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Grade Level: 4 Number of Students: 24 Instructional Location: Classroom

Length of Instruction: 50 minutes


Standard(s !ddressed (Common Core
CCSS"#L!$LI%#&!C'"("4"2")
*se +recise language and domain$s+ecific vocabular, to inform about or e-+lain the to+ic"
CCSS"#L!$LI%#&!C'"("4"2".
)evelo+ the to+ic /ith facts0 definitions0 concrete details0 1uotations0 or other information and
e-am+les related to the to+ic"
2entor %e-ts:
%itle:
Genre:
%itle:
Genre:
Strateg, 3ocus:
(riting a Introduction 4aragra+h
2aterials:
$ Introduction 4aragra+h Gra+hic 5rgani6er
$ 3li+Chart (4romethean to model
$ #-am+le Introduction 4aragra+h (/ith
handouts
7ocabular,:
Introduction
%hesis
8oo9
!dd an, relevant information that is essential to understanding the conte-t of ,our lesson:
4rere1uisite S9ills:
Students have alread, /ritten com+are and contrast essa,s that /ere re1uired to have an
introduction +aragra+h so the, should alread, have some e-+erience" 8o/ever0 the vocabular,
/ords are ne/ to them"
#nduring *nderstandings (.ig Idea:
Critical thinking and reflection are used to identify main ideas and use
supporting evidence while writing an expository piece.
#ssential :uestions:
$ How does a thesis drive a research paper?
$ How do you develop a thesis and supporting details from research
about a specific topic?
2INIL#SS5N
Setting the 4ur+ose: !s9 the students /hat the, thin9 the, need to include in an introduction +aragra+h" 8ave them
brainstorm in small grou+s /hat is im+ortant to tell the reader in an introduction +aragra+h"
Connect to +rior learning:
%ell the students to thin9 about /hat the, included in their introduction +aragra+hs for their com+are and contrast
essa,s" %he students are doing a research +ro;ect on real m,steries" (hat information needs to be told to the
audience to introduce these m,steries<
Introduce and e-+lain:
#-+lain to students that the, are going to /rite the introduction +aragra+hs for their research +a+ers" %his includes a
hoo9 or an attention grabbing sentence0 basic information about the to+ic0 and a thesis" !s9 students to brainstorm
/hat the, thin9 a thesis is" Give students time to share out their ideas"
Strateg, %eaching:
! thesis statement is one or t/o sentences that contains the focus of the essa, and tells the reader /hat the essa, is
going to be about" %he students are /riting research +a+ers about s+ecific m,steries including Loch Ness 2onster0
!tlantis0 .ermuda %riangle0 !melia #arhart0 Stonehenge0 2ermaids0 .igfoot0 and #aster Island" In their research
+a+ers0 the students are ans/ering the 1uestion of their m,steries"
%he thesis statement in their introduction +aragra+h is essentiall, ans/ering the 1uestion the, are tr,ing to ans/er"
Give students an e-am+le using one of the m,steries" 3or e-am+le0 for the students stud,ing !melia #arhart the,
are tr,ing to ans/er the 1uestion of /hat ha++ened to !melia #arhart" %heir thesis is one or t/o sentences
ans/ering that 1uestion and setting u+ the rest of their +a+er"
Sho/ e-am+le using the Chicago 3ire m,ster," %his has been the model for each ste+ of the research +rocess so the
students are familiar /ith the to+ic alread," %he 1uestion /e are tr,ing to ans/er about the Chicago 3ire is =ho/
did the Great Chicago 3ire start<> !n e-am+le thesis is: =%he cause of the Great Chicago 3ire has been debated for
decades0 but it could have been started b, the 5?Lear,?s co/ or b, their neighbor )aniel Sullivan"> (ith this
thesis0 I am setting u+ the reader for the rest of m, essa, about the Chicago 3ire and ans/ering the 1uestion"
2odel using the introduction +aragra+h gra+hic organi6er" Students /ill use this organi6er to /rite an attention
grabbing sentence0 include basic information about the m,ster,0 and end /ith a thesis statement"
!ctive #ngagement (Guide 4ractice
8ave students get in their grou+s for the m,ster, research" Students are /riting their o/n +a+ers but there are
grou+s of @ or 4 students that have the same to+ic" (hen students are in their grou+s0 have them brainstorm
