Lesson Plan Template – ED 3501 (Version C)

Lesson Title/Focus / Topic Sentences / Date / Nov 16, 2012
Subject/Grade Level / Grade 3 LA / Time Duration / 45 min (8:50 – 9:35 AM)
Unit / Writing / Teacher
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: / 3. Students will listen, speak, read, write, view and represent to manage ideas and information
Specific Learning Outcomes: / 3.3 Organize, Record and Evaluate
Organize information
Students will draft ideas and information into short paragraphs, with topic and supporting sentences
LEARNING OBJECTIVES
Students will:
  1. Describe why a topic sentence is vital to a good paragraph
  2. Compose a relevant topic sentence to pre-existing paragraphs

ASSESSMENTS
Observations: /
  • Watch for student participation during group discussion. Flag which students are struggling, and will need support immediately, when group work begins
  • Use observations during discussion, to guide attention during group work. Attend to those who will be struggling.

Key Questions: /
  • Why is a topic sentence vital to a good paragraph?(LO #1)
  • What are the key points in this paragraph? (LO #2)

Products/Performances: /
  • Worksheet (Let me Tell you)(LO #2)

LEARNING RESOURCES CONSULTED / MATERIALS AND EQUIPMENT
  • AB POS
  • Teacher Constructed Resources
/
  • Let me tell you worksheet
  • SMART board
/
  • Whiteboard & markers
  • Pencils/erasers

PROCEDURE
Introduction / Time
Attention Grabber / Sandwich poster / 8:50 Am
5 min
Assessment of Prior Knowledge / Why is a topic sentence vital to a good paragraph?(LO #1)
  • Talk about how it describes what’s coming. It gives the reader an idea of what you are talking about. It prepares the reader – all of this makes a happy reader!
When students talk about the fillings of the sandwich, tell them we have to make good thick bread first, to protect all of our good fillings!
Transition to Body / Show first paragraph
Body / Time
Learning Activity #1 / Pizza paragraph
Read the paragraph to the students. Have students follow along on the whiteboard.
After, ask them to think about the main points of the paragraph. See if they can pick them out. Ask them to silently think about this and once they have an idea, hands on their head.What are the key points in the paragraph? (LO #2)
Ask students for ideas, write down ideas that pertain to the topic sentence (on the white board) and will build class understanding. Provide constructive support to those who come up with ideas that fall short – Allow them to correct themselves.
Highlight the key points in the paragraph
Highlight the closing sentence – in a different colour
Have the class come up with one possible topic sentence – if they are struggling, discuss how the topic sentence is similar to the closing sentence – but NOT the same!
Repeat with Winter Paragraph / 8:55 AM
15 min
Assessments/Differentiation: / Watch for students who understand and those who do not
Try to pull ideas out of weaker students and allow stronger students to provide support.
Learning Activity #2 / Give students Let me tell you worksheet
Walk around and support students who are in need of help.
Have students / 9:10 AM
20 min
Assessments/Differentiation / Take note of Spencer, Jessica, Buddy and Christopher.
Challenge:For students who understand concept, have them make as many topic sentences as they can for each question – shows them that there are many possibilities and gives them more practice.
Closure / Time
Assessment of Learning: / Have students place their worksheets in the bucket on my desk, as they are walking over to the carpet for story time. / 9:30
5 min
Transition To Next Lesson / Using a topic to write out three jot dots.
Sponge Activities / Challenge: For students who understand concept, have them make as many topic sentences as they can for each question – shows them that there are many possibilities and gives them more practice.
3Lesson Title/Focus / Juicy Details & Closing / Date / November 21, 2012
Subject/Grade Level / Grade 3 Language Arts / Time Duration / 55 minutes (8:40 – 9:35)
Unit / Writing / Teacher / Mr. Bechthold
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: / 3. Students will listen, speak, read, write, view and represent to manage ideas and information
Specific Learning Outcomes: / 3.3 Organize, Record and Evaluate
Organize information
Students will draft ideas and information into short paragraphs, with topic and supporting sentences
LEARNING OBJECTIVES
Students will:
  1. Identify the parts of a paragraph
  2. Brainstorm supporting details when given a topic
  3. Write a cohesive, five sentence paragraph

ASSESSMENTS
Observations: /
  • Observe students through group discussions. Check to see which students are understanding the concepts
  • Watch how students work while collaborating with other students. Ensure that all students are actively participating in the discussion and the distribution of ideas.

