INSTRUCTIONAL STRATEGY MINILESSON PLAN TEMPLATE

PRELIMINARY INFORMATION
Teacher-Learner(s) name(s): Olivia Simpson and James Minilesson Title: Sketching Through the Text
Johnson

Date developed: March 5, 2017 Content area and discipline: Geometry

Targeted Grade Level: 4th Period/time/estimated duration: 15-20

minutes

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING MINILESSON PLAN

ELEMENTS**

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE MINILESSON [Simply list all
materials you/students will use.]

Students will be provided a worksheet, textbook, newsprint, tape, and pencils/pens

CENTRAL FOCUS [What is the LITERACY INSTRUCTIONAL STRATEGY being modeled in support of
content-area learning? What strategy will you be guiding students to use? What
reading/writing/listening/speaking/visualizing/hands-on doing strategy will students practice together and
alone? Explain.)

Sketching My Way Through the Text: Visualize Meaning. This is a hands-on strategy to help students
visualize the math concepts of different lines that they are reading about. This strategy should be used
during reading to construct understanding, then after to analyze, and evaluate the text. When they are
complete they will be given an opportunity to come in front of the class and present their work.

JUSTIFICATION/RATIONALE for your plan [Why are you teaching this minilesson to this group of learners?
How is the central focus of the minilesson (above) related to the content area/discipline? How is it justified
by the academic standards?]

Drawing simple pictures can help students visualize ideas from their readings. This strategy will help them
create sketches and drawings to illustrate the main ideas in their reading and act as a assessment that they
understand what they have read.The strategy encourages diverse perspectives and fosters open discussion
of various interpretations. Its another way for students to stop, think, and react without actually marking up
the original text. Drawing pictures or diagrams along the way can help students further conceptualize ideas
from their reading.

PRIOR KNOWLEDGE OF STUDENTS [What do they already know about the subject? What do you expect
them to know and be able to do before the minilesson?]

Students should have been introduced to the concept of parallel lines.

LEARNING OBJECTIVE(S)** [What will children KNOW and BE ABLE TO DO IN LITERACY that is
observable/measurable at the end of the minilesson?]

[Teacher version]: The students will (active verb) . . . by performing/demonstrating/writing . . .

The students will observe and discuss visualizing.

The students will learn comprehension strategies in a variety of settings.
The students will use definitions properly to create their works of art.

[Students version]: I CAN (active verb) . . .

I can discuss lines, rays, line segments, and angles by drawing them.
I can discuss parallel and perpendicular lines.
I can draw and identify lines and angles.

**Please limit objectives to no more than 2 and ONLY include ones that are absolutely essential, which
means you are providing EXPLICIT INSTRUCTION to support knowledge and skills articulated in the
selected standard.

ACADEMIC STANDARD [List strand, grade, standard number, and write out the complete standard. Or,
copy and paste the standard directly.]

4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel
lines. Identify these in two-dimensional figures.

PLAN FOR ASSESSMENT OF STUDENT LEARNING [How will you know and document students
progress toward the objective(s)?]

Diagnostic/pre-assessment: Start the class with a bell ringer. Present the class with pictures of different
shapes what have parallel lines. Have the students decide whether the sides are parallel or not. When the
students are done, have a short discussion on whether or not they are in fact parallel.

Formative assessment/feedback to learners: Teacher observation of participation in discussions to monitor

for grade appropriate understanding of terms and concepts of perspective.

Exit slip: How did sketching your way through the text help you understand the material?

PROCEDURES FOR THE MINILESSON [Describe with EXPLICIT DETAILS every step of the Gradual
Release of Responsibility Framework so that another teacher could replicate your minilesson plan exactly!]:

I DO [How will you introduce the instructional strategy? What will you say? What is the strategy? How does it
work? Why is it important? How will you demonstrate the strategy (reading aloud, thinking aloud, with
overhead projector, whiteboard, shared text)? What will you say as you demonstrate the strategy?]

I will start the lesson by passing out a print out containing a couple of paragraphs. Using the first paragraph
as an example, I will read the paragraph aloud. As I am reading I will make annotations of things that I find
important and make a sketch of what it is that I am thinking about. It does not have to be perfect. The
pictures are meant to act as a reference for the students that are visual/artistic learners. This will allow them
to make something that will help them to better understand that it is that they are reading.

WE DO TOGETHER [How will you guide students to collaboratively practice the strategy? How will students
work together? In small groups? With partners? Explain in detail what is happening.

After I have shown them what sketching through the text is, we will move onto the next paragraph. I will call
on multiple people in the class to read each sentence. Then as a class we can decide what it is that we
want to sketch to help up remember what we just read. In this step we as the teacher are still somewhat in
control on who is being called on, but the students have taken ownership of what is to be sketched.

YOU DO [How will you prompt students to apply the instructional strategy independently? What will you say
to encourage students to apply the strategy?]

After finishing the second paragraph, the students will work on the last paragraph by themselves. While
they are working on it I can walk around and do a check on learning to see if by their sketches they
understand what the article is about. If they seem to be struggling, I can assist them to get them back on the
right track. I will also be looking forward to good ideas that I will bring up during discussion once the
students are finished.

DIFFERENTIATION/EXTENSION [How will you ensure students at their various ability levels can access the
key concepts in the minilesson?]
Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and
other ways youll address diverse needs):

The teacher can make a model for the students to use. Higher students can make their own sketches. This
strategy can Be differentiated to all learning styles and multiple intelligences by giving students various
options of sketches such as diagrams, maps, synthetic diagrams, process diagrams, structure diagrams, or
digital diagrams.

Facilitating a classroom environment that supports student learning:

By allowing the students to have freedom to create whatever they want so that they can better understand
the paragraph will allow them to be more open minded to other ideas to studying and reading in other
classes.

Extension: Ask the students to include a brief written commentary so you can understand their thinking.

WHAT IFs [Be proactive; consider what might not go as planned with the minilesson. What will you do
about it?]

What if students . . .

What if students focus too much on their drawings rather than the text they are reading? I will make sure I
explain to them that they will have to describe what their drawings mean, and that should make them stay on
task and know what they are reading.

What if students cannot . . .

What if the students are not able to express themselves with their drawings? We will show them more
examples of other students drawings to help them gain creativity.

REFERENCES [Provide an APA-formatted citation any texts or resources used or adapted for this
minilesson. Cite all sources you used in the creation of this minilesson including URLs, journals, book
chapters etc.]
http://www.readwritethink.org/resources/resource-print.html?id=229

http://www.learner.org/libraries/makingmeaning/makingmeaning/support/sketch.pdf

Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher
Education Dept.
Name____________________________ Date_____________

Sketch Through the Text

Sketch your response to the story in the box below. Remember not to
worry about artistic quality, just sketch your reaction.

Describe your sketch and your reaction to the textbook below.

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