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
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.
