World Connection: How are learning
attention of students and focus their minds goals relevant to students lives?
on the learning goals?
http://michaelgr.com/2007/04/1 -The learning goal for the students
5/fixed-mindset-vs-growth- is to be able to form sentences
mindset-which-one-are-you/ that are comprehensible. This will
benefit the students in their daily
-I will catch the attention of my lives because it will teach students
students by making my lesson a to be able to talk properly in a
hands on activity, in which at the manner that will make sense and
same time I will use my hands- on- that others will be able to
activity to pre-assess my students understand each other.
and see where they are. I believe
that by doing this activity it will
grasp the attention of my students
because they will be engaged in
the learning of the comprehension
of the sentence by forming the
sentence in the way that they
think they make sense.

All strategies will be research based and from one of
the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below.
1. Identify a problematic sentence: You can give
students a sentence that has or is causing difficulty.
Or it may be a sentence that a student has spoken
where the home language word order conflicts with
the English word order, or it may be a complex
sentence.
2. Write the sentence and initiate the surgery:
The teacher will have written the sentence on a
sentence strip and reread the sentence aloud with
the student or students involved in the speaking or
reading activity.
3. Rearrange the words: Rearrange the words in a
pocket chart or on the white board rail, on the
board, or the elmo projector in the correct English
sequence. During this time as the teacher you
would, reaffirm the students knowledge of the
home language by rebuilding the sentence in the
original order and say, This would be the right
order of the words in [other language].
4. Practice more sentences with the same
pattern: Write a few more sentences with the
same word pattern on sentence strips and have the
students read them along with you for additional
practice.
5. Delay the lesson if it would interrupt
communication: Be careful not to use this lesson
in a way that interrupts communication with the
student. If the message the student was conveying
was clear, respond to it modeling the correct
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
1. Students will identify sentences that they
have had a difficulty in their writing and that
they believe that it does not make sense.
2. Students will depict the sentence that they
believe that they need help with and they will
write the sentence again and then the
students will cut the words individually and
then try to organize them in the order that
they believe will make sense.
3. After the students have cut the sentence
separately by words, and the student is
rearranging the words in the order that they
think that makes the most sense.
4. We continued to practice more sentences that
students had written in which students have
had difficulty. Students were continuing to
practice rearranging sentences in order for
the sentences to be comprehensible.
5. Students are assessed to make sure that
they understood the material that was
presented to them.
 English syntax.
Collaborative (engagement with others)
1. Collaborative Discussions in Class
Interpretative (comprehension and analysis of
written and spoken texts)
1. Students will comprehend different writing skills
when it comes to writing their own sentences.
2. Students will interpret different resources (visuals)
they have studied in class and connect it to their own
written language development.
Productive (creation of oral presentations and
written texts)
1. Students will follow verbal explanations and physical
demonstration of directions in order to create their
sentences.
Review and Assessment: What specific assessment tools
are being used?
Whole Group Assessment (Informal):
Teacher will observe students difficulty in forming
sentences that makes sense when they are read out loud.
The assessment that is given to the students is when they
have cut out the words out from a sentence and
rearranging them in an order that they believe that makes
more sense. Each and every student is doing different
sentences that have had syntax issues, therefore, the
students will all be trying to rearrange different sentences
but they will all be doing the activity at the same time.
Individual Assessment (Formal):
Students will produce a well-developed quick write at the
beginning of class in which they will have to write a
paragraph that contains at least five sentences. They will
have to try there very best to form comprehensible
sentences that will make sense as the reader is reading.
The writing prompt that they will have to write about will be
about their family and or friends and the question will be:
What do you like to do on your free time with your friends
or family?
addition, students will be provided with a rubric for their
final product.
Teacher Reflection
What do you anticipate to be a problem for specific
students?
ELD Objective
- Some problems that I anticipate is that
students will not understand the language
therefore, they will need translations.
Content Objective
- A problem that I anticipate with the content
objective is that students will have is that student
will not know how to write in the English language
and therefore students will have trouble meeting
the objective.
Collaborative (engagement with others)
-Collaboratively decide what sentences were difficult
for the students and chose those sentences so
students are able to practice in organizing and
writing sentences that make sense.
Interpretative (comprehension and analysis of
written and spoken texts)
- Students are forming there sentences in which they
had difficulty by cutting out the words and then
rearranging them in the order that they believe that
makes more sense.
Productive (creation of oral presentations and
written texts)
- Students will continue practicing sentences until
the student realizes that he or she is getting better
at forming sentences that are comprehensible and
realizing that they do not have many syntax issues.
Student Reflection: How will you provide for student
reflection on learning?
Students will have the opportunity to verbally share their
sentences with their elbow partner. Each student will be
expected to share out loud their sentences with their
partner in the way that they have rearranged them. This
way it will help students because they will read them out
loud and they will notice it the sentence sounds funny and if
it does then they will re-think if they have to rearrange
them.
As for the individual assessment, students will also have the
opportunity to share with a partner. So together they will be
able to help each other , if they think any of there
sentences might have any syntax issues.
Extension:
Based on data/evidence, what are the next steps for
future lessons? Provide evidence for your answer.
After students verbally share what they have learned
throughout this activity, I will reflect on the responses by
answering the following questions:
1. How did this lesson help students extend their
learning?
2. How did this lesson help students develop more of a
language development toward their own learning?
3. What strategy/strategies helped them? Why?
4. What did they learn from this lesson?
5. What did they learn from other students
presentations?
 Modifications will be made if needed (vocabulary, etc.) in
order to meet the needs of each student.
What theory or theorists would most strongly
support use of this strategy?
One theory that would most strongly support this strategy
would be, Language Acquisition Theory by Leo van Lier,
This theory explains how teachers and learners must
know what they are doing and why, be consciously
engaged, and reflect on the learning process. Also,
Krashens Hypotheses that explain how students acquire
the English language by how it is used daily and used in a
classroom setting. Lastly, Theory Base of Instruction
demonstrates comprehensible input, verbal interaction,
contextualize language, reducing anxiety, and provide
active involvement opportunities.

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?
- I think that the part of the lesson that created a
growth mindset toward learning was the part that
the students had the opportunity to rearrange the
sentence by cutting out the words individually. I
think this would help children because by having
the students cutting the words it becomes easier
for the students just to rearrange the words as
many times as they have too until it makes sense
to them.

2. Why do you think this particular activity/or

learning task prompted a GM?
I think this learning activity prompted a GM because it was
engaging for students and it assisted students in the process
of their learning.
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?
I will let students know that they have developed GRIT
because they keep on trying to form a sentence to make
sense and be comprehensible until they think it sounds right.
The fact that the students do not give up and keep on trying
by rearranging the sentence around until the sentence makes
sentence demonstrates GRIT and a growth mindset.

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?
- I think the encouragement that you give students
creates a growth mindset as well because it
demonstrates to students that you grow as you
learn.
6. What did not work that you will change for next
lesson:
-I think the fact of giving every student a
different sentence was difficult because
everyone was on different topics. That it made
it hard when you had to go assist all students.

7. Next steps based on analysis of this lesson:

-The next step would be for students to write
maybe a short essay for them to develop writing
skills in their work.

Attach copy of student work

*STUDENT WORK ATTACHED