Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Lets Learn About Our Family Culture

Culture Studies

Name: Sandra De Loera Date: February 13 th, 2017

Grade Level: 4th

ELD Objectives: ELA Language Standards for Grade Level

After the mini lesson on Culture and California History, ELL
students in grade 4 will be able to understand the concepts
of a California history and students will create their own
personal family cultural timeline using CA history and
English vocabulary with 95% accuracy.
ELD Language Objective:
ELL students in grade 4 will listen actively to spoken
English, gestures, visuals, and demonstrations within an
academic context. Students will also use precise and
domain specific vocabulary to create their Cultural Family
Timeline.
ELD Content Objective:
ELL students in grade 4 will do research about their family
history using CA history and by talking to their family and
investigating. Students will also use domain-specific
vocabulary context that conveys a visual family timeline of
their own.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
Level 3: Contrast, Compare, Explain, Differentiate
L.4.2.Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.4.3.Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
S.4.1.Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 4 topics
and texts, building on others ideas and expressing their own clearly.
W.4.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
W.4.9.Draw evidence from literary or informational texts to support
analysis, reflection, and research
ELA Content Standards for Grade Level
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.3a. Choose words and phrases for effect.
L.4.1f. Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/two;
there/their). Choose words and phrases to convey ideas precisely.*
L.4.3b.Choose punctuation for effect.

ELD Standards (2014) that apply

Collaborative:
2. Interacting with others in written English in various communicative
forms (print, communicative
Interpretive:
5.Listening actively to spoken English in a range of social and academic
contexts
6.Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and
implicitly through language.
7.Evaluating how well writers and speakers use language to support
ideas and opinions with details or reasons depending on modality, text
type, purpose, audience, topic, and content area.
Productive:
9.Expressing information and ideas in formal oral presentations on
academic topics.
10.Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology.

Materials Key Academic Vocabulary Research Based Learning Strategies

Social Studies Textbook Culture (provide text chapters/reference)
Computer Family Culture Studies(50 Strategies)
Pencil Diversity Theory Base of Instruction
Paper Immigration o Provide Comprehensible
Notebook Occupations Input
Color pencils Generations o Increase Verbal Interaction
 Family Discussions
Pre-Assessment: How will you determine
prior knowledge?
Students will share what they already
know about their family culture in their
notebooks by writing about it at the
beginning to day. In their quick write
the students are to try and use as
many vocabulary words they possibly
can. They will get an extra point in
their writing for every vocabulary word
they use. When time is up for students
wring with their elbow partner in pairs
students will read their writing to one
another and also discuss what they
think that the vocabulary words mean.
Discussions will then follow the
proceeding activity they will do as part
of the lesson.
Motivation Strategy: How will you catch
attention of students and focus their minds
on the learning goals?
http://michaelgr.com/2007/04/1
5/fixed-mindset-vs-growth-
mindset-which-one-are-you/
After the students are done with their
writing and after the students have shared
with their elbow partner the teacher will
encourage students for each of them to
share something about their culture that
they can remember or that they have
learned from their families. As a class we
will go around and ask each student to
share one thing they would like about their
culture so we can learn. This will teach
students that we are all different and we
are a diverse class.
o Contextualize Language
o Reduce Anxiety
o Provide Active Involvement
Opportunities
Tapping into Prior Knowledge
(SDAIE)
Contextualize the Lesson Group
Discussion, Hands on Activities
(SDAIE)
Student to Student Interaction
(SDAIE)
Visualize-Organize (McEwan-
Adkins)
Real World Connection: How are learning
goals relevant to students lives?
The learning goals are relevant to students
lives because students are taking the
California History that we have learned in
class or any other CA history that they can
research on their own and relating it to their
own family cultural history by the years that
things have occurred. Students will
demonstrate this through a timeline they
will create on their own and they will talk to
family and investigate to see if they can
relate any family history to their own family
history.

