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"