Writing Lesson Making a Hamburger

2nd Grade
Big Idea: Steps in the Right Direction
Readiness
I. Goals/Objectives/ Standard(s)
A. Goal- Students will write an organized paragraph(s) that includes a
topic, supporting details and a concluding sentence.
B. Objectives-
1. During the lesson, students will dissect paragraphs and
identify the topic, supporting details and concluding sentence.
2. Using the hamburger template, students will write an
organized paragraph about their penny boats.
C. Standard: 2.W.3.2 Write a paragraph or paragraphs on a topic that
introduce a topic, provide facts and details about the topic, and provide
a concluding statement.

D. Management
i. Time: 45 minutes total
ii. Materials
- Shape blocks
- Visual timer on computer
- Templates
- Hamburger picture
- Science boat pictures
- Pencils
iii. Space: Students will be working at their assigned seats. The
conferencing will occur at my desk in the back of the room
(this way I can still watch the other students work). The
partnering up and sharing will occur around the classroom in
the couch area or by their desks.
iv. Students: Students are expected to follow the normal classroom
rules. They will be reminded to keep their voices down and
work silently at their desks unless they are collaborating about
their template with their seat partner. While I am conferencing,
they are to stay in their seats unless they are ready to share their
writing with a partner. They will be on their block system and
loose blocks for disruptive or off task behavior. The
consequence of loosing blocks is no free time in the afternoon.

Plan for Instruction

II. Adaptation to Diverse Students
For students who are above level, they will be challenged to write
more detailed supporting sentences. They may also be challenged
to write more than one paragraph.
Students with ADHD will be given special bouncy seats.
 Below level students will have the option of using a sentence
starter sheet. This sheet will act as a guide in filling out their
templates.
Visuals will be included during the lesson to aide struggling
students.

III. Lesson Presentation

A. Anticipatory Set (5 minutes) (Section includes Listening and
Speaking): In the center of your table group you will find a pile of
shapes. I want you to work with your group to first organize them by
color. (give students like thirty seconds) Now organize them by size.
(give students like thirty seconds) Lastly, I want you to organize them
in anyway you would like. (give students forty-five seconds and then
call on each group to explain how they organized them).

Purpose Statement: Today we are going to be working on organizing our writing.

We used organization when we built our boats and when we sorted the
shapes.

B. Input/output (35 Minutes) (Section includes Writing, Speaking,

Listening and Reading):
a. Writing trait: Organization
b. Mini-Lesson:
Raise your hand if you have ever eaten a hamburger.
(put a picture of a hamburger on the board) In this
picture of the hamburger, we see the top bun, a piece of
cheese, a hamburger patty and then the bottom bun.
Today we are going to this hamburger to help us
organize our writing. The top bun represents the topic.
If you remember from our previous lessons, a topic is
what we are writing about. The cheese and hamburger
patty represent details we are going to write in order to
describe the topic. Our details are complete sentences
that tell us more about the topic. Finally, we have the
bottom bun. Our bottom bun represents the concluding
statement. Your concluding statement is the last
sentence of the paragraph. Im going to read you a
paragraph and then we are going to work together to
figure out the topic sentence, the details and the
concluding sentence. Listen carefully as I read,
Music by Jessenia Corpus. (paragraph is attached to
lesson; I will read this and then we will dissect it
togetherwe will label the topic, details and the
concluding sentence). Now I want you to read the Dog
Person by Carolina Aguila. After you finish reading it
silently, I will read it out loud and then we will dissect it
 together. (We will walk through this paragraph as
another example before they are sent to start their own
writing).
c. Writing/Conferencing
I am going to pass out a hamburger template. On the
template it is labeled to direct your pre-writing. Today,
we are going to be writing about your boats that we
made in science. Raise your hand if you remember
making the boats? Excellent! (post the boat pictures to
the whiteboard) I have posted the pictures on the
whiteboard in case you forgot what yours looked like.
For todays writing, everyone will have the same topic
boats. In the following sections, I want you to write
detail sentences about what your boat looked like, if
your boat carried the pennies, how you built your boat
or even how you might change your boat. After you
have the template filled out, you will raise your hand
and wait for a buddy to finish. When you see another
person raise their hand, you are to pair up and read
your sentences to each other. After this, you will return
to your seat and begin copying your paragraph onto a
lined piece of paper. During this time, I will be calling
students back to work with. If I call your name, please
bring your template and pencil. Is there any questions?
I will set the visual timer for 20 minutes. When the
timer goes off, you can put your work in your folder. We
will add to this later in the week. Please keep your
voices down if you are asking your peers for help. Lets
begin!