different e-am+les of a thesis" #ncourage them to thin9 of 2 theses to share /ith the grou+" (hen students share
their theses0 have the /hole grou+ evaluate the thesis and decide ho/ the, could im+rove it"
Lin9 to Inde+endent (riting
%he students /ill use this thesis and reference it throughout their entire +a+er" %his introduction +aragra+h is the
first im+ression the, are giving the reader about the +a+er" 2a9e sure that the, are stating the main idea in the
thesis and ans/ering the 1uestion the, are tr,ing to solve"
IN)#4#N)#N% (&I%ING
Students /ill inde+endentl, /or9 on the gra+hic organi6er for the introduction +aragra+h" %his G5 Chart ;ust hel+s
students to ensure the, have ever, +art of the +aragra+h that the, need" #ncourage students to read the sentences in
their head to ma9e sure the, flo/ li9e a regular +aragra+h" %he teacher /ill be rotating around the room and
su++orting students as the, need it"
S8!&ING %I2#
Students /ill share /ith their to+ic grou+" %he, /ill /or9 /ith these grou+s because the students /ill alread, be
familiar /ith the details on the to+ic so the, are better able to give advice" %he, /ill each ta9e a turn to share their
introduction +aragra+h" Students can ma9e suggestions for the author li9e ho/ to im+rove their hoo9 or thesis"
%#!C8#&$S%*)#N% C5N3#&#NC#S
I /ill hold conferences /ith S and N" I /ill as9 them to share their introduction +aragra+hs" I /ill as9 /hat +art of
the introduction +aragra+h the, thought /as the easiest and /h," I /ill also as9 /hich +art the, thought /as the
hardest and /h, the, thin9 the, struggled /ith that +art"
!ssessment(s:
%he students /ill be assessed b, their abilit, to com+lete the gra+hic organi6er0 and thus finish
an introduction +aragra+h for their +a+er" Students /ill be assessed b, the teacher during
inde+endent /or9 time and sharing time" Students /ill be assessed b, their abilit, to /rite a
thesis for their m,ster, research +a+er"
8o/ might ,ou e-tend this lesson<
%his lesson /ill be e-tended /hen the, /ill continue to /rite the rest of their research +a+er"
)iscuss ho/ ,ou differentiated instruction for ,our learners during this lesson<
Instruction is differentiated b, students being given different levels of su++ort and the use of
small grou+s" Students all receive the hel+ of the gra+hic organi6er" %he, /ill also be able to
su++ort each other b, sharing /ith their small grou+s and +eo+le of the same to+ic"
Grade Level: 4 Number of Students: 24 Instructional Location: Classroom
Length of Instruction: 50 minutes
Standard(s !ddressed (Common Core
CCSS"#L!$LI%#&!C'"("4"2".
)evelo+ the to+ic /ith facts0 definitions0 concrete details0 1uotations0 or other information and
e-am+les related to the to+ic"
CCSS"#L!$LI%#&!C'"("4"2"C
Lin9 ideas /ithin categories of information using /ords and +hrases (e"g"0another0 for e-am+le0
also0 because"
CCSS"#L!$LI%#&!C'"("4"2")
*se +recise language and domain$s+ecific vocabular, to inform about or e-+lain the to+ic"
CCSS"#L!$LI%#&!C'"("4"2"#
4rovide a concluding statement or section related to the information or e-+lanation +resented"
2entor %e-ts:
%itle:
Genre:
%itle:
Genre:
Strateg, 3ocus:
(riting a .od, 4aragra+h
2aterials:
.od, 4aragra+h Gra+hic 5rgani6er
3li+Chart (4romethean to model
#-am+le .od, 4aragra+h (/ith handouts
7ocabular,:
2ain Idea
Su++orting )etails
Citations
%o+ic Sentence
Concluding Sentence
!dd an, relevant information that is essential to understanding the conte-t of ,our lesson:
4rere1uisite S9ills:
%he students have alread, /ritten com+are and contrast essa,s so the, are familiar /ith a 5
+aragra+h essa, format" 8o/ever0 the, do not 9no/ the structure of a bod, +aragra+h"
#nduring *nderstandings (.ig Idea:
Critical thinking and reflection are used to identify main ideas and use
supporting evidence while writing an expository piece.
#ssential :uestions:
$ How do you develop a thesis and supporting details from research
about a specific topic?
$ How do you synthesize information from a variety of sources?
