SampleMini-Lesson21
Create a math and science or social studies mini-lesson. If possible, incorporate math, science, and social studies. Use the attached Mini-Lesson Sample to complete this assignment. Make sure you use your textbooks to complete this comprehensive assignment.
Mini Lesson Components
Template, CACD, Tufts University 2004
Bring the class back together to discuss how the mini lesson affected student
writing. (This is not a time for students to share their writing with the class
and have peers respond. The group wrap-up should relate to the mini
lesson, a previous mini lesson, a craft well done, a mentor text that helped…
and focus on the process of writing, not necessarily the product.)
This is a quick opportunity for students to practice what was taught, “give
it a try”, a time for the teacher to listen for understanding, to clear up
misconceptions, to interject lean, efficient prompts that scaffold students
through the steps of what needs to be done to lift the quality of what they
are doing.
Teach. Model what you are teaching them, demonstrate the strategy, explain
and show an example… At this time, the teaching point should be clear to
students. (This is not a time for questions and answers, but a time time for
explicit teaching.)
What will you need to teach the lesson. What will your students need for
the lesson and during independent writing time?
Remind students of the teaching point, and how it can be used in their
independent writing. (Some students may not be at the point where the mini
lesson will fit into their writing today, but should be encouraged to add it to
their “toolbox” for future use.)
Materials
Gather materials, mentor texts…
This is a time to put today’s work in context of ongoing work, and explicitly
name what is being taught today. The teaching point should be something
students will be able to use often in their writing. (How does the lesson
relate to what your students already know about writing? How does it relate
to what they have already done in Writer’s Workshop?)
What is the ONE thing you want to teach the class today? The teaching
point should be clear and focused, and be a point you hope students will
carry with them not only today, but in the future.
Group Wrap Up
Restate the teaching point. Ask:
Did you try what was taught? Did
it work for you? How will it affect
your future writing?
Independent Practice
Remind students how the teaching
point can be used in independent
writing. (There should be a link
between the mini lesson and the
students’ independent writing
lives.)
Guided Practice
Ask them to try it out with a
partner, or with you for a few
minutes. Now try it out with a
partner…
Explicit Instruction
Tell them what you will teach
today. Today I’m going to teach
you…
Show them exactly how to do it.
Watch me do it., or Let’s take a
look at how (author) does this
when s/he writes…
Connection
Tell them what you taught the
previous lesson. The last writer’s
workshop, we learned how to…
Mini Lesson Topic
Name the teaching point.
