Writing Mini-Lessons
From the desk of Carol C…
When you implement Writer’s Workshop, you are going to include many mini-lessons across the year. Mini-lessons are just what the name implies…short lessons that focus on a writing strategy, an author’s craft, or a convention . To see how “mini” they are, look at the following schedule for a typical writing workshop.
Writer’s Workshop Schedule
1 min. Connection to previous learning
5 min. Teach Mini Lesson
5 min. Active engagement
1 min. Link to day’s work
14 min. Independent writing and conferring
1 min. Mid-workshop lesson
14 min. Independent writing and conferring
4 min. Share
Mini-lessons lead writers to a deeper understanding of their craft. By making your examples and demonstrations clear and explicit during the mini-lesson, your writers will be able to apply the strategy you taught more successfully. It is imperative that by the end of each lesson you have shown your writers why the day’s objective is important and how applying what they learned enhances the quality of their writing. Writers must see the relevance in what you are teaching.
Now for an example of a writing mini-lesson. The lesson below was taught during a unit on narrative writing as narrative writing is a common standard in grades K-5.
1 min. Connection to Previous Learning
Yesterday we continued to work on adding details in our writing to create strong images for our readers . We looked at Owl Moon by Jane Yolen and saw how she added phrases that made us see her story and not just hear it…
5 min. Teach Mini Lesson
Today we’re going to learn another way to create an image in your reader’s mind. It’s important for writers to create images because images help the reader to better understand what the writer is saying. One way to do this is by using strong verbs. For example if I say “The snake came out from under the rock.” That’s a pretty good image. But what if I said instead “The snake slithered out from under the rock”. I can see by your reactions that the word “slithered” created a much stronger emotion in you than did the word “came”. This is what we want to do as authors. Create a strong emotion in our readers. Let’s look back at the book we’ve read Come On Rain by Karen Hesse. She describes the sound of a heavy truck. She could have written something like “The sound of a heavy truck comes by.” But instead she created a stronger image by writing, “The sound of a heavy truck rumbles past.” How does the word “rumbles” create an image that “comes” doesn’t? Think about it. When I read that sentence I see a huge truck that gets louder and louder as it comes closer to me. Rumble reminds me of thunder and I wonder if this image has anything to do with the title of the book. Hmmmm…
5 min. Active Engagement
For this next example I want you to talk with your partner about how another sentence in the book creates a strong image. “Momma sinks onto a kitchen chair and sweeps off her hat.” (Allow a minute to talk to partner) How do you think Ms Hesse creates a strong image with this sentence? (Call on child whom you overheard who can articulate a strong response. Then respond appropriately.) Now look through any of your writing and see if you can find a place where you could replace a common verb with a stronger one. (Allow time. Call on child whom you overheard who can articulate a strong response. Then respond appropriately.)
5 min. Link to Day’s Work
Today we talked about using strong verbs to create vivid images for our readers. As you begin to write today, I want you to find a place in your piece that needs a stronger verb. Mark out that verb and write the stronger verb above it. Of course you may change more words in the sentence to enhance your writing even more if you’d like.
14 min. Independent Writing and Conferring
During this time period I meet with a small group of no more than 6 that I think will have trouble with the day’s assignment. In this group I quickly review the lesson and then have each group member try to find a place in his or her writing to substitute a stronger verb. They may work with another person in the group if needed. I help each one as they work. As they finish the assignment and have me check it, they may go back to their writing spots and continue with their writing.
1 min. Mid-Workshop Lesson
I stop the class from working, and remind them of the assignment or read something a classroom writer has written that provides a strong example of what I taught. Then we start back into writing and conferring.
14 min. Independent Writing and Conferring
Here I either work with another small group and/or conference with 2 or 3 writers individually. This small group may be comprised of writers who are ready to be pushed further, need to have their work reinforced, or are struggling with the topic.
4 min. Share
(I ring the soft chimes. The writers know to stop their work and come to group with their writing.) I really liked what I saw today as I met with you and walked around the classroom. One person changed “I said be quiet” to “I whispered be quiet.” What a difference that made in my mind. Suddenly I could hear the “quiet”. Now I’m going to read what Randi wrote. It created such a strong emotion in me. (If possible I try to pick a child who has some trouble with writing but has understood the lesson and attempted to revise her work.) “Sherry flipped the card onto Stephen’s desk. Then she turned around and smirked at me. I understood that I wouldn’t be invited to her birthday party. Wow! Did that ever create an image and an emotion for me. Did it for you? Randi made me feel like I was the one who wasn’t invited. Tears came to my eyes, and I felt incredibly sad. Thank you for letting me share that Randi.
Today I taught you how to create images by using strong, specific verbs. We saw firsthand how these images created by strong verbs help us feel a part of the writing and feel a connection to it. I want you to continue to use this strategy whenever you write from this day forward.
This is just one mini lesson that could be adapted for a great number of grade levels. Before you decide on any objectives though refer to the Core Curriculum standards and writing exemplars. This way you’ll make sure that your objectives align with the standards and are rigorous enough to meet the level of competency your students must attain. The website below connects to the CC Standards and appendix C has the writing exemplars for each grade level. http://www.corestandards.org/the-standards
Good luck!