MINI LESSON - 02

R.KARTHICK M.A M.PHIL M.ED

Assistant Professor of English Education

Dr.Sivanthi Aditanar College of Education

                                                          Tiruchendur

A typically precedes reading workshop or writing workshop, but it can serve as an introduction to a social studies, science, or math lesson. Mini lessons can be used to teach particular skills, extend previous learning, create interest in a topic and generate questions, or introduce strategies. A mini lesson is a basic precursor to a bigger or broader topic. Trainee  may consider it a 'time filler' or a short lesson that can be taught in just a few minutes, but it can benefit the students in lessons to come.

For instance, you may teach a basic topic like fact versus opinion by sharing a variety of statements and having students tell you if the statement is fact or opinion. This practice may take only five minutes, but teaches a valuable lesson to the students and sets the foundation for further discussion of writing styles or reading concepts.

A mini lesson plan is an outline that describes what will be taught, how it will be taught, and what examples will be used. There are four basic sections: objective, method, checking for understanding, and applying knowledge.

• Objective - This is simply a statement that clarifies the goal of the activity. This helps you pinpoint what needs to be learned and keeps the material focused on the goal.
• Method - This is the activity or process you will use to explain the concept. It will be a brief, straightforward activity that requires little to no set-up time.
• Checking for understanding - During this phase, you will determine whether the students are comprehending the information and can apply what they have learned. This may be accomplished through practice, reciting, or asking questions.
• Applying knowledge - Students may grasp the material, but not understand the purpose in a real-life situation or in terms of their school work. The final step in a mini lesson is helping a student see how the material has an application. This helps solidify the value of the information.

For example, the fact versus opinion mini lesson plan could include the objective of teaching the difference between fact and opinion. The method for teaching the lesson would be defining fact and opinion, explaining the difference between the two, and giving examples. You would then check for understanding by offering a variety of statements that the students can evaluate as either opinions or facts.

Finally, you would explain how students will apply the new knowledge in real-life experiences. For example, the concept could be reviewed when discussing math problems, social studies lessons, and art. Math and social studies will likely be based on fact, while choices in art will be based more on personal opinion. Revisiting the concept in various formats demonstrates the usefulness of the information to the students.
MINI LESSON PLAN ASSIGNMENT

 Use this format as your template for completing all mini-lesson plans.

I.                   dentify this document: with your full name, date of lesson, host school, grade level and the subject for which the lesson is created.

II.                 Activity Title: indicate the topic to be taught

III.              Illinois Learning Standards: State learning or common core standards appropriate to the lesson, subject, and grade level. Include letters and numbers of appropriate benchmarks for each standard.

IV.              Learner Objective(s)/Learning Target(s): Explain what the students should know and be able to do upon completion of the mini-lesson. Clearly identify the knowledge and skills that they will acquire. Ensure that your students know what they will learn, why it is important to them and how it relates to their lives or their learning? Refer to Formal Lesson Plan for specifics in writing these. Learner Objectives/Targets must be must be specific and measurable. They maybe stated as Learner Objectives At the completion of this lesson students will be able to: 1. underline at the action verb is 15 sentences 2. color the parts of a cell common to all cells, when given a diagram of a cell OR as Learning Targets for the students to self-assess at the end of the lesson 1. I can identify action verbs in 15 sentences by underlining them. 2. I can color the parts of a cell that are common to all cells, when given a diagram of a cell.

V.                 Resources: List all resources used to create your lesson e.g., books, professional journal; specific websites, instructional materials and programs; school personnel; etc. Cite items properly using the APA format.

VI.             Materials needed for this lesson: List materials needed for students and teacher. Be sure they are readily available for the lesson. Materials Needed by the Teacher Materials Needed by the students SmartBoard Text book called….. timer Colored pencils VI. Teaching the Lesson/Instructional Methods: List activities you will use to deliver instruction. Include a script of what you will say and do in a step by step procedure. You should create windows of time for each component. a. Engagement/Anticipatory Set/Motivation: How will you will “hook” or motivate the class? What will you use to capture students’ attention and access their prior knowledge? State the objective either here or in the next section. Tell students how this lesson will help them either in their lives or in other curriculum. What will be said to introduce the activity? Include a script of what you will say and do. b. Content Introduction: How will you introduce and teach the concept, process, or skill to fulfill the objective(s)/learning target(s)? c. Explanation: List activities used to deliver instruction. d. Elaboration: Include a script of what you will say and do in a step by step procedure. e. Assessment/Evaluation: Check for understanding. How will you assess student learning? What objective measures and other assessment procedures will be employed to check for student understanding…throughout the lesson?

VII.            Closure: What will be done to end the lesson or transition to the next?

VIII.        Strategies for Learning and Management: What will be done to keep all students engaged and to maintain good classroom management? Ex. Proximity, Calling on all students, etc.

IX.              Reflection: Respond to the following statements about your lesson, instructional approach, and classroom management strategies: 1) What went well? 2) What did not work the way you hoped or what limitations occurred? 3) What would you do to improve this lesson? 4) Comments from the cooperating teacher regarding your teaching performance and lesson plan implementation. 5) Describe 1 goal for your next lesson and what you will do to attain these goals.