Learning Segment Ela

CAPSTONE LESSON PLAN TEMPLATE
[ELA] LESSON [1] of [3]

[Introduction to Stoplight Paragraphs]
Teacher
# of Students
Grade Level (s)
Structure
Central Focus
Summary
Date
[Samantha Schaefer]
[11/9/15]
Time
[5]
[4:30-5:30]
rd
Duration
[3 Grade]
[60 minutes
[X] Whole class
Small group
One-on-one
Other
Central Focus: The central focus of this learning segment is for students to
learn the necessary elements to writing stoplight paragraphs and produce
their own stoplight paragraph. The students will accomplish this by picking
apart prewritten paragraphs in order to identify the elements. Each element
will be assigned a color [topic/conclusion=green, transition/key idea=yellow,
and examples/elaboration=pink). Students will highlight a paragraph
according to this key. As a class, we will learn about tigers, fil out a graphic
organizer, and write a class paragraph informing others of why tigers are
amazing animals. Students will fill out a graphic organizer on their own
based on this writing prompt: Think about what you want to be when you
grow up and explain why this will be the best job. Using this graphic
organizer students will write their own stoplight paragraph to inform others
of their future career.
Academic Language Function:
The academic language function of this learning segment is summarizing
and informing. Through a class paragraph students will summarize
interesting facts about tigers and inform other of this through a classroom
paragraph. Students will also summarize what they want to be when they
grow up and inform others of this through writing a personal stoplight
paragraph.
Learning
Target(s)
Academic-Primary:
By the end of the learning segment, students will be able to write an
informative/explanatory paragraph while receiving a minimum of an 18/20
on the rubric.].
(Special
Education Only)
[Academic-Secondary/Functional]: By the end of the learning

segment, students will be able to work cooperatively and take turns while
sharing by not shouting out or talking when other are talking for 40 of the 60
minutes.
Standard(s)
Common Core Standards Alignment:
RI 3.2: Determine the main idea of a text; recount the key details and
explain how they support the main idea.
Lesson
Objective(s)
Lesson Objectives:
Objective 1: BTEOTL, students will be able to highlight a topic sentence and
conclusion sentence in green, the key ideas/transition in yellow, and the
elaboration/examples in pink in a paragraph about bats with 80% accuracy.
[Special Ed: Choose one (1) objective to support the Academic-Primary
Learning Target and one (1) objective to support the Academic-Secondary/
Functional Learning Target.]
Objective 2: BTEOTL, students will be able to raise their hand when they
want to provide an answer in order to highlight at the smartboard.
Relevant IEP Goals and Benchmarks:
Learner 1 will have directions repeated to him. He will be given prompting in

order to highlight each sentence in the bat paragraph. He will also be
reminded to raise his hand in order to gain teacher attention.
Key Vocabulary
Topic sentence: an introduction sentence that lets the reader know what the
paragraph is going to be about
Transition words: words that connect ideas together [e.g.: first, second, last,
etc.]
Key ideas: the main point to explain the topic
Examples: support the key ideas by giving an elaboration of the idea, by
explaining the idea in more detail
Conclusion Sentence: a summary the restates the topic sentence and tells
what the paragraph was about
Materials and
Resources
Teacher Materials:
Step Up to Writing (SUTW) Key Elements poster
SUTW Transition Words Poster
SUTW Elaboration/Examples Poster
SUTW Conclusion Poster
Bugs on a log (celery, peanut butter, and chocolate chips)
Smart board
Paragraph about
Bugs on a Log paragraphs
Bats paragraphs
Student Materials:
Highlighters (Green, Yellow, Pink)
Personal SUTW Key Elements hand out laminated
Students will be sitting at their desks and I will pass out to each of them
three bugs on a log. At you desks you have each been given a tasty
treat to eat. I made these bugs on a log for you. Can anyone guess
how I knew how to make this snack? [Responses may include: your mom
told you how to, you read a recipe, etc.] I knew how to make these treats
because I read an informative paragraph that told me how to make
them. This paragraph was very clear because it had certain elements
in it that make for good writing. Each of you have to include certain
elements in your daily journals. Who can tell me what elements you
need for your daily journal? [A topic sentence, two details, and a
conclusion sentence].
Launch/
Anticipatory Set
15 minutes
Instruction
10 minutes
Input/Modeling: First, I am going to explain our SUTW Key Elements

