Writing Mini-Lesson Template: Name Sara Peters Grade Level: 4th

Name Sara Peters
Grade Level: 4th
Writing Mini-Lesson Template

Mini Lesson
Topic
Materials
Connection:
Tell them what

you taught in
the previous
lesson.
How does this
idea connect?
Explicit
Instruction:
Tell them what

you will teach
today.
Show them
examples of
how others use
the
technique(s).
Writing Action Visualizations using Mentor texts as inspiration. The

students will identify language that is used in visualizations that show
action for a character or a setting. Students will use their previous writing
of Vivid Visualizations to reference the language that is needed to portray
an action packed sequence visually.
Smartboard
Teacher sample of writing
Powerless by Matthew Cody
In our last lesson, we worked on how to write descriptions of characters,
settings, or an event using vivid language. We focused more on the
setting and descriptions of specifc things such as people, or a place. This
week we want to focus on how to write in a way that brings life to what a
person is actually doing and different ways that can be written.
Today we will be working with another part of visualizations. This class we

will be working with the specific ways an action can be written so that the
action clear in a reader's mind and envelops the reader in the action
along with the characters. To start we will look at the folowwing excerpt:
"Daniel skidded on his hands and knees and ended up in a pile on the
floor, dangerously close to the exposed wall and the sheer drop down the
mountainside. The bright sunlight was streaming from outside, and Daniel
shielded his eyes from the glare. (p. 42)"
After I write the excerpt on the board I will use a think aloud strategy to
draw attention to the aspects that I found to be important to how this
excerpt was written, as well as the specific langauge used. "When I first
read this passage the first thing I notice is how the author wrote it. He put
all of the action in one sentence, without making it a run-on. This kept me
read it and engaged in what was going on, but the sentence was still
short enough that I wasn't questioning when it would end. The second
thing I noticed is that the author is still using that vivid language that we
talked about but is using it in a different style that brings the reader into
the action."
I would then read the paragraph again and ask, "what would happen if we
split this first sentence into multiple sentences? Would it still be as
engaging? Let's find out." I would read it with the first sentence divided
into more sentences.
I would then explain that we can use more sentences and that this still
makes the action clear to the reader but it does not take the reader along
for the ride of the action like in the first example. Then I would check for
understanding of why we think this is most effective. I would also
reiterate that we want to use a structure that really pulls the reader along
for the action so that they are engaged the enitre time and are wanted
for more.
"You want to give that 'race to the finish' feeling to the reader when you
are writing an action."
Guided
Practice:
Engage them in
practicing youre
your and/or
other(s).
Once we have looked at an example from our mentor text, we will look at
a sample of my own writing. Prior to reading the passage aloud, I will say
"I will read this twice. The first time just listen. Then we'll read it again but
listening for areas that we can combine or teak language so that the
action is clear in the reader's minds but also pulls you along for the ride"
"She ran and ran and ran until her lungs were on fire and her legs ached
in a way that she had never felt as she charged through the woods. She
leapt branches. Twigs cracked and leaves crunched underfoot. She kept
going. Adrenaline coursed through her. She kept moving until she was
sure she had lost them, sure they were off her trail, then she ran farther.
She ran with one goal in mind: to get away from there. Away from the
people trying to catch her."
Once my students have listened to my passage twice. I will ask them to
start thinking about how they could change this and combine some
sentences so that the reader is moving along with the character in a
smooth and direct way. I wil lgive them an example before I let my
students suggest edits to the piece.
"For instance, we could combine 'She kept going as adrenealine coursed
through her.' or 'She leapt branches as twigs cracked and leaves
crunched underfoot'."
Once the students have suggested several revisions, I will check for
understanding. I will place the emphasis on the idea that it is important to
structure actions in a way that pulls the reader along in only a few
sentences. The fewer sentences, the more the reader is able to move at
the fast pace of the action without having to stop and start, as ends of
sentences dictates. After I have made sure that students understand the
concept at hand, I will have them split into groups of twos or threes. I will
give them a short amount of time to write two or three sentences of a
detailed action. The goal is for them to write details using only a few
sentences but still gives the reader a full mental image. As the students
work, I will circulate the room to check for understanding and clear up
any confusions. I will check for a whole group understanding before
moving onto the individual activity.
Independent
Practice:
Remind students
how the
teaching point
can be used in
independent
After the students have had a chance to write detailed actions with a
group, they will attempt it on their own. The goal will be for them to write
an action that is realted to their writing on the previous day. For example,
if they wrote a setting, then they wil write an action that happens in this
setting, or near it. A character, write an action that happens to that
character. An action, then they will write an action that occurs directly
before/after that. Before they start writing I will reiterate the goal as being
writing.
Link mini-lesson
and writing
lives.
Groups Wrap
Up:
Restate the
teaching point.
Ask: Did you try
what was
taught? Did it
work for you?
How will it affect
your future
writing?
able to write a detailed action in only a few sentences so that the reader
can ride along with the action. I will leave both our revisions to my
example and the mentor text excerpt on the board for reference as they
work. As they are writing, I will be walking around conferencing and
clearning up any misunderstandings. This will allow me to progress
monitor and know what to clear up at the end of the lesson.
Once the students have had a chance to write their detailed actions, I will
have a few students share. This will help by allowing student to hear their
peer's takes on the assignments.
After students have shared I will ask someone to sum up the main point
of the lesson: "Why did we work on writing detailed actions in only a few
sentences? When would this be important for us?" I will call on students
to respond and guide them to the answer that we want to use this
technique for visualization when we want to bring our readers along for
an action. I will also make it clear that we would want to do this to provide
emphasis to the action itself and really put the reader in the moment of
the action. This will reinforce the lesson and explain that we can use this
in our writing in the future. It also gives them practice using authors as
models for how to write in new and effective ways.
Self Check:
I modeled writing for the students.
I used a mentor text.
I used excerpts from the mentor texts.
I provided details as to what I was doing for each stage of the lesson.
I provided details as to what the students were doing for each stage of the lesson.

Writing Mini-Lesson Template: Name Sara Peters Grade Level: 4th

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Writing Mini-Lesson Template: Name Sara Peters Grade Level: 4th

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Name Sara Peters

Grade Level: 4th

Writing Mini-Lesson Template

Tell them what

Tell them what

Writing Action Visualizations using Mentor texts as inspiration. The

Today we will be working with another part of visualizations. This class we

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