2INIL#SS5N
Setting the 4ur+ose: !s9 the students to discuss in small grou+s /hat a bod, +aragra+h is and ho/ man, the, are
going to include in their m,ster, research +a+ers"
Connect to +rior learning:
%ell the students that the, are going to have a total of 4 bod, +aragra+hs" 8ave the students name these bod,
+aragra+hs0 ma9e sure to include: .ac9ground Information0 %heor, A0 %heor, 20 (%heor, @ 5+tional0 and 5+inion"
%oda,0 /e are going to focus on the +aragra+hs about the different theories surrounding their m,steries"
Introduce and e-+lain:
%he students have been researching ver, s+ecific details about the theories surrounding their m,steries" %he, are
going to use these su++orting details to /rite their bod, +aragra+hs"
Strateg, %eaching:
In each bod, +aragra+h0 students need to include a to+ic sentence0 su++orting details0 and a concluding sentence"
%he to+ic sentence /ill e-+ress the main idea of the +aragra+h and the students /ill use the su++orting details that
the, researched to e-+and on the main idea" I /ill model using the Great Chicago 3ire e-am+le" %he to+ic sentence
about the )aniel Sullivan theor, could be: =%he 5? Lear,?s neighbor0 )aniel Sullivan0 could have also caused the
Great Chicago 3ire instead of the co/ in the barn"> I /ill model for the students using the su++orting details I have
for this theor, to su++ort it" #ach su++orting detail that the students have for their theories can be used to further
e-+lain their main idea" I /ill model a concluding sentence for the students" %he concluding sentence sums u+ the
main idea of the +aragra+h and creates a lin9 to the ne-t +aragra+h" I /ill model the gra+hic organi6er that /ill hel+
students to organi6e each of these as+ects"
!ctive #ngagement (Guide 4ractice
Students /ill /or9 /ith the other students doing the same m,ster, to+ic" %he, /ill brainstorm e-am+le to+ic
sentences for their bod, +aragra+hs about the theories"
Lin9 to Inde+endent (riting
In order for students to have a successful +a+er0 each +aragra+h needs to have a main idea and su++orting details to
e-+and on that main idea" %he, /ill use their individual research to su++ort their main ideas"
IN)#4#N)#N% (&I%ING
%he students /ill inde+endentl, com+lete the .od, 4aragra+h Gra+hic 5rgani6er for their +aragra+hs about their
theories" %he students /ill identif, the main ideas and use their research to su++ort and e-+and on the main idea" I
/ill rotate around the room and su++ort the students as the, need it"
S8!&ING %I2#
%he students /ill share their to+ic sentences and concluding sentences /ith their small grou+s /ith the same to+ic"
%he, /ill hel+ each other to revise and create strong to+ic and concluding sentences"
%#!C8#&$S%*)#N% C5N3#&#NC#S
I /ill hold conferences /ith N and S" I /ill as9 them to share their theories? +aragra+hs" I /ill as9 /hat +art of the
bod, +aragra+hs the, thought /as the easiest and /h," I /ill also as9 /hich +art the, thought /as the hardest and
/h, the, thin9 the, struggled /ith that +art"
!ssessment(s:
%he students /ill be assessed b, their abilit, to com+lete the gra+hic organi6er0 and thus finish
an introduction +aragra+h for their +a+er" Students /ill be assessed b, the teacher during
inde+endent /or9 time and sharing time" Students /ill be assessed b, their abilit, to /rite a
bod, +aragra+h for their m,ster, research +a+er"
8o/ might ,ou e-tend this lesson<
%his lesson /ill be e-tended /hen the, /ill continue to /rite the rest of their research +a+er"
)iscuss ho/ ,ou differentiated instruction for ,our learners during this lesson<
Instruction is differentiated b, students being given different levels of su++ort and the use of
small grou+s" Students all receive the hel+ of the gra+hic organi6er" %he, /ill also be able to
su++ort each other b, sharing /ith their small grou+s and +eo+le of the same to+ic"
Grade Level: 4 Number of Students: 24 Instructional Location: Classroom
Length of Instruction: 50 minutes
Standard(s !ddressed (Common Core
CCSS"#L!$LI%#&!C'"("4"2".
)evelo+ the to+ic /ith facts0 definitions0 concrete details0 1uotations0 or other information and
e-am+les related to the to+ic"
CCSS"#L!$LI%#&!C'"("4"2")
*se +recise language and domain$s+ecific vocabular, to inform about or e-+lain the to+ic"
CCSS"#L!$LI%#&!C'"("4"2"#
4rovide a concluding statement or section related to the information or e-+lanation +resented"
2entor %e-ts:
%itle:
Genre:
%itle:
Genre:
Strateg, 3ocus:
(riting a Conclusion 4aragra+h
2aterials:
Conclusion 4aragra+h Gra+hic 5rgani6er
3li+Chart (4romethean to model
#-am+le Conclusion 4aragra+h (/ith
handouts
7ocabular,:
Conclusion
Concluding Statement
&estate
!dd an, relevant information that is essential to understanding the conte-t of ,our lesson:
4rere1uisite S9ills:
%he students have alread, /ritten com+are and contrast essa,s so the, are familiar /ith the
conce+t of a conclusion +aragra+h" %he students have finished /riting an introduction +aragra+h
and four bod, +aragra+hs"
#nduring *nderstandings (.ig Idea:
Critical thinking and reflection are used to identify main ideas and use
supporting evidence while writing an expository piece.
