Grade Level: 7th

Name Sarah Wells

Grade English

Writing Mini-Lesson Template

Mini Lesson
Topic

Oppression: What types of Oppression is seen through the two texts, The
Bracelet and Baseball Saved Us? What is the author's point of view and
what message are they trying to convey to the reader?
Each mini lesson will be building up to a larger unit plan. After reading
and researching literature and first-hand accounts of oppressive
relationships, students will write a brochure which promotes positive and
negative positions of the reasoning and treatment for the individuals
involved in the situations.
7.5 The student will read and demonstrate comprehension of a variety of
fiction, narrative nonfiction, and poetry.
c) Describe the impact of word choice, imagery, and poetic devices.
7.6 The student will read and demonstrate comprehension of a variety of
informational texts.
c) Distinguish fact from opinion in newspapers, magazines, and other
print media.
d) Identify the source, viewpoint, and purpose of texts.
7.8 The student will develop narrative, expository, and persuasive writing.

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).

"The Bracelet" text

"Baseball Saved Us" text
Venn Diagram of Similiarties and Differences in Oppression using
examples from the text
Previous to this lesson, we would have reviewed a Power point about
Oppression, what it means, and different examples of it. This would allow
the students to become familiar with the topic before reading the text.
They will have completed a fill in the blank review guide as we went
through the Power point that they can use during the unit. With a topic
like Oppression, it is important to discuss some topics before the students
are exposed to it in the text. Also, making sure the class can handle the
topics that may come before beginning the lesson. Utilizing the
information from the Power point will help them while reading and then
when they begin their writing activities.
After reviewing the information that we saw yesterday in the Power point,
the goal for today is to become familiar with hands-on examples of
oppression in history through an author's point of view, understanding
voice, purpose, and diction to convey his meaning. For today, our reading
will focus on the time period of the Japanese Internment. Let's watch a
quick video to provide some background information that will help us
understand this type of oppression better.
http://www.history.com/topics/world-war-ii/japanese-americanrelocation/videos/japanese-internment-in-america. What did you see from
this video that stood out to you? How is it Oppression? Use this
information to keep in the back of your mind while we read our two short
stories. We need to pay strict attention to what the story is doing for the
reader and how the author engages with the reader through his specific

Guided
Practice:

Engage them in
practicing youre
your and/or
other(s).

Independent
Practice:

Remind students
how the
teaching point
can be used in
independent
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?

writing techniques. This shows The reason I am having you pay such close
attention is that every one (in both rotations) will be completing a venn
diagram gathering information on the similiarities and differences in the
two texts. This venn diagram will provide evidence that will help build the
materials for your brochure.
We will go over an example right now in class [Hand out venn diagram
worksheets]. At the top of each circle, write the titles "The Bracelet" and
"Baseball Saved Us". In the middle of the circles that overlap write
"Similiarities". For example as a similiarity, these are both examples of
historical fiction, which means that they take place in a specific time
period in order to convey a meaning about the setting. For a difference,
we will look at the cover. I will ask the class who is the protagonistfemale or male? The cover provides enough information that they can
infer that one is female and one is male. While reading, talk about specific
aspects of the text that stand out to you as the reader. Is the author using
a certain voice, point of view, or description to talk about the plot,
characters, or setting? Since both books are short stories and picture
books, they should be done within a 90 minute block period with both.
Students will be divided evenly into two groups and should have enough
copies to share.
To make sure we are all on the same page before dividing into our groups,
turn to your partner and try to brainstorm some similiarties or differences
that could be seen in the text. If you are having trouble thinking of some
quick examples, try and think about the time period of Japanese
internment. On the board, I will draw a giant venn diagram. Students will
take turns going up to the front and sharing what they came up with.
Then after discussing what they came up with, we will divide into groups
and begin their reading.
Students will be divided up and read with their groups out loud. They can
take breaks to write down any notes that they gathered from the reading.
I will be walking around monitoring reading and listening to their
conversations while they stop during reading. Once they have finished in
their groups, we will come together to discuss the two stories and the
author's point of view and purpose of the stories. We will review the venn
diagram as a bell-work in the morning- this is to refresh their memory
before going into the next day's activity.

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.