Alexa Iandolo

Lesson Plan Direct Teaching Method

Due: February 25, 2016

1. Hamburger Paragraph Planning & Writing- This lesson is for 3rd

grade in Language Arts.

2. NJ CCCS - CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or

texts, supporting a point of view with reasons.

3. Lesson Objectives Students will be able to use a graphic organizer

to write stories.

4. Student Motivation - To motivate the students, the teacher would

show a picture of a boring plain hamburger and would discuss what
may come to mind when the students see that picture. Then the
teacher would show the students a picture of a nice, delicious looking
hamburger and discuss what the students think about that hamburger.
After, there would be a short activity. The activity would be having the
students make a list, together as a class, of items that they think they
would need to make a delicious hamburger such as lettuce, tomatoes,
pickles, ketchup, mustard, cheese, sauces etc. The students should use
their previous knowledge for writing to complete the lesson.

5. Presentation- The teacher explains that their writings are like

hamburgers. The more details that they put in their story, the more fun
and juicy it becomes to read. So then tying in the hamburger, the
teacher shows them the graphic organizer of the hamburger and the
parts it consists of. The top bun as the introduction/topic sentence, the
tomatoes as a supporting detail 1, lettuce as the supporting detail 2,
the burger as the supporting detail 3, and finally the bottom bun as the
conclusion. The teacher models an example story using the graphic
organizer of the hamburger for the class to understand the concept of
the graphic organizer.

6. Guided Student Practice - Each student will then make their own
hamburger to remember all of the parts of delicious writing. With
precut pieces of construction paper and a paper plate, the students
create their hamburger. After, the students brainstorm what type of
story they want to write about, the teacher passes out the graphic
organizers. The students do not have to write complete sentences, just
ideas they think would go in each part of the hamburger. The students
will use the hamburger plate they just created if they get stuck. The
teacher will walk around and look at what the students are doing and
are making sure the students understand what the concept is. After
that, the students will turn their brainstormed ideas into sentences.
 Finally, they will create their stories based on the sentences created
with the hamburger graphic organizer.

7. Lesson Closure To tie up the lesson, the teacher could review with
the students and create an anchor chart to hang in the classroom. The
teacher will bring the students together and ask the order in which the
hamburger goes and the students must tell her the order and how to
create the chart so they can hang it up in the room. After, they hang up
the chart, the teacher can wrap up by explaining to the students that
they should always refer to the hamburger on the wall because it will
make their stories so much juicier!

8. Assessment- To assess the guided student practice, the teacher will

use a rubric to assess the short stories written from the hamburger
graphic organizer. The rubric will be rated from a number 1 to a
number 4 based on how well the student understood and applied the
concept of the graphic organizer for their stories. Overall the teacher
should try to be looking for understanding and effort, if the student did
not try at all then points would be taken off but if there was effort put
in, then the teacher can sit down with the student to go over what he
or she may not understand and give them another chance to show
they understand before deducting points. The teacher should allow the
student to prove their understanding before just marking it completely
wrong, being it is important for the student to know such information
when moving forward with writing.

Rubric for Hamburger Story:

 Hamburger Rubric

Topic 1 2 3 4

Sentence Student has 1-2 Student has 3 Student has 4 Student has 5
Structure sentences. sentences. sentences. sentences.

Topic and Student has no Student does Student either Student has
Closing opening or not have has an both an
closing. opening or opening or a opening and
closing. closing, not closing
both sentence.

Relation of Student did not Student related Student Students

Topic relate any of the opening and related details opening,
the sentences. closing but not to either the details and
the details. opening or the closing is
closing, not realted to the
both. topic.
Spelling, Many mistakes. Some mistakes. Very few No mistakes.
Punctuatio mistakes.
n,
Capitilizati
on
Hamburger Graphic Organizer: