University of Utah, Department of Special Education: Lesson Plan

Content Area: Writing

Grade level:
6th Grade
Instructor Name:
Jessica Twombly
Core Standard: Writing Standard 2. Introduce a
Instructional Objective:
topic; organize ideas, concepts, and information,
Write an expository paragraph with a topic sentence,
using strategies such as definition, classification,
3 reasons with explanations, and a conclusion
comparison/contrast, and cause/effect; include
sentence. Students will use the 3-point paragraph
formatting (e.g., headings), graphics (e.g., charts,
outline to help plan and understand the structure of
tables), and multimedia when useful to aiding
expository paragraphs. Students will use sentence
comprehension.
combining to create sentence variety in their
b. Develop the topic with relevant facts, definitions,
sentences.
concrete details, quotations, or other information and
examples.

Date: 10/14/2014
Behavioral Objective:
Participate in choral responses.
Follow directions.
Be respectful by responding to questions.
Do your best!

IEP Goal:
In 12 weeks, Lindsay Newton will write 58 total
words written (TWW) in 3 minutes when given a
CBM story starter on 3 out of 4 consecutive probes.

Instructional Materials Needed:

Smartboard.
Shurley Grammar outline of expository paragraph
Paper
Pencil
3-point paragraph song

Procedures/Activities:
1. Get students attention
2. State instructional objectives
(1 minute)
3. Review behavior expectations
(1 minute)
4. Review Compound Sentences
(3-5 minutes)
5. Jingle of 3-point paragraphs
(5 minutes
6. Writing an Expository
Paragraph (20-25 minutes)
a. Model
b. Guided Practice
c. Independent practice
d. Error Correction
Procedures
6. Wrap up (10 minutes)
a. Review what an
expository paragraph is
b. Have a few students read
their paragraphs out loud
c. Have students read their

Content (concepts, information, skills, new vocab,

etc.):
Expository paragraphs
Using graphic organizer and jingle to remember the
format of the paragraph.
Writing compound sentences.

Teachers Role/What Im doing:

1. Eyes on the board
2. We will sing about 3-point paragraphs. We will write a 3-point paragraph about our
favorite food made in our families. We will write supporting details using compound
sentences.
3. Participate in coral responses.
Follow directions.
Be respectful by responding to questions.
Do your best!
4. What are compound sentences? (Multiple students may need to reply).
Choral Response: Great! Compound Sentences are two sentences linked together by the
words: and, but, or. What are words link the sentences, Class? and, but, or
a. Model compound sentence. My favorite food is lasagna. My mom makes it with
mushrooms. How would we combine these two sentences to be a compound
sentence?
b. My favorite food is lasagna, and my mom makes it with delicious mushrooms.
Good. What is our linking word?
5. Jingle review of 3-point paragraph
Three Point Paragraphs
This is a three-point paragraph, huh!
Paragraph, huh!

Students Role/What theyre

doing:
1. Eyes on the board! choral
response
2. Eyes are on the board.
3. Eyes are on the board as we
review behavior expectations.
4. An individual student responds.
And choral response while
defining compound sentences.
a. My favorite food is
lasagna. My mom
makes it with
mushrooms.
b. My favorite food is
lasagna, and my mom
makes it with
delicious mushrooms.
Choral response
and!
5. The kids and I sing the song
together
6. Outline of an expository

paragraphs to each other

d. Review jingle

This is 3-point, strong and clear.

Here is my topic and here are first points.
When I get written up, youll hear me shout,
Read me over and here me out!
Saying here is my first point, explain!
Second point, explain!
Third point, explain!

paragraph after each step of

modeling, students will write their
own sentence. Then students will
be called on to read their sentence
they wrote.
6. Read their individual
paragraphs out loud, share to a
partner, and end class singing
jingle.

We end with a conclusion, conclusion!

Adaptations/Modifications/
Accommodations:
Model, independent, share for
each sentence allows for kids to
see exactly what is expected in
each part of the paragraph. I will
be observing their understanding
throughout the lesson (during
independent work time) and
reaching kids that struggle
during that time to scaffold. The
jingle will help kids remember
the structure of an expository
paragraph better than just having
the graphic organizer.

6. Outline of an expository paragraph

a. Topic Sentence model the sentence on the board, kids write their own sentence,
one person shares to the whole class
b. 3-point sentence model, write their own sentence, share
c. 1st point - model, write their own sentence, share
d. Supporting sentences as a compound sentence model with the student (group
guided practice), students write their own supporting sentence, and share out loud
e. 2nd point model, independent, share
f. Supporting sentences as a compound sentence model, independent, share
g. 3rd point model, independent, share
h. Supporting sentences as a compound sentence model, independent, share
i. concluding sentence model, independent, share
k. re-read our paragraph model, independent, share
6. Have students read their whole paragraph and review what an expository paragraph is
end the class with the jingle
Reinforcement Procedures:
Assessments:
When students are doing what is expected, I
Pre: Review of what an expository
specifically praise them for following one of paragraph is and its structure. Review
the classroom rules.
compound sentences.
When the whole class does well, we chant
During: Observations and choral responses.
This class is boom dynamite
Having students read their sentences out
When individuals do a great job, we chant
loud.
Way to go Lizbeth, way to go clap, clap
Post: Pass in their paragraphs and review
When students are not following the
them. Find common mistakes to address in
classroom expectations after multiple
the next lesson.
reminders, they put their name on the board
CBM: 3-minute writing probe to assess
and stay in for 5 minutes lunch detention.
total words written, words spelled correct,
and correct word sequence.

Follow-up Activities:
Revision
-Review expository paragraph
chant
-Ambiguous pronoun activity on
the topic of the class paragraph
-Look at sentences from the kids
paragraphs that are written as one
sentence when they are supposed
to be two.
-Edit these sentences as a class
-Also edit sentences that we can
combine