Key Questions: /
  • What is a topic sentence and why are they important?(LO #1)
  • What comes next in a paragraph? (LO #1)
  • What do you notice about the sentences in my paragraph? How do you feel about the beginnings to each sentence?(LO #2)

Products/Performances: /
  • Group paragraph(LO #3)
  • Hamburger Template (LO #2)
  • Sponge Activity - We need some body (LO #3)

LEARNING RESOURCES CONSULTED / MATERIALS AND EQUIPMENT
  • AB POS
  • Teacher Created Resources
  • Super Teacher Worksheets
/
  • SMART Board
  • Template for paragraph
  • Paragraphs with Poor Beginnings
/
  • Clipboard
  • Pencils/erasers
  • Sandwich poster
  • Hamburger template

PROCEDURE
Introduction / Time
Attention Grabber / Sandwich Poster / 8:40 AM
7 min
Assessment of Prior Knowledge / Please remind me what a topic sentence is and why they are so important?
When we are given a question (like in our journal writing) we can use this question to guide our paragraph writing and topic sentences.
What do you think comes next in a paragraph?
Expectations for Learning and Behaviour / Today we are going to be working in groups, which I will be choosing. You will need to work together to get the task done.
One person will be designated as the writer and will need to record their group members ideas on the papers I give you.
The rest of the group will complete their job tomorrow.
Transition to Body / Today we are going to work on the juicy details of the paragraph! This is our vegetables and meat, all of the good stuff.
Body
Learning Activity #1 / Use the poster to describe this. We usually have three juicy details in our paragraph.
Show math and science paragraph and ask them
  1. How is my topic sentence?
  2. What do you notice about the sentences in my paragraph? How do you feel about the beginnings to each sentence?
Talk about how the beginnings to the sentences should not always be the same. It makes it more interesting to the reader if you use different sentence starters.
Also discuss the closing sentence here.
Talk about how it is very similar to the topic sentence, but cannot be the same!
Like the topic sentence it brings everything in the paragraph together, it should not be the continuation of a list or single thought. / 8:47 AM
15 min
Assessments/Differentiation: / Be aware of student engagement. Wait time is important here, because there are some students who are ahead of others. However, give those other students the opportunity to answer questions – this will be beneficial to them in the group work if they come in with a stronger idea.
Learning Activity #2 / Give students topic questions and ask them to tell me some points that they can think of. Write these on the board as jot dots.
  1. Why do you love Christmas?
  2. What makes recess so fun?
/ 9:02 AM
7 min
Assessments/Differentiation / Observe students through group discussions. Check to see which students are understanding the concepts
Learning Activity #3 / Divide students into four groups of five students.
Designate the writer of each group. Tell students that they must all work together to come up with the ideas and these are to be recorded on their hamburger template (LO #3)
They will then convert the ideas to a five-sentence paragraph.
Make sure that everyone has a chance to talk and voice their opinion, but we only have one writer, as the rest of the group members will get their job tomorrow!! (LO #2)
  1. What are some things you find in soil?
  2. What are three things we do in our school to show respect?
  3. What are the rules in Mr. B’s basketball class?
  4. What do you know about sound?
Tell students that if they finish early, they are to put their sheets in the white bin at the front of the room and pick up the activity to be done silently at their desk. This is for them to individually work on their paragraph building. / 9:09 AM
25 min
Assessments/Differentiation / Watch how students work while collaborating with other students. Ensure that all students are actively participating in the discussion and the distribution of ideas.
Closure / Time
Assessment of Learning: / Collect all of the student’s worksheets in the white bin. / 9:34 AM
1 min
END
9:35 AM
Transition To Next Lesson / Group Paragraph editing (jigsaw)
Type each groups paragraph up to be edited tomorrow
Sponge Activity / “We need some body” Worksheet
Lesson Title/Focus / Peer Review / Date / Nov 22, 2012
Subject/Grade Level / Grade 3 Language Arts / Time Duration / 8:40– 9:20 (40 min)
Unit / Review & Edit / Teacher / Mr. Bechthold
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: / General Outcome 4
Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
Specific Learning Outcomes: / 4.1 Enhance and Improve
Appraise own and others’ work
Students will share own oral, print and other media texts with others to identify strengths and ideas for improvement
LEARNING OBJECTIVES
Students will:
  1. Assess classmates work