#ssential :uestions:
$ How do you develop a thesis and supporting details from research
about a specific topic?
$ How do you synthesize information from a variety of sources?
2INIL#SS5N
Setting the 4ur+ose: !s9 students to discuss in small grou+s /hat needs to be included in the conclusion +aragra+h"
(hat information does the reader need to be left /ith<
Connect to +rior learning:
%ell the students that the, are going to /rite a final +aragra+h for their research +a+ers" %he, are going to use
information that the,?ve alread, /ritten in their +a+er in order to do it"
Introduce and e-+lain:
%he students are going to restate their thesis and the other0 more s+ecific main ideas0 in their conclusion +aragra+h"
Strateg, %eaching:
#-+lain to the students /hat the, need to include in a conclusion +aragra+h" %he, need to connect bac9 to their
thesis statement (main idea of the /hole essa,0 restate each theor,0 restate their o+inion0 and finish off /ith a strong
concluding sentence" 2odel /ith the Great Chicago 3ire research e-am+le" Go through the gra+hic organi6er /ith
the students for each section of the organi6er" &estate the thesis of the Chicago 3ire essa,0 restate each theor,0
restate m, o+inion0 and discuss the final sentence" 8ave students brainstorm a +ossible final sentence for the
e-am+le essa," Sho/ an e-am+le conclusion +aragra+h for the Chicago 3ire for the students to reference"
!ctive #ngagement (Guide 4ractice
8ave students /or9 /ith their grou+s /ho are /riting their research +a+ers on the same to+ic" .rain storm e-am+le
concluding sentences" #ncourage strong finishes that /ill leave an im+ression on the reader"
Lin9 to Inde+endent (riting
#-+lain to students that this is the last thing that the reader /ill reader so it?s im+ortant to sum u+ the +a+er /ith all
the main ideas0 don?t be too s+ecific0 and have a strong final sentence"
IN)#4#N)#N% (&I%ING
Students /ill /or9 to com+lete the gra+hic organi6er for the conclusion +aragra+h" %he students need to connect to
their thesis0 restate each theor,0 restate their o+inion about the m,ster,0 and have a strong concluding sentence" I
/ill rotate around the room giving su++ort to the students /ho need it"
S8!&ING %I2#
Students /ill share in small grou+s /ith others /ho are doing the same to+ic" %he, /ill share their conclusion
+aragra+hs" If an, student feels confident in their concluding sentence0 the, can share it out to the /hole grou+"
%#!C8#&$S%*)#N% C5N3#&#NC#S
I /ill hold conferences /ith N and S" I /ill as9 them to share their conclusion +aragra+hs" I /ill as9 /hat +art of
the conclusion +aragra+h the, thought /as the easiest and /h," I /ill also as9 /hich +art the, thought /as the
hardest and /h, the, thin9 the, struggled /ith that +art"
!ssessment(s:
%he students /ill be assessed b, their abilit, to com+lete the gra+hic organi6er0 and thus finish
an introduction +aragra+h for their +a+er" Students /ill be assessed b, the teacher during
inde+endent /or9 time and sharing time" Students /ill be assessed b, their abilit, to /rite a
conclusion +aragra+h for their m,ster, research +a+er"
8o/ might ,ou e-tend this lesson<
%his lesson /ill be e-tended /hen the, continue to revise and edit their +a+er /ith their +eers"
)iscuss ho/ ,ou differentiated instruction for ,our learners during this lesson<
Instruction is differentiated b, students being given different levels of su++ort and the use of
small grou+s" Students all receive the hel+ of the gra+hic organi6er" %he, /ill also be able to
su++ort each other b, sharing /ith their small grou+s and +eo+le of the same to+ic"
Grade Level: 4 Number of Students: 24 Instructional Location: Classroom
Length of Instruction: 50 minutes
Standard(s !ddressed (Common Core
CCSS"#L!$LI%#&!C'"("4"5
(ith guidance and su++ort from +eers and adults0 develo+ and strengthen /riting as needed b,
+lanning0 revising0 and editing"
CCSS"#L!$LI%#&!C'"("4"B
(ith some guidance and su++ort from adults0 use technolog,0 including the Internet0 to +roduce
and +ublish /riting as /ell as to interact and collaborate /ith othersC demonstrate sufficient
command of 9e,boarding s9ills to t,+e a minimum of one +age in a single sitting"
2entor %e-ts:
%itle:
Genre:
%itle:
Genre:
Strateg, 3ocus:
4eer &evisingD#diting
2aterials:
#-am+le 4aragra+h
4eer #diting 8andouts
Student (or9
7ocabular,:
&evise
#dit
Collaboration
!dd an, relevant information that is essential to understanding the conte-t of ,our lesson:
4rere1uisite S9ills:
Students have informall, revised and edited each others? /or9 before"
#nduring *nderstandings (.ig Idea:
Critical thinking and reflection are used to identify main ideas and use
supporting evidence while writing an expository piece.
