Mini Lesson Plan (3-Visual Scaffolding)

Lesson Plan Title: Parts of a House

Name: Amanda Forbes
Grade Level: 1

Date: 2/4/15

ELD Objectives:

ELA Language Standards for Grade Level

After the lesson, students in Grade 1 will identify the

lesson vocabulary words in writing and by
associating them with images, and present visual
representations of vocabulary in groups of six.
ELD Language Objective:
Students will repeat orally, selected parts of a house, work
in groups to find visual representations of these parts of a
house, and orally present their visual representations to the
class.
ELD Content Objective:
Students will learn select parts of a house and present
visual representations of the parts of a house to the class,
as a group.
Cog. Taxonomy/DOK Levels
DOK Level 1 Recall, recite, repeat, label
Level 2 Collect and display
Cog. Taxonomy Level Remembering, Understan
ding

Materials
Vocabulary visuals with words, visuals
without words powerpoint, oral presentation
rubric, computer/overhead and speakers to
play video :
https://www.youtube.com/watch?
v=1P4WUrOYUyk

Pre-Assessment: How will you determine

prior knowledge?
Good morning students! So, today we are
going to talk about houses. Have you ever
talked about houses before?
Possible student responses:
Yes, I live in a house.
Yes but I live in an apartment.
Etc.
Very good, well today we are going to
learn about some of the parts of a house!

1.0 Written and Oral English Language Conventions

-1.2 Identify and correctly use singular and plural nouns.
1.0 Listening and Speaking Strategies
- 1.1 Listening attentively.

ELA Content Standards for Grade Level

SL 1.1, 6
L.1.1,6
SL 1.4-6
ELD Standards (2014) that apply
Collaborative 1. Exchanging Information and Ideas
Emerging- contribute to conversations and express ideas by
asking and answering yes-no and wh- questions and responding
using gestures, words and simple phrases.
Expanding- Contribute to class, group and partner discussions by
listening attentively, following turn-taking rules, and asking and
answering questions.
Bridging- Contribute to class, group and partner discussions by
listening attentively, following turn-taking rules, and asking and
answering questions.
Productive 9. Presenting
Emerging- Plan and deliver very brief oral presentations.
Expanding- Plan and deliver brief oral presentations on a variety
of topics.
Bridging- Plan and deliver longer oral presentations on a variety of
topics in a variety of content areas.

Key Academic Vocabulary

House- a building in which a family lives
Roof- the top of a building
Window- an opening in a wall made of
glass
Door- the entrance to a room or building
Mailbox- a private box near a house in
which mail is placed
Garage- part of a building in which a car is
kept

Motivation Strategy: How will you catch

attention of students and focus their minds
on the learning goals?
The teacher will play a YouTube video that
shows cartoon illustrations of a house and
the parts of the house that will be used in
the lesson.
https://www.youtube.com/watch?
v=1P4WUrOYUyk

Research Based Learning Strategies

(provide text chapters/reference)
Horwitz Chapter 2
The Output Hypothesis Theory
Output is the language produced either
orally or in written form. The Output
Hypothesis emphasizes pushed or forced
output so that learners are encouraged to
produce increasingly complex and nativelike language (Horwitz 38).
This lesson forces students to produce
language orally through their presentation
to the class.
Real World Connection: How are learning
goals relevant to students lives?
The goals of this lesson are relevant to
students lives because they incorporate
learning parts of a house which students
will use as a vital part of their English
vocabulary. Many of these words can/should
be used on a daily basis, so it is relevant to
their lives that they know them properly.

Strategy 3 Visual Scaffolding

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.
Collaborative (engagement with others)

Collaborative 1. Exchanging Information and Ideas

Emerging- contribute to conversations and express
ideas by asking and
answering yes-no and wh- questions and responding
using gestures,
words and simple phrases.
Expanding- Contribute to class, group and partner
discussions by
listening attentively, following turn-taking rules, and
asking and
answering questions.
Bridging- Contribute to class, group and partner
discussions by listening
attentively, following turn-taking rules, and asking and
answering
questions.

