Mini Lesson Plan 3
Lesson Plan Title: Polygons and Coordinate plane
Communication Games
Section III language development
Name: Claudia Bravo
Grade Level: 6th
ELD Objectives:
After the mini lesson on graphing polygons, ELL
students in grade 6 will be able to understand the
concept of graphing in a coordinate plane.
ELD Language Objective:
ELL students in grade 6 will listen actively to spoken
English, directions, descriptions, and coordinate
locations within an academic context. Students will also
use precise and domain specific vocabulary to graph
polygons
ELD Content Objective:
ELL students in grade 2 will write about their family
using domain-specific vocabulary context that conveys a
visual family tree of their own.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
Level 3: Contrast, Compare, Explain, Differentiate
Date: 03/09/17
ELA Language Standards for Grade Level
CCSS.MATH.CONTENT.6.G.A.3
Draw polygons in the coordinate plane given
coordinates for the vertices; use coordinates to find the
length of a side joining points with the same first
coordinate or the same second coordinate. Apply these
techniques in the context of solving real-world and
mathematical problems.
ELA Content Standards for Grade Level
1.0 Listening and Speaking Strategies
1.1 Determine the purpose or purposes of listening
(e.g., to obtain information, to solve problems, for
enjoyment).
1.2 Ask for clarification and explanation of stories and
ideas.
1.3 Paraphrase information that has been shared orally
by others.
1.4 Give and follow three- and four-step oral
directions.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others
through oral collaborative conversations on a range of
social and academic topics.
Interpretive
5. Listening actively to spoken English in a range of
social and academic contexts.
Productive
12. Selecting and applying varied and precise
vocabulary and language structures to effectively
convey ideas.
 Materials
Graph paper with coordinate planes
showing x and y-axis
Clear protector one per student
Dry erase markers
Rulers
Overhead
Pre-Assessment: How will you
determine prior knowledge?
I will make a KWL chart on chart
paper, while students make their own on
paper. I will have them fill out the k part
of the chart and turn it in.
Key Academic Vocabulary
1. Coordinate plane-
2. X and y-axis
3. Coordinates
4. Point
5. Polygons
6. Line segment
7. Ray
8. Parallel lines
9. Perpendicular lines
10. Intersecting lines
Motivation Strategy: How
will you catch attention of
students and focus their
minds on the learning goals?
I will tell students that this
will be a very fun activity in
wich they will learn to graph
whihc will lead to higher
math.
Research Based Learning Strategies
(provide text chapters/reference)
communication games (50
Strategies)
Theory Base of Instruction
o Provide Comprehensible Input
o Increase Verbal Interaction
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?
Students will learn how to follow verbal
and visual instructions while creating
their family tree. Modeled talk will be
helpful in lowering students anxiety
because they know and can respond to
what is expected from them. This
serves as an important function for
when teachers in the future use it
consistently and increases the
opportunities for ELLs to interact
successfully with their peers and it
builds feelings of community within the
classroom, which leads to greater
academic learning.
All strategies will be research based and from one of Students: Practice and Application
the texts. Please provide reference for each. 1. Students will gather in pairs and share what they
already know about families.
Teacher: Presentation/ Learning Activities (Strategy 2. Students will come together to the front of the
Steps) classroom in order to listen and engage with the novel.
1. Assign students to sit in pairs and share what they 3. Students will follow the teachers gestures,
already know about their families. visuals, and demonstrations in order to understand the
2. Gather students to the front of the classroom and story.
read, Me and My Family Tree by Joan Sweeny. 4. Students will share what they read.
3. While reading the novel use gestures, visuals, and 5. Students will be introduced to the language
demonstrations to explain the story. development strategy, which is to follow instructions
4. After reading the novel ask students to share what and create a family tree.
they read. 6. Students will be able to see the teacher model
5. The teacher will introduce the art activity, Me the essential strategy in order to help support them as
and My Family Tree, which connects to the topic the they practice and apply the strategy in a meaning-based
class is studying. context.
6. Modeled Talk Strategy 7. Students will gather around their group tables
Students will be given the topic, Me and My and begin their art project.
Family Tree 8. Students will practice how to model the
Teacher will introduce the art piece that the instructions presented and use English vocabulary to
students will create complete the task.
Teacher will demonstrate each step as he/she talks 9. Students will be reminded on what to do at each
about it of their group tables since they have visuals to follow in
Teacher will post a visual with drawings and case they forget.
demonstrate what to first, second, third, etc. 10. Students will receive help from their teacher at
After the demonstration, the teacher refers to the the Writing Center by using interactive writing in order
visual and asks one of the students to tell her what to do to practice writing words describing family.
at each step. 11. Students will share their completed family tree
7. Have students gather around their group tables with the class after they have gathered and organized
and begin creating. their materials to complete the task.
8. Each group table is carefully modeled and key
English vocabulary is taught and practiced. ____________________________________________
9. Students will be reminded on what to do at each __________________
of their group tables since there are visuals available to Collaborative (engagement with others)
remind them in case they forget. 1. Collaborative Discussions in Class- Students will
10. Teacher will be able to work with small groups discuss their background knowledge about explorers.
of students at the Writing Center using interactive
writing to teach them how to write words describing Interpretative (comprehension and analysis of
family. written and spoken texts)
11. Students will be asked to gather and organize 1. Comprehend Visual and Writing Skills- Students will
their materials to complete the task and share their
completed family tree with the class.
_____________________________________________
_______________
Collaborative (engagement with others)
1. Collaborative Discussions in Class
comprehend how to write by using different methods,
such as visuals to research their own explorer.
2. Interpret Different Resources (Visuals)-Students will
interpret different information they have studied about
explorer and connect them to their own family when
creating their own family tree.

