Mini Lesson Form
Name _____________________ Content _____________________ Grade _______________________
Topic
Pete the Cat Lesson
Targets – Content and/or Process
Reading- I can discover elements of an author
and/or illustrators style, focusing on repetition.
Writing- I can use repetition in my writing to show
the importance of a message.
Type of Mini-Lesson
Author’s Craft
(T) Targeted Group
Middle School ELA Teachers
(T) Materials
Pete the Cat I love my White Shoes
MLK- ”I Have a Dream”
Maya Angelou- “Still I Rise”
President Obama- 2008 acceptance speech
Poe-“The Raven”
(T) Introduce the Lesson
(I do)
Today we are going to learn about . . . It is
important to know . . . Knowing this will help you
when. . .
(T) Discuss, Think-aloud and Model the Process
(I do)
Today we are going to learn about how repetition
in a text can be used to emphasize a message.
This information will help your fluency as a reader,
and help you determine the author’s message. It
will strengthen your writing by giving you an
additional strategy to emphasize your message.
Think aloud Pete the Cat I love my White Shoes
Teacher: Think aloud about the different elements
the author uses. Example: punctuation, repetition,
rhythm, questioning, prediction, font, mood,
texture. (Author’s craft). Emphasize how repetition
helps you discover the meaning given on the last
page of the book.
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Modified using Mini-lesson form by Moley, P. (Rev. 2013)
This think aloud is primarily for teachers to model
their thinking process as a reader.
Engage Students
(I do, you help/we do together)
Text: “Still I Rise” by Maya Angelou
Next we will look at another text (mentor text) for
examples of repetition. We will do this together.
(Consider an introduction to Maya Agelou. Preread by going over vocabulary and observing the
structure of the poem.)
Use chart paper
Learning target-reminder:
Reading- I can discover elements of an author’s
style or craft, especially repetition.
Writing- I can use repetition in my writing to add
meaning and show the importance of my message.
(S) Apply the Process
(Guided Practice)
[you do (students can work together in pairs or
alone) I observe, I help if needed]
(Do not skip this step)
Text: MLK - “I Have a Dream”
Students: Students examine the text for examples
of how the author uses repetition to emphasize a
point. They discover the meaning of the repeated
phrase (s) and why it is used. (This is a text rich in
vocabulary and will require a glossary. Background
information regarding MLK and the Civil Rights
movement will be important.)
Teacher: Teacher will observe students and help
where needed, teacher will also identify students
who are struggling with the target.
(T & S) Chart Our Learning – What did we learn
today about . . . .
(you do, I help)
Co-Constructed anchor chart
(T & S) Discuss how the strategy, skill, literary
device, etc., helps the reader/how supports
reading. Co-construct an anchor chart about what
is learned; how it will help us as readers/writers;
how we do it.
(you do, I help)
Answer: How will this information help us
become better readers?
What did we learn today?
Students can then copy the information from
the anchor chart into their notebooks/notes.
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Modified using Mini-lesson form by Moley, P. (Rev. 2013)
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Modified using Mini-lesson form by Moley, P. (Rev. 2013)
Text: Poe- “The Raven” or President Obama’s
Speech
Practice
Guided Instruction
Pull small groups as needed to scaffold learning.
Pair-share, Partner discussion
Learning Target:
Reading- I can discover elements of an author’s
style, especially the use of repetition and how it
adds to the importance of the message.
Formative Assessment
What do I want them to know?
How will I know if they know it?
What will I do with those who do not know
it?
Assessment: Exit Ticket
Reflection-Students can self-assess their level of
understanding.
Transition this lesson into a mini lesson on writing using a piece of your own writing.
Students will look for places where the target can further or improve their own writing.
Writing- I can use repetition in my writing to
show the importance of a message.
How does this connect to writing?
Learning target
(T) Introduce the Lesson
(I do)
Today we are going to learn about . . . It is
important to know . . . Knowing this will help
you when. . .
Today we will use repetition in our writing to
show the importance of message.
Knowing how to do this will strengthen your
writing and help to establish a message.
Revisit/review anchor chart from previous
lesson.
(T) Discuss, Write-aloud and Model the Process
(I do)
Use a piece of your writing or a student’s
writing to think aloud where and how to
establish repetition to strengthen the message.
Mini Lesson (see above)
(I do, you help/we do together)
Choose another example to co-construct with
the class.
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Modified using Mini-lesson form by Moley, P. (Rev. 2013)
(S) Apply the Process
(Guided Writing)
[you do (students can work together in pairs or
alone) I observe, I help if needed]
(Do not skip this step)
Assist small groups. Individual conferences
with students about their writing. Students are
individually writing applying the new skill.
During this time, you will pull in the group
that had difficulty with the target in the
previous lesson.
Teacher Reflection:
What standard does the lesson address?
What lessons might you create beginning with Pete the Cat or the other texts presented that meet
your writing or reading targets?
Thinking about your mini-lessons, are there pieces of the process that you are currently missing
or might conduct differently?
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Modified using Mini-lesson form by Moley, P. (Rev. 2013)