Alyce Hartwig Elementary Lesson Plan

Expanding Sentences and Paragraphs for

Details
4
th
Grade
Willis Elementary

1. Lesson Goals:
What is the Essential
Question (Big Idea) all
students are investigating?
Why is important to expand or build paragraphs?
What are your objectives for
student learning in this
lesson?
Students will be able to expand sentences, build paragraphs, and work together in teams. Students will construct essay responses in a
Paragraph format. They will identify general and supporting details while staying on the prompt.
Why have you chosen these
objectives?
I chosen these objectives to help my students became better writers. I have also chosen these objectives to help them learn how to become
collaborative team member.
What Standards (National or
State) relate to this lesson?
LA.4.5.2.5, LA.4.4.1.1, LA.4.4.1.2, LA.4.3.2.2, LA.4.3.2.3, LA.4.3.1.2, LA.4.3.5.3, LA.4.3.3.3

2. Content Knowledge
Provide an overview/explain
what teachers should know
about this topic. What prior
knowledge is necessary to
master the objective(s)? Is there
a learning trajectory in the
lesson (in other words, is there a
logical sequence of steps that
students must take to master the
content)? What connections can
be made to other disciplines?
What real world connections
can be made?
Overview: This lesson is designed to help students build upon their prior knowledge of writing paragraphs and to enhance their future
Writing abilities.
Prior knowledge necessary to master the objective: Students have basic knowledge of paragraph structure. A prior Nuts & Bolts
Paragraph Writing Lesson was taught to the students over several days. The students saw examples of paragraphs and then the students
cut out the nine parts of the paragraph, identify the three sentence pairs, and then correctly reassemble the scrambled paragraph on an
answer sheet template. The easy-to-use paragraph structure included: a title, a topic sentence, three details with support; six sentences,
and a closing sentence or clincher. Like training wheels on a bicycle, working with scrambled paragraphs helps students understand how
to write their own ideas in a clear, organized manner.
Learning Trajectory in the lesson: First step, provide students with a mini-lesson about adding details to sentences. Second step, place
students in groups of six. Give students an index card. Each index card will have a sentence and a number. Third step, students are to add
one sentence after the sentence that they are given. The student who was assigned sentence #6 must add one sentence before the given
sentence. And finally, Each group then stands up in front of the class in the correct order and they read what they wrote.
Connections: This lesson connects to other disciplines such as writing essays or prompts were students are able to transfer these new
writing skills.
The real world connections for the student occur when the asked to write paragraph for another subject. (i.e. A multi-media project,
newspaper, science project, etc)
What is the underlying content
knowledge that you want
students to understand?
The content knowledge is the process for creating a well-organized paragraph with details to entice the reader.
What misconceptions do
students typically have about
this concept?
Students often believe they can't write a well-organized paragraph. They dont know to structure the paragraph or the importance of
adding details to support the paragraph.

Rationale and Relevance
(Connection to Students
Knowledge, Skills,
Experience) Why is it
important for students to learn
this concept?
Students need to know how to compose extended, informative/explanatory responses to text. Also, students need to learn how to apply
these same skills to narrative and opinion (persuasive) writing.
3. Levels of Differentiation
Name, and then explain how
your organized this lesson to
address the interests,
readiness levels, culture
and/or learning
profiles/styles of your
students. Explain why you
made these choices. Your
rationale must contain clear
evidence of your
understanding of
differentiating instruction,
culturally responsive pedagogy
your classroom curriculum,
and your knowledge and
understanding of your unique
learners.

How will you differentiate instruction for students who need additional content support during this lesson?
For the students who need it, I will provide the templates as a guide and example for building the paragraphs. I
will also leave up the examples from our mini lesson. Peer support will be available during the lesson.
How will you differentiate instruction for students who need additional language support during this lesson?
N/A
How will you differentiate instruction for students who need additional challenge during this lesson?
These students will act as facilitators and recorders of the group.
What are the various ways that
you will group students during
this lesson and why have you
chosen each grouping method?

What students need specific
accommodations in this lesson?
List individual students of significance who continue to need special support to be successful during instruction. Then list the specific
accommodations you are planning to use for each of these unique learners. Remember, accommodations are not the same as differentiating
instruction, although the two can overlap.
Students initials Accommodation
JC ELL learner - I will make sure he understands the sentence he is reading. I will read it to him and discuss the sentence with him to
make sure he has a clear understanding of it.
JR ESE - no special accommodations are needed.







4. Methods
What teaching method(s) will
you use for this lesson?
I will use a combination of teaching methods that include class participation, demonstration, collaboration, writing and student evaluation.
Why have you chosen this
method or these methods?
I chose these methods because they allowed the students to become actively involved the lesson. Also the collaboration allows the
students to actively participate in the learning process by talking with each other and listening to other points of view. This collaboration
establishes a personal connection between students and the topic of study (writing).
What specific co-teaching
method are you
incorporating?

5. Activities: What are the specific teaching behaviors that will occur during each portion of the lesson? Remember, if you have different groups doing different
activities, each groups activity sequence must be clearly explained in separate sections. This is often the longest section of your lesson plan and will need to
be written exhaustively. Please also include the timing each activity will take, your plan for transitions between activities, and strategies to support time
management and classroom management.
What activities have you
planned for each phase of
your teaching method?
What is the role of the
teacher? What is the role
of the student? What
student data will be
collected during each
phase?
Anticipatory Set: Provide students with a mini-lesson about adding details to sentences. For example, on the overhead you can provide 5-
10 subjects for the students and they need to answer the following questions: who, where, when and why. EX: The girls..*then the
students add information to answer the above questions.
The girls met at the library after school to study for an exam.
Step-by Step Procedure:
1) Place students in groups of six. Give students an index card. Each index card will have a sentence and a number.
(Example)1.The first day that I started school was very exciting. 2. Before I left my house I ate a big breakfast. 3. Then I brushed my
teeth and got dressed. 4. Next I got into the car and my mother drove my to school. 5. She walked me to my classroom where I met my
teacher. 6. Finally, I went inside the classroom and I knew it was going to be a good day!
Students are to add one detail sentence after the sentence that they are given. * The student who was assigned sentence #6 must add one
sentence BEFORE the given sentence.
2) Each group then stands up in front of the class in the correct order and they read what they wrote.

Closure: Students will compare and comment about what each group read.


6. Materials: List the primary materials and resources will you use to support each students success in meeting the learning goals (this can include people, as
well!)
What instructional materials
will you use, if any?
Index Cards , Students will need one sheet of paper and pen/pencil, and an Elmo/Whiteboard
Why have you chosen these
materials?

7. Evaluation Plan: A comprehensive data collection plan is needed that demonstrates how you intend to provide multiple kinds of evidence to document
student learning in an ongoing manner.
How do you plan to evaluate
student learning on the
content of this lesson? List
the combination of
evaluation/assessment data
you plan to collect before,
during, and after the lesson
I will use an instructional strategy checklist can help me analyze my lesson's effectiveness and the use of guiding
Questions. The rubric will also help me evaluate the lesson. Data can be gathered when they are tested on Quarterly
Benchmarks, County writing scores and class grade book scores.

(Examples: responses to
test/quiz questions and/or
scores, student work
products or performances,
teachers journal,
observations and field notes,
photographs/video,
surveys).

8. Resources Nuts & Bolt s Templates and Paragraph Examples, Student Rubric