Advanced Mini-Lessons

1. Advanced Mini-Lessons MiniLessons That Pack a Punch

2. Norms Courtesy Collaborative Promote a sense of inquiry Frame meaningful questions Pay attention of self and others Assume positive intentions Be reflective • Be on time • Cell phones on silent, vibrate, or off • Be mindful of side-bar conversations • Focus on the task at hand

3. Today’s Outcomes • Participants will reflect and examine current teaching practices to analyze structures that are habitual and structures that are intentional. • Participants will write mini-lessons that are appropriately placed and connect to the larger body of work. • Participants will understand the significance of architectural integrity and will be able to design mini-lessons with this in mind.

4. Mini-Lessons That Pack a Punch have. . . • Intentional Discourse and Feedback (vs. Habitual) • Connectedness to the Larger Ideas of the Unit • Appropriate Placement • Architectural Integrity • Modeling

5. Conversation Patterns Traditional Conversation Pattern “Sea of Talk” Pattern of Conversation

6. Analysis of Discourse Mini Lesson – Authoring Ideas About Texts

7. Questions to ask while analyzing discourse . . . • Who is talking? • How does the conversation build? • What are the structures that are occurring? • Are there set procedures? • Teacher’s role? • Student’s role? • What is the tone? • Conversational Patterns?

8. Mini-Lessons That Pack a Punch have. . . • Intentional Discourse and Feedback (vs. habitual) • Connectedness to the Larger Ideas of the Unit • Appropriate Placement • Architectural Integrity • Modeling

9. Analyze Connectivity and Placement • What unit and/or unit goals might this mini lesson be a piece of? • Where in the sequence did this lesson take place? • What teaching has already happened prior to this one mini lesson? • What does she do to connect this mini lesson to something larger than this moment? Analyzing Point of View in Persuasive Texts

11. Mini-Lessons That Pack a Punch have. . . • Intentional Discourse and Feedback (vs. habitual) • Connectedness to the Larger Ideas of the unit • Appropriate Placement • Architectural Integrity • Modeling

12. Mini Lesson Look-Fors • Mini-lesson is focused, 10-15 minutes, and has a clear learning objective/teaching point. • The teacherconnects new learning to previous learning/ experiences. • There is one clear teaching point. • Theteachergives and gathers information through modelingand/or using literature. • Students have an opportunity to try out the new work during the mini-lesson (active engagement). • Discourse during active engagement is encouraged through turn and talk and/or written response. • Teacher ends the mini-lesson with a link. • Teaching/strategies are documented during the mini-lesson (ie. anchor chart). Students have continual access to expectations and strategies. • Mini-lesson connects to the written curriculum of the given unit.

14. Analyzing Architecture Teach Students to Use Domain- Specific Vocabulary Within Information Writing

15. Mini-Lessons That Pack a Punch have. . . • Intentional Discourse and Feedback (vs. habitual) • Connectedness to the Larger Ideas of the unit • Appropriate Placement • Architectural Integrity • Modeling

16. Modeling Mini Lesson: Reading to Reteach to our Partner

17. Analyzing Modeling

18. Mini-Lessons That Pack a Punch have. . . • Intentional Discourse and Feedback (vs. habitual) • Connectedness to the Larger Ideas of the unit • Appropriate Placement • Architectural Integrity • Modeling

19. Try it Out Writing Mini Lessons

20. Exit Slips