Mini Lesson Plan (SIOP Model)

Lesson Plan Title: Mini Lesson #1 Communication Games

Honorio Gonzalez
Name:
Grade Level:

Date:
st

1 Gr.

For the students to be able to use

activities set up for instruction in the classroom to create
opportunities and purposes for verbal communication
practice through this strategy (Herrell & Jordan, 2012).
ELD Objectives:

ELD Language:

English

The students will use the activities set

up in their classroom to use for verbal communication
practice.
ELD Content:

1st
Grade- For the students to master the first-grade English
language arts, the students need to practice decoding
skills. Also, for the students develop comprehension
skills, the students need exposure to a variety of highquality literature and informational texts.
ELA Language Standards for Grade Level

ELA Content Standards for Grade Level

For the students to master the first-grade English

language arts, the students need to practice decoding
skills. Also, for the students develop comprehension
skills, the students need exposure to a variety of highquality literature and informational texts.

Materials

Key Vocabulary

Screen (Barrier), Chairs

Barrier Games, Natural

Approach, Communicative
Language Teaching, Listening
instructions

Research Based Learning

Strategies (provide text
chapters/reference)

Communication games can

be used at many grade levels
and across all curricular
areas (Herrell & Jordan, 2012,
p. 139).

All strategies will be research based and from one of the texts. Please provide reference for each.
Motivation strategy: Natural Approach,
(Building Background for ELD Students)

Communicative Language Teaching (Horwitz, 2013).

- I would prepare to conduct the class activity in English.

-I would prepare the set up the activities for the classroom.
-I would prepare the students with instructions for the lesson in the activities in the
classroom.
-The students would then start the activities in the classroom.
Presentation/ Learning Activities (Strategy Steps)

Natural Approach, Communicative

Language Teaching (Horwitz, 2013).

(includes language and content objectives, comprehensible input, strategies , interaction, feedback

-The lesson would be conducted in the following manner:

-Two students would site next to each other in chairs separated by a screen.
-One student would verbally convey given instructions for completing a task to a second
student, who would complete said task.
-One student would have colored shapes that need to go in a certain order.
-The other student would have a chart, which would detail how the colored shapes need to
go. The student would then give oral instructions on how the colored shapes need to be
arranged to the student with the colored shapes.
Practice and Application

2013).

Natural Approach, Communicative Language Teaching (Horwitz,

(Meaningful activities, interaction, strategies, practice and application, feedback)

-I would have the students do these types of activities so that they could practice their
English verbal communication skills through a fun activity.
-The students would use their listening skills and verbal directions in these types of
activities.
-The students practice their English skills at home with activities like these with their
parents.
-I would ask the parents to give me feedback on their childrens progress with their English
communication skills.
Review and Assessment: (What specific assessment tools are being used)

The assessment tool being used would be in how well the students carried out the
instructions given to them to complete the activity. These would help determine how far
their English communication skills have developed. The way in which the students
completed the activities would help me adapt my teaching style to the individually needs of
the student in how they needed to further develop their English communication skills. The
parents input would also determining in how I prepared my teaching style to the students
need.
Extension:
What are your next steps for future lessons?

The next steps would be to prepare more complex activities of a similar nature to the one
described above. This would further help develop the students communication skills while
engaging in these activities with fellow students.
ReflectionWhat do you anticipate to be a problem for specific students?

In how those students would read or convey the instructions for

completing the activity to the other student. Also in how the other student would
verbally understand the instructions given to them to complete the activity.

ELD Objective-

Content Objective-

In how the students understood the instructions I had given to

them to complete the activity given to them. Also in how they used their English
communication skills to complete the activity.

What would likely go well? Why?

The majority of the students would be able to complete the activity and advance to more
complex activities. Their English communication skills would be at the level of the
activity that they would be doing. Their rate of learning their communication skills would
be to that of their needed level and grade and of my lesson plan.
What would you like to be more sure about?

That the students would be able to develop their English communications at a steady
pace akin to their grade level. For the students to be able to properly use their
communication skills in the classroom activities. This way their communication skills
would develop even further. For the students to be able to practice their communication
skills as often as they could.
What theory or theorists would most strongly support use of this strategy?

The theory that supports this strategy would be the natural approach and the
communicative language teaching. In the natural approach, the students would
participate in small group conversational activities with each other and follow

instructions given to them by the teacher to complete said activity. In the communicative
language teaching, the students would similarly do the same as in the natural approach.
These two theories are similar in how they support the strategy above.

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