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.