Extended Mini-lesson Plans
Below is the lesson plan for my model mini-lesson. I’ve included the complete IRA/NCTE and Q.C.C. standards below so that you can see how I adapted them to fit the General and Specific Objectives. You do not have to do this on your lesson plan. Notice that you will have only one or possibly two General Objectives while you may have several Specific Objectives. The italicized text are instructions/explanations that shouldn’t appear on the lesson plan that your group turns in to me.
IRA/NCTE Objectives: 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
Georgia Q.C.C. Standards 8.1 Standard: Writes simple, compound, complex, and compound-complex sentences. Avoids run-on sentences and nonfunctional fragments. 8.11 Standard: Applies standard rules of capitalization and punctuation. 8.12 Standard: Spells frequently used words correctly and applies common spelling rules. 8.73 Standard: Applies grammatical and mechanical conventions to writing.
English 3260 Mini-lesson Plan
Subject: ENGLISH Grade: 8 QCC(s) 8.1,8.11, 8.12, 8.73
GENERAL OBJECTIVE(S): General Objectives should be written in a student-centered format using the joint NCTE/IRA objectives. (See attachment) Students will: 1. Adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. (#6)
SPECIFIC OBJECTIVES: Specific Objectives should be written in a student-centered format using the QCC's. Students will: 1. Write simple, compound, complex, and compound-complex sentences. Avoid run-on sentences and nonfunctional fragments. (#8.1) 2. Apply standard rules of capitalization and punctuation. (#8.11) 3. Spell frequently used words correctly and apply common spelling rules. (#8.12) 4. Apply grammatical and mechanical conventions to writing. (#8.73)
PROCEDURES: These are the things you will be doing to help students meet the specific objectives. The teacher will: 1. Use a handout and overhead to go over common editor’s marks. 2. Have students correct the punctuation and spelling on DOL lesson using Editor’s Marks. 3. Ask for volunteer to correct the DOL lesson on board using Editor’s Marks. 4. Have students turn in their DOL corrected DOL lessons. 5. Have students place Editor’s Marks Sheet in their writing notebooks. 6. Have students practice using Editor’s Marks in their peer-editing conferences.
CLOSING: The Closing should wrap-up/review the lesson and connect it to or preview the next lesson(s). Ask a volunteer to summarize what we learned today. Correct and add to the summary as needed. Preview peer- editing conferences and teacher editing conferences.
MATERIALS: All the materials you will need to conduct the lesson (i.e. magazines, scissors, VCR, video, pickled monkey feet, etc. 1. Handouts 2. Overheads of handouts 3. Overhead projector 4. Dry marker TEACHER NOTES: Teacher Notes include any notes you need for conducting mini-lessons, starter questions for starting and maintaining a discussion, notes for the chalk board, etc. Do not skimp in this area!!!! Please type your Teacher Notes.
Important Point(s):
Double spacing your drafts makes it easier for us to use the editor’s marks.
Sample lesson: Most people think of the blues as music, some people think of the
blues as poems about the singer’s lifes Blues singers choosed music
to express sorrow or worry instead of writeing about them troubleing
feelings.
Corrected lesson: Most people think of the blues as music; some people think of the
blues as poems about the singer’s lives. Blues singers choose music
to express sorrow or worry instead of writing about troubling
feelings.
See handouts.
SUPPLEMENTARY MATERIALS: *Handouts for that day’s lesson. Handout’s anything else you give to the students: See handouts and transparencies.
EVALUATION: Your mini-lesson must include some type of evaluation instrument that measures your students’ learning. Students’ DOL lessons and peer-editing sessions will be reviewed to make sure students are using editor’s marks correctly. Editor's Symbols
The following marks are standard editing marks. When I edit your final drafts, I will use these marks to let you know what needs to be corrected. I also want you to use these marks when you peer-edit a classmate’s writing. Please place this page in your writing notebook to use as a reference guide.
from: http://www.canton.k12.sd.us/Handbooks/Writers%20Handbook%203-5/p4.htm IRA/NCTE STANDARDS FOR THE ENGLISH LANGUAGE ARTS
The vision guiding these standards is that all students must have the opportunities and resources to develop the language skills they need to pursue life's goals and to participate fully as informed, productive members of society. These standards assume that literacy growth begins before children enter school as they experience and experiment with literacy activities--reading and writing, and associating spoken words with their graphic representations. Recognizing this fact, these standards encourage the development of curriculum and instruction that make productive use of the emerging literacy abilities that children bring to school. Furthermore, the standards provide ample room for the innovation and creativity essential to teaching and learning. They are not prescriptions for particular curriculum or instruction.
Although we present these standards as a list, we want to emphasize that they are not distinct and separable; they are, in fact, interrelated and should be considered as a whole.
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiencees for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Most people think of the blues as music, some people think of the blues as poems about the singer’s lifes Blues singers choosed music to express sorrow or worry instead of writeing about them troubleing feelings.