Does anyone know how Lucy Calkins views her mini lesson as comparedto the traditional formal lesson plan format? For those of you who have probably more knowledge than I do of the Reading and Writing Workshop approach, I am trying to teach a mini lesson format by comparing/contrasting this format to my students' (who are teachers) prior knowledge of the traditional lesson plan format. First, I introduce my students to the Reading/Writing Workshop Schedule and then I align the Mini Lesson Components and the Writing and Sharing components of the Workshop to the Traditional Lesson Plan components. Could anyone suggest other likenesses or differences to add to my comparing the two approaches. For example, I think that some of the verbiage used for the mini lesson (i.e. teacher dialogue and student response) is very similar and can be applied to the traditional lesson plan. My goal is to help my students who teach in school where the curriculum is dictated and even scripted to ease into the reading/writing workshop approach. The differences between these two approaches are selling points for me! However, I am trying to sell mini lessons by beginning by highlighting the similarities of both plans because some teachers do not like change. Despite the lengthof the lessons, both formats are basically "gradual release of responsibility". For example, don't you think that the "connection" part of the mini lesson is very similar to the "anticipatory set" of a traditional lesson plan, only better....etc? I know I am trying to sell two different approaches BUT I am trying to sell the workshop approach by first pointing out the similarities and then the differences as improvements...or else I will lose my audience the minute I say anything against the traditional lesson plan format. From, Mena
HERE IS THE WORKSHOPMINI LESSON ALIGNED TO THE TRADITIONAL LESSONPLAN Part One of Reading Writing Workshop: MINILESSON a. MiniLesson Connection /TRADITIONAL PART 1: LessonInitiating Activity b. MiniLesson Teaching /TRADITIONAL PART 2: Teaching the Lesson: Direct(Modeled) Instruction c. Mini Lesson ActiveEngagement/ TRADITIONAL PART 3: Teaching the Lesson:Guided Practice Procedures .. d. Mini Lesson Link…Urgewriters to write so readers can understand them…(i.e. As you go off today andfor the next few weeks… Part Two of Reading Writing Workshop Mini Lesson:WRITING and CONFERENCING/ TRADITIONAL PART 4:Teaching the Lesson: Independent Practice Part Three of Reading Writing Workshop MiniLesson: SHARING/TRADITIONAL/ PART 5: Closure: Ending the Lesson (Student Reflection)(tell children about a writer who did something to make his/herwriting more readable during the writing time….i.e. rereading) From, Mena _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
