3-Part Lesson Plan
Topic/Big Idea: Paragraph Writing - Forming Supporting Sentences
Grade: 4 Subject: Language, Writing Time: 60 minutes
Curriculum Expectations and Learning Goals
Curriculum Expectations – Grade 4 Learning Goals
Language I can:
Purpose and Audience:
1.1 Identify topic, purpose, and audience for a variety of writing forms
- Identify a purpose for my writing
Developing Ideas: - Generate, gather, and organize
1.2 Generate ideas about a potential topic using a variety of strategies ideas and information
and resources - Draft and revise my writing
1.4 Classifying Ideas: using stylistic elements
Sort and classify ideas and information for writing in a variety of ways - Brainstorm ideas to explain my
2.7 Revision: topic clearly
Make revisions to improve content, clarity, and interest of written work - Use examples to create
supporting sentences for
paragraph writing
Part 1: Minds On Estimated time: 10 minutes
Review anchor chart from previous lesson (e.g. parts of a paragraph
hamburger visual: topic sentence, body paragraph - supporting sentences, Materials and Set-Up
& conclusion sentence. Focusing on supporting sentences ask students: - Anchor chart from previous
What is the purpose of supporting sentences? What characteristic does lesson (e.g parts of a
support sentences have? Show students YouTube video: Supporting Details paragraph visual).
Teaching Video and ask students to share with the class what they learned
- YouTube video that explains
about supporting sentences.
supporting sentences
https://www.youtube.com/watch?v=mkZo2zVKJR4
Part 2: Action Estimated time: 40 minutes
1
Activity 1: Introduce supporting sentences. Display
chart paper organizer explaining the components of a Materials and Set up:
supporting sentence > Whole Group Activity (10 minutes)
- Chart paper organizer that
exemplifies that components
1. Supporting sentences explain the main idea of supporting sentences
2. Supporting sentences come after the topic sentence in a paragraph. - White board markers to write
examples of supporting
3. Supporting sentences provide details about a topic (e.g explanations sentences on the board and
AND examples). for underlining the
4. Supporting sentences can be connected by transition phrases (e.g example/explanation
first, next, then…)
Provide examples of supporting sentences on the board for a specific
topic:
Topic: Canada has many natural resources that are used for
different purposes.
Supporting Sentence #1: Timber is used for building materials and
furniture.
Supporting Sentence #2: Next, hydroelectric power is a source of
renewable energy.
Supporting Sentence #3: Nickel is another natural resource for making
coins.
Invite students to identify the example used in each supporting sentence
and the explanation for each example.
Underline the example and explanation on the board.
Activity 2: Introduce supporting sentences worksheet >
Partner Groupings (2 students per worksheet, 15 minutes) - Supporting sentences
worksheet for each pair of
In partners, work on the supporting sentences worksheet. Once the activity students
is completed by each pair, take up worksheet with the entire class and
encourage students to make corrections on their sheet. - Each student will work with
the students sitting next to
In partners, students will be given a worksheet with 3 different paragraphs. them
Each paragraph will focus on a different topic (e.g animals, structures, - Highlighters
sports). For each paragraph, students will have to identify the topic
sentence/main idea (assessment for learning for previous lesson) and then - Teacher copy of worksheet
the supporting sentences. Highlighters will be used for labelling. with corrections made
Activity 3: Practice developing details and writing
supporting sentences. > Individually (15 minutes)
2
Students will be asked to choose a topic sentence that they created during - Display chart paper on the
the previous lesson (forming topic sentences). Students will be invited to board that identifies the 4 key
write FIVE supporting sentences for their chosen topic. Supporting parts of a supporting
sentences must follow the criteria discussed in the Minds-On activity. sentences
Students will be invited to share examples with the class of the supporting - Keep examples of supporting
sentences that they created. Following this activity, students will submit sentences on the board for
their supporting to sentences to the teacher and feedback will be provided students to refer to when
before the next lesson. completing the activity
- Paper and pencils for writing
Part 3: Consolidation Estimated Time: 20 min.
Now that students have had the opportunity to learn about the components - Reflection strategies
of supporting sentences, practice creating supporting details, and explaining - Checking for understanding
their examples, students will be asked to revisit the Minds On Activity and - Referring back to learning
create a sticky note answering the following questions (these sticky notes goals and Minds On Activity
will be posted on the board). - New sticky notes for students
• What is the purpose of a supporting sentence? Why does a - Identify new skills and next
supporting sentence come after the main idea in paragraph writing? steps for forming supporting
Why are supporting sentences important? sentences and paragraph
Invite students to share how their ideas about supporting sentences have writing
changed since the beginning of the lesson.
Students will be asked to reflect and share on their learning:
• What is one new thing you learned from today’s lesson?
Considerations
3
Multiple Intelligences: Accommodations: Assessment as Learning:
- Self-assessment
-Verbal Linguistic Response Accommodations: - Peer assessment
- Intrapersonal -Provide an answer sheet for
- Interpersonal students to access
- Verbal and visual cues Assessment of Learning:
regarding directions and staying - Teacher observations and
-Equity/Diversity recording of anecdotal notes
on task
-Inclusion - Conversations with students
- Feedback
- Check-ins with students - Collection and analysis of
products: worksheets, sticky note
Setting Accommodations: activities
-Students can complete - Think-Pair-Share assessment
individual work in a quiet room - Exit/Admit Tickets
-Sit students next to peers with - Classroom Polls
similar writing proficiency levels
for group work - Strategic Questioning
-Complete tasks in small groups
rather than individually
Timing Accommodations:
-Include extra time for each
activity
-Take short breaks after each
activity
-Pace of each activity