ASSESSMENTS
Observations: /
  • Observe that students are collaborating with one another during peer reviews
  • Ensure that students are giving valid, relevant and well thought out stars and wish
  • Engagement of students in classroom discussion

Key Questions: /
  • When you are looking at your classmates paragraph with your group, what are things you want to be looking for? (LO #1)

Products/Performances: /
  • Peer assessment of students work (LO #1)

LEARNING RESOURCES CONSULTED / MATERIALS AND EQUIPMENT
  • AB POS
/
  • Students Paragraphs
  • SMART Board
  • List of student groups and writing locations
/
  • Highlighters
  • Pencils/erasers

PROCEDURE
Introduction / Time
Attention Grabber / Begin with the schedule for the day / 8:40 AM
5 min
Assessment of Prior Knowledge / Remind me the key parts to a good paragraph
If students are struggling to answer the question, guide them. Ask students to remind me what a topic sentence is, how many juicy details should we have in every paragraph? What do we know about the topic and closing sentence?
Expectations for Learning and Behaviour / LA#1: Yesterday, some groups were not on task while they were working with each other. Today we all need to work together to determine the two stars and one wish in the paragraph that you are editing. Remember that we are doing this to help each other with our paragraph writing, because next week each of you will be making your own!
Advance Organizer/Agenda /
  1. Review
  2. Peer Review
  3. Class Discussion

Body / Time
Learning Activity #1 / Discuss behavior expectations
Today, each group will have a highlighter. Two members of the group will highlight one thing they like (star) about the paragraph their group is editing.
One member will write down their suggestion for improvement (one wish). The final group member will be the teacher and will present to the whole class your 2 stars and 1 wish.
  • Predetermine which students will take on each role to alleviate arguing and wasted time on the decision making process.
Have the writers from yesterday come up and get their groups clipboard/highlighters from me. The writers should also bring a pencil for the group to use. / 8:45
17 min
Assessments/Differentiation: / Walk around to facilitate the group’s discussions. Ensure that groups are staying on task and providing constructive stars and wishes.
Learning Activity #2 / Gather the class together and make sure the “teacher” has the piece of paper.
Put up a paragraph on the board and have the “teacher” who will be presenting about that paragraph stand up.
They will tell me their two stars and one wish. We will have a group discussion.
  • It is likely that we will not get through all of the paragraphs – that is okay as long as good discussion is facilitated!
At the end, show the students the full gumby and congratulate them for making their whole person, sandwich, hamburger, etc! / 9:02 AM
15 min
Assessments/Differentiation / Facilitate group discussion. Allow others to provide insight. Watch Spencer, Christopher, Seth, Sebastian and Jessica. Try to draw in answers from them, if there is more to contribute for the questions – set them up for success.
Closure / Time
Assessment of Learning: / Assess students understanding based on their work in their groups (assessed while walking around facilitating conversation).
Also assess students participation based on group discussion. Be cognizant of special 4 – engage in conversation with them, to ensure they understand… writing is the block not oral / 9:17 AM
3 min
END
9:20 AM
Feedback To Students / Thank students for behaving much better than yesterday, or if not… address concerns.
Transition To Next Lesson / Individual Paragraph writing
Reflections from the lesson

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Adapted from a template created by Dr. K. Roscoe