Mini-Lesson Plan

Teacher Candidate: Lyndsey Hilligoss, Vanesa Mahlstadt, Grace Zaski, Kristen Scherer, and
Gabrielle Villador Date:___________________
Student(s): _________________________________________________ Grade Level:______4______________

ESSENTIAL QUESTION: Standard(s)

What standards-based
question should the student(s)
be able to answer following
the lesson?
What is the key question for
this lesson?
ELAGSE4SL4:Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace
Objective(s)
Students will be able to recall events in the story using a graphic organizer. Students will
give details from the story
Question: What are the main events and ideas that are presented through Sojourner
Truth?

ACTIVATING
Students will start the lesson by activating past knowledge using the KWL chart. Students
STRATEGY: will outline what they know about Sojourner Truth before reading the novel. Students will
then outline what they want to know or learn about. Then at the end of the novel
How will you activate your
students will come back to this chart and add what they learned at the end of the
lesson, link to prior knowledge,
lesson.
and promote knowledge of
key vocabulary words?

(Examples: KWL, a word map,

a word splash, etc.)

TEACHING I do:
Teacher will show and explain the graphic organizer and will model how to use it by
STRATEGIES: filling it out using a different topic.

What instructional strategies

will you use in your lesson?
(Examples: graphic organizer,
distributed guided practice,
distributed summarizing,
collaborative pairs, etc.).
We do:
Whole group discussion of the section of the book. We will discuss specific events from
chapters as a class. Students will offer up their key takeaways from specific chapters
and the book as a whole. This will get ideas flowing for the activities students will do on
their own.

You do:
Recall the information from the text in any form (written, drawing,graphic
organizer,orally, etc.). Explain the main idea of the story, and add some supporting
details. Discuss common themes noticed from the chapters of the book.

SUMMARIZING
Students will fill in the “learned” or “L” section of the chart. This can go hand and hand
STRATEGIES: with the “you do” part of the lesson. Students will recall information from the text that
they have learned. They can talk about themes that they have noticed, things they
How will students summarize
learned about Sojourner Truth, or detail about the story. These aspects may overlap.
what they are learning during
the lesson and at the end?
(Examples: Ticket out the Door,
3-2-1, etc.)
Answer the EQ.

REFLECTION
How well did the student
grasp concepts in this lesson?
Will you use a re-teaching
strategy after this lesson?
Assessments:
Formative: Students will fill out their KWL chart throughout the lesson activating past
knowledge and filling in what they have learned.
Summative: Students will complete a Padlet after reading the book in a 3-2-1 format, 3
things they learned, 2 connections they made to the text, and 1 question they did not
get answered by the end of the book.
https://padlet.com/gracie61544/ut13v94e2t1epsh9

Conclusions: Overall, students should be able to recognize the main ideas and events
from the book. If a majority of students are not seeming to grasp the information, we
will go back over the main events of each chapter as a whole group.

References

Mini-Lesson Resources and Artifacts

● Students will use the novel Sojourner Truth Ain’t I a Woman? by PAtricia C. McKissack and
Fredrick McKissack
● https://padlet.com/gracie61544/ut13v94e2t1epsh9
● We will use a piece of chart paper to model the hamburger chart for students (example
attached below).