Mini-Lessons,+Schedule+and+Directions

Carrie Sam Raquel Sharon Darren Miranda Mariluz
 * Schedule...**
 * Mini-Lesson Presentation, March 28 - Paper Due April 4 **

Debra Audrey Alex Courtney Brittany Emily Rae Maria
 * Mini-Lesson Presentation, April 4 - Paper Due April 11 **

Megan Alana Danielle John Georgina Rachel Alia Alix
 * Mini-Lesson Presentation, April 11 - Paper Due April 18 **

Choose a short work of literature that can be read/viewed in ten minutes or less. It can be a poem, a story, a picture book, an article, or an essay.
 * Directions **
 * //Before Teaching the Lesson…//**

Select one of the strategies/lessons from //Mini-Lessons for Literature Circles// and use it as the basis for your lesson you will teach. Adapt the strategy to fit the piece of literature you’ve chosen, the amount of time you have, and your goal(s). **You are free to alter the strategy as much as you would like, but you are to build a** ** THIRTY- MINUTE lesson around the work you’ve chosen, using a lesson from the book as a basis.** //The thirty-minutes should include the time it takes your “students” to read/view the piece.// Prepare a written lesson plan that includes the following elements: Be sure to rehearse!
 * **Your goal(s) or objective(s**) – What do you want your students to learn?
 * In general, you should focus on one or more of the following goals, but you can adapt or change these to accommodate your lesson and what you hope to achieve:
 * helping readers explore human experience through the work
 * helping readers deepen their understanding/comprehension of the work
 * helping readers enjoy and appreciate the work
 * helping readers understand their own reading process, i.e., how they made meaning from the piece
 * **Your procedure, step-by-step, in detail**…
 * Remember, this is based on a mini lesson from the Daniels’s book…you have to explain which lesson it is, as well as provide a rationale of why you chose this lesson and this text.
 * You need to include a rationale for the text you used. Why this piece? What makes it work with the lesson?
 * **A copy of the piece of literature you taught** – if it is a film clip, you will need to include the exact scene number, as well as clear, written description of the scene – this is separate from your paper.

Relax and teach your lesson. At the end of your teaching session, be sure everyone fills out a response form, which will be provided. You should also complete a form on yourself immediately after your lesson while it is still fresh in your mind. Upon completion of your lesson, write a 4-5 page analysis of how you believe it went. Include your thoughts of what you believe went well, what you would change in the future, as well as what your “students” stated about the lesson (reflection sheets). Consider also what Daniels and Steineke stated about the strategy – did it work the same as described by them? Did any of the “What Can Go Wrong” things happen to you? Your mini-lesson will be evaluated according to the following criteria:
 * //Your Teaching Day…//**
 * //Following the Lesson//…**
 * Turn in all four parts** – (1) lesson plan, (2) copy of the literature or description of scene, (3) response forms, and (4) your written analysis **the week following your presentation**.
 * Did you select a piece of literature that is appropriate to the setting, and did you provide a clear rationale for your choice?
 * Did you use a strategy appropriate to the piece of literature, as well as from the Daniels and Steineke book?
 * Did you include the comments of your peers in your analysis?
 * Is your lesson plan clear, coherent, and complete?
 * Is your analysis about the experience thoughtful?