#ssential :uestions:
$ How can collaborating with peers improve your writing?
$ What strategies are effective for revising and editing a piece?
2INIL#SS5N
Setting the 4ur+ose: !s9 students to thin9 about /hat the, loo9 for /hen the, revise and edit their /or9"
Connect to +rior learning:
&emind the students that the, have done a +eer editing +rocess before for their com+are and contrast essa,"
Introduce and e-+lain:
It?s beneficial to have someone else loo9 at ,our /riting and hel+ ,ou revise and edit because it?s a different
+ers+ective"
Strateg, %eaching:
!s9 students for e-am+les of /hat the, loo9 for /hen the, are reading someone else?s /or9" I e-+ect that students?
res+onses /ill be about grammar and conventions" Guide them to thin9ing of higher level /riting" 3or e-am+le0
loo9 at the author?s /ord choice0 use of details0 organi6ation0 flo/0 etc"
!ctive #ngagement (Guide 4ractice
Give students the e-am+le +aragra+h" 8ave them /or9 in +airs to com+lete the +eer editing +rocess on that
+aragra+h" %he, need to give @ com+liments about the /riting0 give @ suggestions0 and also ma9e grammar
corrections" (hen the +airs have finished0 share out some of the com+liments and suggestions"
Lin9 to Inde+endent (riting
#-+lain the +eer$editing sheet that the students /ill be using during the revising and editing +rocess" %he, /ill
again give @ com+liments0 ma9e suggestions0 and ma9e grammar corrections" %he students ma9e +ic9 their +artners
for the +rocess (so the, feel comfortable /ith the +erson reading their /riting" 8o/ever0 the students need to /or9
/ith someone /ho is not doing the same to+ic as them so the, get a fresh +ers+ective"
IN)#4#N)#N% (&I%ING
Students /ill /or9 in +airs to revise and edit their /or9 using the +eer$editing sheet" %he need to give com+liments
about /hat the author is doing /ell0 give suggestions about /hat the author can im+rove u+on0 and ma9e grammar
corrections" I /ill rotate around the room to su++ort the students during the revising and editing +rocess"
S8!&ING %I2#
!fter the students have had some time to revise and edit their /or90 as9 for a +air to volunteer and share /hat the,
have tal9ed about in their discussion" 2a9e sure that the students are sharing more than ;ust a correction in grammar
or conventions" (hat did the +air discuss< (hat the /riter do /ell< (hat did the, need to /or9 on< 8o/ did the,
solve that<
%#!C8#&$S%*)#N% C5N3#&#NC#S
I /ill hold conferences /ith N and S" I /ill as9 them to share their +eer$editing sheets /ill as9 /hat +art of the
+rocess the, thought /as the easiest and /h," I /ill also as9 /hich +art the, thought /as the hardest and /h, the,
thin9 the, struggled /ith that +art"
!ssessment(s:
%he students /ill be assessed based on their abilit, to collaborate /ith a +eer to revise and edit
their /or9" Students /ill also be self$assessing during this +rocess as the, /ill discuss /ith their
+artner ho/ to ma9e decisions to im+rove their /or9"
8o/ might ,ou e-tend this lesson<
I /ould have the students /rite a reflection on the e-+erience of +eer$editing" (hat do the, li9e
about it< (hat /ould the, /ant to do differentl, ne-t time<
)iscuss ho/ ,ou differentiated instruction for ,our learners during this lesson<
%he learners in the class are at higher level so the, are being challenged to be res+onsible for
their o/n /riting" %he, are /or9ing in +airs and small grou+s to im+rove their /riting" %his
ma9es them more accountable and feel more engaged in the lesson"