*Conferencing- I will begin by calling my students who need

the most assistance. In the beginning, I will call back small
groups of 2-3 students so that I can guide several of them at
once. After I get my lower achieving students started, I will
continue by conferencing by walking around the room and
pulling students to my table as I see fit.
d. Sharing (Listening, Reading and Speaking)
Students will be sharing with a peer after they fill out
their template. This will give them an opportunity to go
over their template and to possibly get ideas from their
peer. At the end of the week, they will get to share with
a small group what they have written about their boats.
This will be after I have gotten to conference with
several of them and they are all done writing a final
draft.
 IV. Check for Understanding:
*During my direct instruction and conferencing, I will be asking these
questions to my students:
Does this paragraph have a topic sentence?
What is the topic sentence?
Does the writer have details that tell more about her topic?
Give me an example of one of a supporting detail.
What can you tell me about your boat?
How can we introduce your boat to another reader?
What details do you want to share about your boat?
How can we add to this paragraph?
Do you think this sentence is necessary or is it off topic?
*If students are struggling with writing about their boats, I will provide
them with a sentence starter sheet.
*If students continue to struggle with writing an organized paragraph, I
will conference with them and work re-teach the parts of the hamburger.
*For students who are high achievers, I will challenge them to write more
and to add extra details to their paragraphs. I can also have them assist
other peers when they are finished and I have approved their paragraph(s).

V. Review learning outcomes/Closure (3 minutes) (Includes: Listening and

Speaking)
Class Class! (Students Respond: Yes Yes!) Thank-you for working so well
on your hamburger templates. I was able to meet with many of you and
talk about your writing. Tomorrow we will continue to work on writing an
organized paragraph. Before we move on to our next activity, lets review
how we used the hamburger to write an organized paragraph. (point to the
picture I posted at the beginning of class) Who can tell me what the top
bun represents? (call on a student) How about all of the stuff in the bun,
like the toppings and hamburger patty? (call on a student) And what about
the bottom bun? (call on student). As we continue to write in the upcoming
weeks, we will refer back to the hamburger so that our paragraphs are
organized and easy to understand.

Plan for Assessment

Formative: Throughout the lesson I will be walking around and conferencing
with students. By looking at their templates and having discussions
with them, I will be able to monitor their understanding of how to
organize a paragraph.
Summative: After the students, have conferenced with me and their peers,
they will write a final draft of their paragraph or paragraph(s),
depending on their skill level and time. I will collect these and read
over them in order to fully assess their understanding of this lesson.

Reflection and Post-Lesson Analysis:

1. How many students achieved the lesson objective (s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Was the topic of their boats broad enough to get them thinking?
8. Did the hamburger template help the students or confuse them?
9. Should I have included an anchor chart?
10. How could I improve my conferencing for next time?
 Readings for Instruction

Music by Jessenia Corpus

I like playing the violin. I want to play the piano. I also

want to play the drums. It takes a lot of time and practice to

learn to play a new instrument.

Dog Person by Carolina Aguila

I am very good with dogs. I get along well with them, and

they really seem to listen to me. Ive trained my dog to sit, stay,

and do tricks. I taught my neighbors dog to walk without

tugging on the leash. Now Im helping my friend Anna train her

dog, too.