Mini Lesson Ideas

by xtina1090
Last updated 7 years ago

Discipline:
Resources & Tools
Subject:
Lesson Planning
Grade:
1,2,3

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Mini Lesson Ideas

6+1 TraitsMini Lesson Ideas

Video of Word Choice Mini Lesson

Created by: Christina O'Connor

WORD CHOICE(1) - Read students Skippyjon Jones in the Dog House. Have students write a rhyme that includes information about the story. Focus on the rhyme on page 4 and rhymes at the end of the book. Review how word choice is important within writing, and how rhyming words make the story interesting.(2) - Have students do a “think aloud” to model for students the thought process that occurs when difficult text is being read. Read sentences or passages that contain unknown words. Stop to verbalize the thinking that occurs when difficult or confusing material is encountered. Students listen as the teacher thinks through the trouble spots. Pair studentsto practice the “think aloud” as theytake turns reading sentences orpassages and sharing their thoughts.

ORGANIZATIONDo the “stoplight writing” activity with your students. Use the colors of a stoplight for teaching how to organize writing and how it is organized in Skippyjon Jones. Green means go: give an introduction from Skippyjon Jones that “hooks” the reader. The students will find the introduction that says “Every morning, Skippyjon Jones woke up with the birds. And this did not please his mother at all.” Yellow means wait: a middle that is logically organized. The students will find the information in the middle such as his mother telling him to think about what it means to be a Siamese cat, and his trip to old Mexico. Red means stop: give the readers more details. The students will find more details such as the fun things he did with his new friends and what happened when he got home from his trip to old Mexico. Green at the end means go back: give an ending that wraps it all up and leaves the audience satisfied. The students will find the ending of the story that tells that Skippyjon Jones bounced on hisbed and admitted he forgets he’s a cat.

VOICEAfter reading Skippyjon Jones, open the book to the page that begins “The lecture went on and on, as usual. “You’ve got to do some serious thinking before you leave this room, Mr. Fuzzy Pants,” said his mother, “about just what it means to be a cat…” Reread the next 4 pages; asking students to pay attention to the difference in Mama Junebug jones’ voice and the voice of Skippyjon jones. Ask students to share their observations about how Schachner uses words and tone to express the personalities of these different characters. Also, Focuson how the words are written inthe story when Skippyjon Jonesis singing.

CONVENTIONS(1) - Show the book Skippyjon Jones on the projector screen. Show students page 6 where it says “But once he was alone, Skippyjon Jones began to bounce and bounce and bounce on his big-boy bed.” Ask students how the writing form is important to the passage. Ask students why the author wrote the word “BOUNCE” in bigger and bigger letters. Focus on how it shows that Skippyjon Jones bounced really high on his bed. Ask students if they can find other examples of words being bigger in the story. Ask students why the author wrote the words like that.(2) - Show the book Skippyjon Jones on the projector screen. Turn to page 7 and show the students the passage that says “HOLY GUACAMOLE!” exclaimed Skippyjon Jones. “What was that?” Assign the students different types of punctuations and ask them to write down how the author uses it within the text. Ask students how the type of punctuation assists the reader in understanding the text. Have studentscreate a sentence that uses their assignedpunctuation. Have students share their sentences and tell why they used the punctuation. This punctuation needs toshow the meaning of the overall text.

SENTENCE FLUENCYHave the students do a sentence stretching activity. Start with a short sentence or group of words from Skippyjon Jones in the Dog House. Pass it around a group of students. Each student must add or change one word to make the sentence more interesting. For example: Skippyjon Jones is a crazy cat.Skippyjon Jones is a crazy Siamese cat. Skippyjon Jones is a crazy, funny Siamese cat.

PRESENTATION(1) - You can have the students create illustrations that go with a piece of their own writing. The students can share with partners and guess what their partner’s story is about before reading it just by looking at the illustrations. Show students that colors, layout, etc. is important in presentation. (2) - Readers can become involved in the story by visualizing the scenes that take place throughout the book. Ask students to draw their own versions of the story action before seeing the real illustrations. Show students how illustrations allow the reader to become involved.

IDEAAfter reading Skippyjon Jones, ask students to think about an animal that acts as funny as Skippyjon Jones. The students will brainstorm ideas to create a list together. Ask students to act like they are the animal that is funny like Skippyjon Jones and write a response.

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