Interpretative (comprehension and analysis of Productive (creation of oral presentations and

written and spoken texts) written texts)
1. Students will comprehend different writing skills 1. Students will create their final art project about their
when it comes to writing on their art project. families in a family tree and share them with the class.
2. Students will interpret different resources (visuals)
they have studied in class and connect it to their own
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 final
art project,

Review and Assessment: What specific assessment Student Reflection: How will you provide for student
tools are being used? reflection on learning?
Whole-Group Assessment (Informal):
Teacher will observe discussions being held in class that Students will have the opportunity to verbally share
lead to language development and which students with their teacher and classmates about what they have
participate in the teacher-led and student-led discussions learned during this activity. For example, what they
about explorers. found interesting about the novel they read and how it
can relate to their own family. In addition, any other
Individual Assessment (Formal): comments about their family trees that can extend their
Students will produce a well-developed family tree language and academic development.
about their families that will be graded on organization,
following directions, and effort. Students will be
assessed on their ability to follow verbal explanations
and physical demonstrations from the teacher. In
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
EL students may struggle to listen and comprehend the
steps required for the art activity, which contains
academic domain specific language. In addition, words
and definitions will still most likely be challenging to a
few EL students.
Content Objective
Students may struggle to correctly incorporate usage of
their assigned vocabulary words and organize them into
their family tree, which are required for this activity.
What would likely go well? Why?
All students will likely benefit from this art activity since
they will be able to apply their background knowledge
dealing with the vocabulary terms identified throughout
the topic and inform others about families. In addition,
EL students will most likely be successful when they
create their tree since they will learn how to follow model
talk received from the teacher who provides assistance on
choosing vocabulary words and spelling English words.
Lastly, students will enjoy working together and interact
successfully with their peers that lead to less student
anxiety.
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.

In what area(s) would you like to develop more

proficiency?
In order to develop more proficiency during this lesson, I
would like to spend more time observing students
following the directions and determine the sections that
need to be remodeled. Also, ask follow-up questions that
students can answer by demonstrating a part of the
directions I have given and modeled. Overall, students
would benefit from proficiency in completing their
project by enabling students to work in a manner that is
both timely and efficient.
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.

Attach copy of student work

Completed family trees will be hung in the classroom
wall after students share their information that connects to
their vocabulary words.

Growth Mindset Reflection- (completed after the

lesson)

http://michaelgr.com/2007/04/15/fixed-mindset-vs-
growth-mindset-which-one-are-you/