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Mini-Lesson & Reflection Template

Name: Yasmin Gomez Date: 3/31/17

Pima Course: EDC 257 Instructor: P.M. Muhammad
Lesson Topic: Transition Words Duration of Lesson: 15 minutes
Number of Learners: 6 Description of Learners: At grade level
Instructional Objective: Must use a verb that aligns with Blooms Revised Taxonomy and has
at least two parts, learning and behavior.

I can select multiple transition words and can apply them in my writing when composing
a paragraph.

Anticipatory Set: Describe how you will engage students and connect to their background
knowledge. (1-2 mins)

TW give students a kid-friendly recipe on how to make PB&J. Ask students to read
independently and with a highlighter SW identify words that show The order in which
things happen. ex (first, second etc). They are to only highlight one word in each step of
the recipe. Once finished we will share the words we have highlighted as a group. TW
open discussion by asking student to partner talk and explain why students highlighted
the word they did in each step of the recipe. TW then ask two students to share out loud
their/their partners thinking.

Teaching: Describe how the strategy/concept/skill will be introduced/modeled. (1-3 mins)

TW take recipe paper and highlight the transition words in the recipe and explain that the
words are called transition words. TW explain that the purposes of transition words are
to show a connection between your ideas, or to show the order in which things happen.
Explain that great writers use transition words when writing paragraphs.

Active Involvement: Describe what students will do in a short practice session to demonstrate
understanding. (5-8 mins)

Students will independently analyze a pre-written paragraph that has transition words
and on a dry erase board write all the transition words they can find. TW share any
additional transition words not listed in the paragraph and students will add to their lit on
their boards. SW share answers. TW then give another paragraph that has no transition
words. SW work in partners to fill in the blanks with transition words of their choosing.
Mini-Lesson & Reflection Template

Closure: Describe how you will provide an opportunity for students to share work, ideas,
review, etc. (1-2 mins)

To close SW pass boards around in a circle to the next group and discuss why they
chose the words they did. TW ask Why are transition words important?


I felt it was important to start introducing the use of transitional words to 3 rd

graders since writing is becoming much more common in our lessons. The mini-lesson

was taught to a small group made up of 6 students who are currently at grade-level. I

was able to evaluate the lessons effectiveness with the final activity of having students

come up with their own transition words in the paragraph. Eventually, I will evaluate

effectiveness again when tey are to write their own paragraphs and transition words

must be included.

Overall, I felt the mini-lesson went well. Because most students had seen a

recipe before, it was easy to explain how transition words work. They were able to

quickly make the connection of how they help organize writing in different types of text

(recipe vs. paragraph). One challenge I faced at first was getting students to use

different transition words other than first, next and then. The recipe and the first

paragraph I gave them used those three transition words and while they work, I did want

student to use others. I did tell them of more, that they added to their boards, but

because they hadnt seen transition words like therefore, another, or for instance used

in text they stuck to what they saw an example of. What I will probably do next time is
Mini-Lesson & Reflection Template

find another paragraph that uses additional transition words other than first,

next/second, then. When they see the words in context it might make it easier for them

to use them in their own writing in the future.

I dont have many questions on developing mini-lessons. During station time I do

a lot of small group instruction where I have mini-lesson for the students to complete

depending on what we are working on as a class. I do however wish I had seen more

objectives using Blooms Revised Taxonomy. While I understand that his purpose is for

learning to be more action driven an example objective might be helpful since I am

barley beginning to implement his work in my objectives. I mostly followed the

framework of how we do objectives at my school and added his vocabulary.