Productive (creation of oral presentations and

written texts)

Productive 9. Presenting
Emerging- Plan and deliver very brief oral presentations.
Expanding- Plan and deliver brief oral presentations
on a variety of
topics.
Bridging- Plan and deliver longer oral presentations
on a variety of topics
in a variety of content areas.

Identify the Vocabulary

This lesson will focus on the basic parts of a house. The
teacher should include the vocabulary like house, roof,
window, door, mailbox, and garage.
Collect Visuals
The teacher should go online and collect age appropriate
visuals for each of the vocabulary words. The visuals with
labels will be printed and displayed on the board for
students to reference. The teacher should read the words
out loud while pointing to it and its image. The teacher
should then ask students to repeat the word to them out
loud.
Reproduce and Organize Visuals
The teacher will have created a PowerPoint presentation of
more visuals for each vocabulary word. While presenting
these images to the class, the teacher will have students
raise their hands to tell the teacher the name of the part of
a house.
Engage the Students
The teacher will instruct students to find more images of
the vocabulary words. They can look in books, magazines,
on the walls, or by using the classroom computers.
Students will be put into groups of 6, with each of the group
members finding one of the six vocabulary word visuals.
Students will then present their visuals to the rest of the
class.
Build the File
The teacher should choose some of the student chosen
visual representations of the vocabulary words, and add
these to either the printed file of visuals, or save them on

Students: Practice and Application

Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Collaborative (engagement with others)
1. Exchanging information and ideas through
oral collaborative conversations on a range of
social and academic topics.
Students participate in collaboration or engagement when
the teacher is showing visual representations of the
vocabulary words. Students will raise their hands to orally
state what vocabulary is represented by the image being
presented.
Students also engage with others during the group activity
in which students will find their own visual representations
of their vocabulary word.
Interpretative (comprehension and analysis of
written and spoken texts)
5. Listen actively to spoken English in a range of
social and academic contexts.
Students will have to comprehend and show comprehension
of the vocabulary words by finding visual representations of
them during the group activity.
Productive (creation of oral presentations and
written texts)
9.
Expressing information and ideas in
formal oral presentations
on academic topics.
Students will orally present their visual representations of
the vocabulary words in groups of 6.

the computer.

Review and Assessment: What specific assessment tools

are being used?

Student Reflection: How will you provide for student

reflection on learning?

The teacher will use an assessment rubric to monitor

progress for individual students regarding the oral
presentation activity.

After completing the lesson, the teacher will call all

students to the carpet area. The teacher should create a
conversation setting in which students can reflect on their
learning from the lesson.
Teacher: So students, what did we learn today?
Possible Student Response: Parts of a house.
Teacher: Right, we learned some of the parts of a house.
Who can remember some parts?
Possible Student Response: Door, window, garage, roof,
mailbox, etc.
Teacher: Exactly! Great job!
Teacher: Are there any other parts of a house you would
like us to learn
about?
Allow for students to give their input.

Teacher Reflection
What do you anticipate to be a problem for specific
students?

Extension:
Based on data/evidence, what are the next steps for future
lessons? Provide evidence for your answer.

ELD Objective
Some of the students may have difficulty in presenting their
visual representations to the class, particularly students
who struggle more with language and may be shy or
embarrassed to present.

This lesson should be followed up with a lesson on the

inner parts of a house. Students should be taught the
names of vital rooms of the house, because that is
also relevant vocabulary for EL students to know and
use on a daily basis.

What would likely go well? Why?

Students will likely enjoy the opening YouTube video and the
search for their own visual representations of vocabulary
words. I think that the search for visuals will go well
because in general students enjoy being allowed out of
their seats and moving around and being active participants
in learning. It also gives students the opportunity to be
creative and use any visual they want to correctly represent
their vocabulary word.
What theory or theorists would most strongly
support use of this strategy?
Constructivsim-The Output Hypothesis

Attach copy of student work