Mini-Lesson Plan
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Social studies standard: GA SS3H1The student will discuss how American Indians continue to contribute to American life (e.g., arts, literature). Arts standard: GA SS3H1 Grade level: 3 rd Learning objective: The student will be expected to examine the lives of American Indians and relate them to the American culture today making references to some of the key similarities that would suggest that the American Indians lifestyle is influencing American life. Some of the critical areas that the student will be expected to consider in the evaluation include arts and literature. |
| 1-2 learning objectives: The student will be expected to compare and contrast the aspects of arts and literature of American Indians and Americans. The student will note the similarities and differences of the aspects of arts and literature between American Indians and Americans. |
| Instructional strategy: The students should be able to memorize the similarities and differences of American Indians and American’s arts and literature without referring to any written source. |
| Description of the Social Studies Mini-Lesson Plan: The mini-lesson plan will provide different learning strategies for the students to select the most appropriate for them. The students will be allowed to choose on a learning strategy that they will be able to efficiently apply for the rest of learning sessions. The mini-lesson plan will also avail to the students written sources on the aspects of arts and literature for American Indians and Americans. The written sources will be distributed to the students and they will be allowed to retain them for the rest of the learning session. Simplified learning guides and tips will also be provided alongside the written sources to enhance the students’ understanding of the topic. |
| Formative assessment: Regular common assessment tests will be done by the students to monitor their progress towards attaining the purpose of the mini-lesson plan and the topics suggested. |
Reflection
The reliance on pre-assessment data has been of great help to the formulation of the mini-lesson plan in terms of coming up with appropriate instructions for the students and strategies to fully meet the students’ learning needs. Using the pre-assessment data, the students were grouped into two according to their learning abilities. A student from the group of those who were able to understand the concepts of the topic easily was paired with a student from the group of those who faced challenges while trying to understand the concepts of the topic. Each pair of students was expected to share ideas between themselves and call for teacher’s intervention for the points they could not understand. Each pair of students was also expected to take on the Continuous assessment tests together in order to enhance the understanding abilities of the students who were unable to comprehend the learning topics.
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This strategy of pairing students with different understanding abilities brought positive results because with time, the students who had low understanding ability were able to cope well with their fellow classmates. There was a general improvement in performance for the whole class. However, the challenge of language barrier persisted among several students. Despite supplying the students with learning aids, some could still not fully understand the contents of the articles. As a result, the need to read and interpret for the students what the written sources entailed arose. As a teacher, going a further step to reading and interpreting the information in the written material became a necessity. This called for spending more time with students who could not comprehend the contents of the written materials easily. The strategy of handling each student independently according to his or her learning ability is appropriate even for future learning.
