Mini Lesson Plan EDU 536 (Based on SIOP Model)
Lesson Plan Title: Repeated Reading—Using Script Writing and Reader’s Theatre #12
Reader’s Theatre
Name: Dahiana Castellon
ELD Objectives:
ELD students in grade 12 will be able to use content words and vocabulary
while reading text aloud.
ELD Language Objective:
ELD students in grade 12 will be able to read fluently aloud using content
vocabulary and academic language.
ELD Content Objective:
ELD students in grade 12 will be able to use and understand content that
is read and written in this assignment.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
Level 3: Contrast, Compare, Explain, Differentiate
Materials
- Copies of “Tell-Tale Heart” by Edgar
Allen Poe
- Highlighters, Pens, Pencils
- Chromebooks or iPads
- Scratch Paper
- Props and Costumes
Pre-Assessment: How will you determine prior
knowledge?
Student knowledge will be determined
according to previous lesson engagement.
Students have experienced this reading with the
Grade Level: 12th
ELA Language Standards for Grade Level
SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating
a command of formal English when indicated or appropriate.
ELA Content Standards for Grade Level
1.1 Demonstrate control of grammar, diction, and paragraph and
sentence structure and an understanding of English usage.
1.2 Produce legible work that shows accurate spelling and correct
punctuation and capitalization.
1.3 Reflect appropriate manuscript requirements in writing.
ELD Standards (2014) that apply
Collaborative:
Exchange information and ideas with others through oral collaborative
discussions on a range of social and academic topics.
Interpretive:
Listening actively to spoken English in a range of social and academic
contexts.
Analyzing how writers and speakers use language to support ideas and
arguments with details or evidence depending on modality, text type,
purpose, audience, topic, and content area.
Productive:
Expressing information and ideas in formal oral presentations on academic
topics.
Selecting and applying varied and precise vocabulary and other language
resources to effectively convey ideas.
Key Academic Vocabulary Research Based Learning Strategies (provide
text chapters/reference)
Theatre: The activity or profession of acting in,
producing, directing, or writing plays. A play or - 50 Strategies- #12
other activity or presentation considered in - Tapping into Prior Knowledge (SDAIE)
terms of its dramatic quality. - Student to Student Interaction (SDAIE)
- Hands on Activities (SDAIE)
Script: The written text of a play, movie, or
broadcast.
Summarize: Give a brief statement of the main
points of (something).
Motivation Strategy: How will you catch Real World Connection: How are learning goals
attention of students and focus their minds on relevant to students’ lives?
the learning goals?
Students are learning to engage with a text. They
Students will be motivated to complete and are practicing their summarizing skills and
participate in assignment by first viewing speaking skills. They will be able to practice
teacher in previous lesson about listening. This is examples done by previous classes (YouTube).
an extension lesson. This lesson will be
personalized to student abilities according to Students get excited to recreate YouTube videos
previous lesson’s assessment. and activities. I will use this tool to engage my
students in the lesson’s activity.
All strategies will be research based and from one of the texts. Please
provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
1. Students will review the short story, “Tell-Tale Heart,” by Edgar
Allen Poe.
2. Students will highlight main parts, ideas, and events of the text.
3. Students will be instructed to summarize and re-tell the story in
a way that will be informative and entertaining.
4. Students will have to script the story and act it out in front of the
class.
5. All students must have some kind of spoken part in the
recreation of the story.
6. All students are encouraged to tell the story in a new creative
way. The tone of the story can change but the actual story line
should stay the same.
7. Students will perform their creation and view all other group
presentations.
8. Each presentation should not exceed 15 minutes but they will
not be any less than 7 minutes.
Collaborative (engagement with others)
1. Students will collaborate with one another to complete the
assignment and other tasks.
Interpretative (comprehension and analysis of written and spoken texts)
1. Students will interpret text and re-tell the story creatively and
accurately.
2. Students will verbally re-tell the story through acting and story
telling.
Productive (creation of oral presentations and written texts)
1. Students will produce a presentation to demonstrate their ability
to re-tell the story they have been working on.
Review and Assessment: What specific assessment tools are being used?
Students will be assessed by their scripts and performance. They must
demonstrate and understanding for the text and its main idea by the way
they re-tell the story. Students will be assessed by peer reviews as well,
these will be submitted anonymously to make sure all students
participated in the assignment. This will give me insight to see if EL
students actively participated in collaboration process.
verbal skills in a safe and fun environment where
the activities are not to be taken too seriously.
This assignment is meant to get the students
comfortable with speaking in front of peers and
teachers.
Students: Practice and Application
1. Students will read the text and collaborate with one another to
re-tell the story through acting.
2. Students will utilize technology to create a script to use for their
assignment.
3. They will focus on using target words and phrases to re-tell the
story accurately.
4. Students will practice their presentation and collaborate with
one another to improve or revise their scripts.
5. Students will present and watch their peers’ presentations.
6. Each group will analyze all other presentations and verbally give
feedback on each presentation, together as a group.
Collaborative (engagement with others)
2. Students will collaborate with one another to complete the
assignment and other tasks.
Interpretative (comprehension and analysis of written and spoken texts)
3. Students will interpret text and re-tell the story creatively and
accurately.
4. Students will verbally re-tell the story through acting and story
telling.
Productive (creation of oral presentations and written texts)
2. Students will produce a presentation to demonstrate their ability
to re-tell the story they have been working on.
Student Reflection: How will you provide for student reflection on
learning?
Students will be able to reflect on their performance and script and submit
any ways to improve them. This will allow them to develop their critical
thinking skills and will allow them to edit and revise their own work after
they have had time to see other ideas and examples. It will allow them to
incorporate new ideas to their own.
Teacher Reflection
What do you anticipate to be a problem for specific students?
 ELD Objective: Students may struggle to speak aloud or participate
in the lesson verbally.
 Content Objective: Students may have difficulty completing tasks
because of confusion or misunderstanding the text.
Extension:
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
Students will be able to practice presentation and communication skills
through this lesson. They will be able to develop these skills with similar
assignments. I will be able to determine how often and how much
practice they need in this area based on their performances and
participation is this assignment.

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