The lesson plan aims to teach 6th grade students how to write a 3-point paragraph by having them independently write a paragraph using an outline and jingle as a guide, and then analyzing an example 3-paragraph essay to understand its structure and transition to the next writing unit. The teacher will provide scaffolding, assess students' knowledge, and reinforce learning through praise and rewards to help students meet the IEP goal of using a graphic organizer to develop ideas before writing.
The lesson plan aims to teach 6th grade students how to write a 3-point paragraph by having them independently write a paragraph using an outline and jingle as a guide, and then analyzing an example 3-paragraph essay to understand its structure and transition to the next writing unit. The teacher will provide scaffolding, assess students' knowledge, and reinforce learning through praise and rewards to help students meet the IEP goal of using a graphic organizer to develop ideas before writing.
The lesson plan aims to teach 6th grade students how to write a 3-point paragraph by having them independently write a paragraph using an outline and jingle as a guide, and then analyzing an example 3-paragraph essay to understand its structure and transition to the next writing unit. The teacher will provide scaffolding, assess students' knowledge, and reinforce learning through praise and rewards to help students meet the IEP goal of using a graphic organizer to develop ideas before writing.
The lesson plan aims to teach 6th grade students how to write a 3-point paragraph by having them independently write a paragraph using an outline and jingle as a guide, and then analyzing an example 3-paragraph essay to understand its structure and transition to the next writing unit. The teacher will provide scaffolding, assess students' knowledge, and reinforce learning through praise and rewards to help students meet the IEP goal of using a graphic organizer to develop ideas before writing.
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University of Utah, Department of Special Education: Lesson Plan
Content Area: Writing
Grade level: 6th Core Standard: Writing Standard 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Use appropriate transitions to clarify the relationships among ideas and concepts. Use precise language and domainspecific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from the information or explanation presented.
Instructor Name: Jessica Twombly Date: Instructional Objective: Behavioral Objective: Students will independently write a 3-point Participate in choral responses. paragraph using the outline and jingle to assist their Follow directions. planning and writing. Students will reread their Be respectful by responding to questions. paragraph before passing it in to check for Do your best! grammatical and organizational errors. Students will analyze a 3-paragraph expository anchor paper to transition to the next writing unit.
IEP Goal: In 12 weeks, when asked to write a paragraph or response, student(s) will use a graphic organizer to develop her ideas before writing 100% of the time on 3 out of 3 probes.
Content (concepts, information, skills, new vocab,
etc.): Assessment -Jingle -New topic students write 3-point paragraphs independently -anchor paper essay to look at the structure of a 3point essay to transition to the next unit
Procedures/Activities: 1. Get students attention (10 seconds) 2. State instructional objectives (1 minute) 3. Review behavior expectations (1 minute) 4. Activate background knowledge and Review (5-7 minutes) 5. Writing (10-15minutes) 6. Instruction (10-15 minutes)
Instructional Materials Needed:
-Piece of paper -anchor paper on the smartboard
Teachers Role/What Im doing:
1. Eyes on me I chant 2. Today we are going to practice writing an expository paragraph independently. We are also going to look at a 3-point essay. 3. Remember that we expect all students to participate, follow directions, be respectful, and do your very best work! 4. What is your favorite sport? I need 5 volunteers to tell us their favorite sport. Review Jingle. 5. Students begin planning using the outline and jingle to remember the structure of a 3point paragraph. I will be walking around the room scaffolding for struggling children and assessing their knowledge. 6. This paper is about ways to travel. Lets read this essay together and talk about what we
Students Role/What theyre
doing: 1. Eyes on you kids chant 2. Eyes are on the board 3. Listening with their eyes on the board. 4. Raise of hands to tell the class their favorite sport. Sing the jingle together as a class. 5. Students have 10-15 minutes to write their 3-point paragraph 6. Students have their eyes on the
Analyze as a whole class
6. Wrap up a. Review key concepts/ Check for understanding b. Review objectives c. Clean up
see in it. I will read the first paragraph.
a. Who can tell me what they noticed about the first paragraph? I will move one once someone has noticed there is a topic sentence and a 3-point sentence. b. Read paragraph two, the first sentence. Who can tell me what this paragraph will be about? c. Does this person use one supporting detail or many? Get ready d. Lets look at paragraph 3. What is this going to be about? What is the 2 nd point and the supporting details? e. Lets look at the 4th paragraph. What is the 3rd point and supporting details? f. What does the last paragraph tell us? What do we call that? g. Does this essay have all the pieces of our 3-point paragraph? (if students struggle, sing the jingle slowly to identify each part) 7. Review the jingle one more time
board. a. students raise their hand to answer the question b. Individual students answer. c. Many Choral response d. Individual answers e. talk about it with your table partner f. Conclusion g. answer the question choral response 7. sing the jingle together
Adaptations/Modifications/ Accommodations: Jingle using a beat/music to help kids remember the structure of expository writing Scaffolding and redirecting to students that are struggling to write independently Read their essay to kids with reading disabilities so they can hear their mistakes.
Reinforcement Procedures: Praise the whole class when they get the answer write. Praise individual students when they answer the analytic questions. This class is boom dynamite! Way to go Karen. Learning position check kids stop feet, clap hands, fold hands as a reminder to stay seated with their back straight, heads up. Golden ticket raffle ticket to students that participate.
Follow-up Activities: The next unit will be writing 3point expository essays. The next activity will be using the 3-point outline to write an essay as a whole class.
Assessments: Pre: Their writing sample of an expository paragraph from yesterday. During: Observation of students writing a paragraph and individual and choral responses during the anchor paper analysis. Post: Reading over their individual paragraphs. Choral response to the questionDoes this essay have the same pieces of our 3-point paragraph? CBM: 3-minute writing probe to assess total words written, words spelled correct, and correct word sequence.
