Day
1:
Introduction to Writing a Paragraph
(Aim:
To identify and discuss key features of paragraphs)
1.
The teacher introduces the lesson by posing a scenario: What if students had a
tool to make writing better?
2.
Teacher uses SmartBoard technology to show two sets of paragraphs: one that is
written correctly, one with several mistakes. Students review the difference
between a well-written paragraph and one that needs improvement.
3.
Students talk in turn with a partner to discuss examples.
4.
Students brainstorm what they think makes for a good or poorly written
paragraph based on examples.
5.
Teacher and students discuss findings and the teacher generates a class list of
parallel ideas on a T-Chart.
6.
Teacher gives students the definition and true features of a paragraph
structure. Students receive a Venn Diagram containing the format for correct
paragraph structure seen below.*
7.
Students share out information at the rug- what have you learned? Students
write an entry about what they learned.
(*A
paragraph is a unit of writing that consists of one or more sentences focusing
on a single idea or topic. A well-written paragraph often has the following
structure:
-
Topic Sentence: This sentence outlines the main idea that will be presented in
the paragraph.
-
Support Details or Examples: This is the part of the paragraph that presents
details, facts, examples, quotes and arguments that support the main idea.
-
Conclusion Sentence: This sentence summarizes the main idea of the paragraph.
It may also lead the reader to the topic of the next paragraph.)
Day 2: What are Main
Idea and Details?
(Aim:
Students will define two terms-Main Idea and Detail and learn how these terms
apply to the creation of a simple paragraph.)
1.
Students orally brainstorm what they think the terms Main Idea and Detail mean
2.
Teacher displays a chart with the definitions of said terms posted in marker.
Students review and discuss
3.
Teacher presents students with a paragraph on the SmartBoard. Using two
different colored markers, the teacher underlines the Main Idea sentence and
detail sentences.
4.
Through Shared Reading, students read aloud the passage.
5.
Finally, students get a sheet containing a paragraph. Using two different
colored markers, students must underline the Main Idea and Detail sentences.
6.
Have a brief teacher-led conversation to discuss findings.
(Note: In
lessons one and two, students are observing information, documenting findings
and analyzing information about paragraph structure. This applies to Steps One
and Two of the Design Process.)
Day 3: Can We Identify
Problems in Paragraph Writing and Seek Possible Solutions?
(Aim:
Students will identify the problems in paragraph writing that is going on in
the classroom and take the time reexamine, rethink and redefine the problem.)
1.
Students generate possible solutions by quickly record ideas through writing,
sketches, diagrams and/or models.
2.
For the first half of this two-part lesson, students work in partnerships and
analyze entries from their Writer’s Notebooks. The teacher will confer with
students at this time.
3.
Students generate a list of ways to model correct paragraph structure in an effort
to aid themselves and other class members. Partners will observe each other’s books, and students will be asked to
investigate the problem and collect data such as work samples. Students can ask
to photocopy his/her or other student’s writing as evidence. Students
will record as many possible ways to model good writing as they can.
4.
Students either write, sketch, diagram or model possible solutions. Students will brainstorm possible
solutions to the problems students face while forming paragraphs (sentence
structure). They will draw/sketch out possible solutions such as handmade
graphic organizers, games and the like. Students are encouraged to discuss the
pros and cons.
Days 4 and 5: Editing and
Developing A Tool for “Perfect” Paragraph Writing
(Aim:
Students will take it to the next level developing ideas with the most
potential from the brainstorming session.)
1.
Students will continue to work with their partners
2. The
teacher should facilitate by clearly defining the task of creating a model for
instruction
3. Students should receive materials such as Post-It notes,
colored and noncolored paper, pencils, pens, crayons and markers, tape,
stapler/staples, rubber bands, cardboard and poster board, etc. Students will
be asked to begin creation of a model or tool that would help students learn
the proper way to form a paragraph.
4. At the end of the two days, students are expected to
create a workable model that could be used as a tool for instruction in the
classroom.
Day
6: Let’s Evaluate and Share the Process and Ideas
(Aim: To share, test and review the handmade tool for
instruction with peers and administrators.)
1. Students will discuss the tool and how it works.
2. Teacher and peers will critique the tools purpose and
use.
3. Partnerships will evaluate the observations made by the
teacher and classmates and consider ways of improving the solution/tool.
Day 7: Finalizing the Solution
(Aim:
For students to develop ideas further and create the representations of final
solutions via diagrams, models, written or oral presentations.)
1.
Students use the remaining class time to polish up models.
2.
Students clean up any unused materials and prepare for the following day, which
includes having each partnership “articulate” the solution and process. Students
are reminded at this time to try to “sell” his/her idea in a way that will
attract class members and the teacher.
Day
8: The Final
Presentation
(Aim: To
present the final solution and articulate why and how this tool meets the needs
of third graders.)
1.
Students will present their tools for learning
2.
Following the presentation, the teacher will facilitate a discussion on what
went well, what didn’t work. Students and teacher provide feedback and students
are rewarded for their efforts. The classroom teacher and two to three other hand-selected school
members will help critique the student’s work.