All strategies will be research based and from one of
the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
1. Find an age-appropriate project: Choose a
project that is appropriate for the ages of your
students that supports the objectives for your grade
level. Examine the objectives in both social
sciences and language arts to determine ways to
integrate both curricular areas. (Students will do a
time-line integrating CA history and their family
cultural history)
2. Set up the goals and parameters: Identify the
purpose of the projects to be done and determine
whether the research and activities should be done
individually, in pairs, or in small groups.
3. Make expectations clear: Encourage students to
identify the main elements of a good project and
create a rubric or checklist based on their
suggestions.
RUBRIC
I made a visual to help me show what I learned.
My visual is large enough to see easily.
I have checked the spelling and grammar.
I have note cards prepared, which will help me
remember the main points I want to make.
I have included information in my report from
interviews of people in my generation, my parents
generation, and my grandparents generation.
I have included information in my report about the
main historical events that affected my family
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
1. During this time students do not do anything, the
teacher is the one that decides what project
students will be doing and what are the objectives
of the lesson.
2. The teacher will tell the students what are the goals
of this project and what is it that they must
accomplish by the end of the project. The students
will be told that they will have to do research on
California History and as well as discuss with their
family which can be parents, grandparents, aunts,
or uncles, or etc. to gather cultural history from
their family that they will be able to integrate with
one another.
3. The teacher will explain to students what she
expects of them and what she expects of them to
include in their project. The teacher will go over the
rubric with the students so they know what is
expected of them.
4. Students will be told to try their very best because
their parents will be seeing these projects because
they will be invited to the classroom and as well as
the principal and the vice principal will be invited as
well.
5. While students are working on their projects; while
they are doing the research and they are putting
them together the teacher will walk around to see if
any student needs help in their project because
every student is doing their own project. During
that time the teacher will be taking notes of every
student to see if they are working on what they are
 history.
I have included information in my report about the
changes in values and priorities from generation to
generation.
I have included interesting family stories in my
report so that the flavor of my cultural heritage is
evident.
My visual and note cards will be submitted to my
teacher at the conclusion of my report.
I have included at least 10 different dates in my
timeline.
4. Plan the culminating activity: Plan a celebration
involving school administrators and families so the
students can share their research results. (This can
be shown during back to school night and or parent
teacher conferences).
5. Assess student growth and progress: As
students are working on their projects, the teacher
has the opportunity to observe, record notes, and
document the students language interactions,
social language skills, and research strategies.
6. Add technology: Culture studies are perfect for
interacting with technology. Students can complete
a lot of their research using the Internet. (Students
can research or o their actual timeline online).
Collaborative (engagement with others)
Students will collaborate with one another when
they are sharing their quick writes that they have
done with their partners and students will also
listen to one another when they are sharing one
thing they have learned about their culture from
their family. Students will also then have the
opportunity to research together about California
history that they may want to integrate in their
time line.
Interpretative (comprehension and analysis of
written and spoken texts)
With the research that students do about California
history in their Social Studies textbooks and or from
the internet they will have to read and comprehend
the information they have read about and connect
dates from history to dates they have also learned
from their families culture and integrate them with
one another and display them in a time line.
Students during this time can be doing a sketch of a
timeline and or a rough draft to assist them when
making their actual project.
Productive (creation of oral presentations and
written texts)
As for the actual productive part of this project the
creation will be the time line in which students have
read over the rubric and know what is expected of
them to be included in their project.
Review and Assessment: What specific assessment tools
are being used?
Informal Assessment: The quick write they had at
the very beginning is a way that the students are
informally assessed. Also when students are
sharing about their own cultural history the teacher
is taking note of the student and they are being
informally assessed.
Formal Assessment: The formal assessment is
the final timeline project in which some students
will have done it online and then some students will
have done it on poster paper. The students will be
supposed to be doing.
6. Students will be using technology by doing their
research on the computers in which they will be
using the internet to research California history and
then students will also have the choice if they want
to do their timeline on a site that students are able
to create a time line and or they will also have the
choice if they want to do it on a poster paper or etc.
But students will be required to at least do some
research and form a practice timeline on a sheet of
paper before they start their final draft.
Collaborative (engagement with others)
Students will collaborate with one another when
they are sharing their quick writes with their elbow
partner. They will also be able to work with their
classmates when the students are researching
California history on the internet in the computer in
the computer lab.
Interpretative (comprehension and analysis of
written and spoken texts)
With the research that students do about California
history in their Social Studies textbooks and or from
the internet they will have to read and comprehend
the information they have read about and connect
dates from history to dates they have also learned
from their families culture and integrate them with
one another and display them in a time line.
Students during this time can be doing a sketch of a
timeline and or a rough draft to assist them when
making their actual project.
Productive (creation of oral presentations and
written texts)
Students will do a practice time line and after they
have their practice time line complete with at least
10 dates of California history that they are able to
relate to their own cultural history they will be able
to start their final project of their time line.
Student Reflection: How will you provide for student
reflection on learning?
For the student reflection I will be able to look at the
students timeline project and see what they have
learned. Because at the bottom of every date that
they put in their time line the student is
accountable for them to write at least one complete
sentence according to what they learned that
happened during that time period. Students will at
the end do another quick write about the project
telling the teacher what they learned about
 graded according to the rubric. California history in correlation with their family
cultural history. They will also tell the teacher if they
have enjoyed doing this project? Yes or no and why.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific Based on data/evidence, what are the next steps for
students? future lessons? Provide evidence for your answer.

