How to Write a Paragraph 3-Day Lesson Plan: “Hamburger Writing” – Day 3

Teacher: Raina Haas

Grade Level: 2

Content Area: ELA - Writing

I. Content and Standards: This lesson addresses the following Common Core State Standards for
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Pennsylvania.
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• CC.1.4.2.E: Choose words and phrases for effect. 1a: Demonstrating Knowledge of Content and
Pedagogy
• CC.1.4.2.H: Identify the topic and state an opinion.
• CC.1.4.2.J: Create an organizational structure that includes reasons and
includes a concluding statement.
• CC.1.4.2.L: Demonstrate a grade- appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.
• CC.1.5.2.E: Produce complete sentences when appropriate to task and situation
in order to provide requested detail or clarification.
II. Prerequisites: Having completed both Days 1 and 2 of the lesson, students should be able to
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explain how a paragraph is like a hamburger and identify the five main components of a
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paragraph, and be able to create examples of each element in an outline of a paragraph. 1a: Demonstrating Knowledge of Content and
Pedagogy
Additionally, students should be familiar with the notion of developing a main idea and supporting 1b: Demonstrating Knowledge of Students
details for a piece of writing, and should possess the ability to construct complete sentences and
be able to spell sight words accurately.
III. Instructional Objective: Using their understanding of the “Hamburger Model” and completed
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graphic organizer, students will be able to successful transfer their ideas from outline to final draft
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of a well-written, focused, and descriptive paragraph containing all five key paragraph 1c: Setting Instructional Outcomes
components.
IV. Instructional Procedures:
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i. Before:
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• Similar to the start of Day 2, students will review how the different components 1e: Designing Coherent Instruction
of hamburger and they relate to a paragraph. Students will also be asked to
recall what they did to fill out their graphic organizers. The students then will be
briefed on the final goal of the lesson: transcribe the work done on completed
graphic organizer into a completed paragraph written in proper format.
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• Students will be reminded of proper paragraph formatting such as indenting the
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first line and using appropriate capitalization and punctuation. 1c: Setting Instructional Outcomes
ii. During: RAINA HAAS 1/22/2019 11:06 PM
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1b: Demonstrating Knowledge of Students
 • The students will use the bulk of the period to write their completed paragraph
on lined paper, using their graphic organizer as a guide. Once students
complete their writing, they will have the opportunity to draw an accompanying
picture that matches the topic of their paragraph.
• With ten minutes left, students will get to pair up and share their paragraphs
with a classmate.
iii. After:
• The students will meet on the carpet to listen to three students who will be
given the opportunity to share their completed graphic organizer and final
paragraph to the class.
• The students will be asked to share how the graphic organizer helped them
develop their thoughts into a “delicious” paragraph. This will give students the
opportunity to reflect on the lesson and revisit the daily goals and overall
objective of the lesson.
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V. Materials and Equipment:
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i. “Hamburger Writing” graphic organizer: for students to map out their 1c: Setting Instructional Outcomes
paragraph, and ensure all elements of a well-written paragraph are met. RAINA HAAS 1/19/2019 10:57 PM
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ii. Lined paper: for students to compose their final paragraph. 1d: Demonstrating Knowledge of Resources
iii. Colored pencils: to decorate their graphic organizations and add a picture
representing their paragraph on the final draft.
VI. Assessment/Evaluation: Formative assessment will be used while walking around as the
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students work on their final paragraph. Specifically, the final paragraph will then be evaluated on
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a quantitative scale from 0-4 in the following areas: 1) capitalization and punctuation, 2) spelling, 1f: Designing Student Assessments
3) focus, and 4) detail.
VII. Differentiation and Individualized Activities: This lesson can be tailored to meet specific
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student needs with regard to writing ability. There are a few students who specifically may need
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extra attention and support when it comes to encoding and such students will be provided with 1b: Demonstrating Knowledge of Students
special accommodations such as “scribing.” Students in need of a challenge could be instructed
to incorporate additional details, elongated sentences to “stretch” their writing, or attempt writing
alternative topic and concluding sentences to practice different writing styles. This lesson features
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scaffolding since students will work through the graphic organizer as a class, have the chance to
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“turn and talk” with peers, then finally work independently on their own organizer. 1c: Setting Instructional Outcomes
VIII. Technology: No technology will be needed for Day 3 of the lesson. RAINA HAAS 1/19/2019 10:54 PM
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IX. Self-Assessment: The lesson can be considered successful if the students are able to develop 1e: Designing Coherent Instruction
grade-level appropriate paragraphs on a topic of their choosing. Student enthusiasm and RAINA HAAS 1/19/2019 10:58 PM
participation in the lesson will also be an indictor of how engaging, interactive, and clear the Comment [13]:
1d: Demonstrating Knowledge of Resources
lesson was for the students. Using these factors, future lessons can be adjusted in terms of
amount of time spent on teaching the various components of a paragraph (such as creating topic
sentences or developing details), along with time spent on independent work of each specific
activity throughout the lesson.
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1f: Designing Student Assessments