Daily Lesson Plan Overview Briette Peterson, Creative Writing Week 6-(Second Semester) Topic: Creative Writing-Non Fiction

Level: 3-5

Temecula Student Center Da Vinci Elementary

Date:

3.18.2013

Learning Objectives: Organizing Body Paragraphs: I. Introductory (10-15 minutes) State Standards Addressed: Grade 3: Writing 1.0 Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.
Grade 4: Writing 1.0 Organization and focus 1.2 Create multiple-paragraph compositions: a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph Grade 5: Writing 1.0 1.2 Create multiple-paragraph expository compositions: a. Establish a topic, important ideas, or events in sequence or chronological order

ESLRs
(Expected Schoolwide Learning Results)

(Highlight those addressed in lesson)

Capable Communicators Thinkers Read Extensively hypotheses Write Effectively Scientifically Listen Actively Speak Clearly Information Problem Solvers Compute Accurately Apply Concepts Formulate Problems Find Solutions Global Citizens Identify Trends Respect Viewpoints Understand Geography Participate in Community Critical Generate Process Analyze Data Relate

Power Tools (Highlight those used in lesson)

Think-Pair-Share POWER RAFT Summarize Cover and Tell Maps

Questioning Notes Connect

Journal Sketch-to-Stretch VIP

SQ3R RIP Graphic Organizer Mind

Agenda
Summary: A. Teacher should explain that most paragraphs that we write are organized similarly, even though their content is not the same. There are exceptions as with most things in English. Paragraphs that introduce or contrast may not follow the same pattern. Today, we are going to learn the general outline for forming a paragraph. B. The teacher will then write on the board, Topic Sentence, Supporting detail, concluding Sentence. The teacher will then ask the students to identify all three while the teacher reads a sample paragraph. (Younger audiences may also be read, The Pout-Pout fish by Deborah Diesen. (Students will then share out their answers with the class/shoulder partners). C. Students will then be given an ice-cream cone paragraph organizer. Students will choose a topic of their own and write supporting details and a concluding sentence. Students will then share out their Awesome Paragraph with the class. Learning Activities 1. Ice-Cream cone paragraph worksheet Assessment/Student Reflection Students will: 1. Cooperative group participation/discussion 2. Ice-cream cone paragraph worksheet.