ELD Objective
The reading of the research and putting together
the timeline when the students have to explain in a After students verbally share what they have learned
complete sentence will be difficult for the students throughout this activity, I will reflect on the responses by
to be able to put together because it has to be in answering the following questions:
the English Language.
Content Objective 1. How did this lesson help students extend their
The investigating of California history will be learning?
difficult for students because they might not be 2. How did this lesson help students develop more of a
familiar with the technology and or the students language development toward their own learning?
will even have more of a difficulty reading and 3. What strategy/strategies helped them? Why?
understanding the content they research because 4. What did they learn from this lesson?
they will need it translated. 5. What did they learn from other students
presentations?
What theory or theorists would most strongly
support use of this strategy? Modifications will be made if needed (vocabulary, etc.) in
One theory that would most strongly support this strategy order to meet the needs of each student.
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.

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 the part that this lesson engaged the
students home culture and family what they are
used too engaged the students in this lesson
because they are able to master something they
already know. The only problem they have in the
language barrier that they have but they will have
assistance from the teacher, peers, and technology
to assist them and since this is a project we will be
working on for a few days students will not feel
rushed.

2. Why do you think this particular activity/or

learning task prompted a GM?
I think this prompted a GM because it is something
the students are familiar with it and if their
families have gone through struggles they are able
to integrate it with CA history because there has
been many history from other countries coming
into the US in CA.

3. Mention students by name and describe specific

demonstrations of growth for language
learning.
Many students felt good sharing their cultural
experiences that they have learned from their
families with their peers because as a class we are
each learning from one another. Realizing that
everyone is different and our classroom is very
diverse.

4. How will you let students know they have

developed more GRIT / GM in learning a new
language?
Students will develop GRIT by sharing with the
class as a whole one thing that they have learned
from their family.

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?
One thing that I have seen in my class is that since
all the students are English Learners they are
always trying to help one another. Some have a
longer time here in the country so therefore, they
are a little more advanced than others, but one
amazing thing I have seen is that for the most par
the students try to help one another. Which is
amazing!

6. What did not work that you will change for next
lesson:
The project took longer than expected so I will
have to plan for the students to be working on
this project everyday during the school day and
also try to have students to some of it at home
so it will not take as long in the classroom.

7. Next steps based on analysis of this lesson:

Attach copy of student work

STUDENT WORK IS ATTACHED!!!