Poster. I will read this poster to the students (they will each have their own
copy). Can anyone give me an example of a transition word? The best
way to understand what all of this means is to look at a paragraph and
find these elements. On the smartboard will be a paragraph about cats. I
will go through this paragraph highlighting the topic sentence green, the
transitions/key ideas yellow, the elaboration/examples in pink, and the
conclusion sentence in green. I will point out that I knew my topic sentence
always comes first and sets the stage for my paragraph. My yellow
sentences should always start with a transition and be a new key idea. My
pink sentences are my example, my elaboration. These sentence give me
even more information about my yellow key idea. Lastly, my conclusion is
always my last sentence and it summarizes the whole thing. This sentence
restates my topic sentence and we highlight it in green.
Structured
Practice and
Application
25 minutes
Closure
10 minutes
Lesson
objective
being
assessed
Structured Practice:
On the smartboard will be the Bugs on a Log paragraph. Students will also
have copies of this paragraph at their desks. Students will also have three
highlighters (one green, one yellow, and one pink). I am going to read you
the paragraph I used to make your bugs on a log. Then we are going to
highlight this paragraph together according to our stoplight colors. Let
me remind you our topic is green, our transitions/key ideas are yellow,
our examples are pink, and our conclusion is green. I will read the
paragraph aloud. I will then read the first sentence. Hold up the color
highlighter you think this sentence needs to be highlighted. Is it green
for a topic or conclusion sentence? Is it yellow for a transition/key idea
or pink for an example? I will then call on a student who is holding up the
correct color and ask them to explain how they knew it was that color. I will
provide necessary prompting at this point. That student will then come up to
the smart board and highlight the sentence. All students will highlight their
paragraphs at their desk as well. This step will be repeated for each
sentence in Bugs on a Log. As we get further into the paragraph, I will
provide less scaffolding when I ask the students to hold up the proper
highlighter. I will also be reminding students of our class rules that we listen
when others a talking are raise our hand to speak. If a student shouts out I
will say, I cannot accept your answer until you raise your hand.
Independent Practice:
Students will each be given a paragraph about bats that is also displayed on
the smart board. I will ask for a student volunteer to read the paragraph
aloud to the class. I will then instruct the students to highlight this paragraph
according to the stoplight paragraph colors. I may remind students what
these colors are if it seems necessary to do so at this point in the lesson.
Extension or Sponge Activities:
There will be a center that has cut up stoplight paragraphs. Student will
arrange the sentences in order to create a stoplight paragraph. This is a
self-checking center since the back of each sentence will have its number in
the order.
I will collect all highlighters from the students. As a class we will now
highlight the bats paragraph on the smart board. This will allow students
immediate feedback. I will call on a student to come up and highlight each
sentence. The student will be required to explain why they chose a certain
color. I will ask for thumbs up to agree and thumbs down to disagree. I will
have students who disagree explain why they disagree. After discussion, I
will provide prompting for whichever student is incorrect to change his
thinking and come to the correct answer. I will also ask students to explain
to me the key elements of a stoplight paragraph.
Type of
assessment
(Informal or
Formal,
Formative or
Summative)
Formal
Objective 1
Assessment
Description/
Accommodations/
format of
modifications to the
assessment
assessment so that all
students can
demonstrate their
learning
Students will
independently
highlight a
paragraph
about bats
Certain students can

have the paragraph
read to them sentence
by sentence. Certain
students may also
Evaluation Criteria
What are the criteria
(scores/rubrics) that
will demonstrate
student learning
(related to the
learning objectives
and central focus)?
I will collect the
papers and check for
accuracy. There are
six sentence.
Students will need to
using the three

stoplight colors
Informal
Objective 2
Materials and
Resources
Bibliography
Students will
raise their
hands to tell
which color the
sentence needs
to be
highlighted.
receive direct
instructional questions
before each sentence
such as: Is this a
green topic sentence,
a yellow transition/key
idea, a pink example,
or a green conclusion
sentence?
I will remind students
before to raise their
hand. If shouting out
occurs I will say, I
cannot accept your
answer until you have
raised your hand and
been called on.
have correctly
highlight 5/6
sentence to meet the
objective.
Students will receive

a warning for the first
shouting out, then will
be moved down the
ladder for a second
shouting out
(students can always
earn their way back
up & are frequently
given an exact
instruction for how to)
Auman, M. (2015). Step up to writing (4th ed.). Longmont, CO: Voyager

Sopris Learning

[Stoplight Writing Together]
Teacher
# of Students
Grade Level (s)
Structure
Central Focus
Summary
Date
[Samantha Schaefer]
[11/16/15]
Time
[5]
[4:30-5:30]
Duration
[3rd Grade]
[60 Minutes]
[X] Whole class
Small group
One-on-one
Other
paragraph.
Learning
Target(s)
Academic-Primary:
on the rubric.].
(Special
Education Only)

minutes.
Standard(s)
W 3.2: Write informative/explanatory texts to examine a topic and convey

ideas and information clearly.
W 3.4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose
Lesson
Objective(s)
Lesson Objectives:
Objective 1: BTEOTL, students will complete a graphic organizer as a group
about tigers with 100% accuracy.
Objective 2: BTEOTL, students will write one sentence from the paragraph
on a sentence strip* with 100% accuracy. [Note* the student must choose
the correct color sentence strip]
Objective 2: BTEOTL, students will be able to raise their hands when they
want to provide input for filling out the graphic organizer.
Learner 1 will have directions repeated to him. He will be given more
prompting when it is his turn to fill out part of the graphic organizer. He will
also have his sentence first written on a post it note for him to copy onto his
sentence strip. He will be frequently reminded to raise his hand in order to
gain teacher attention.
Key Vocabulary
etc.]
Materials and
Resources
Teacher Materials:
Smart board
Cats Paragraph
Cats Graphic Organizer
Tiger video from YouTube
All About Tigers Facts
SUTW Graphic Organizer (blank)
Sentence strips (green, yellow, pink)
Post it Notes
Writing Utensil
Student Materials:
Pencil
Marker
Launch/
Anticipatory Set
8 minutes
I will tell students we will be playing a game of red light green light in the
hallway. We will have our hands to ourselves and we will not run. I will have
one student demonstrate green as a fast walk, yellow as tiptoeing, and red
as stopping. We will then go into the hall and play a few rounds of this
game. We will then reenter our classroom. How does playing red light
green light link to what we are learning? Do these colors remind you of
anything we have been working on? Who can remind me what each
color stands for in our stoplight paragraph?
Instruction
20 minutes
Input/Modeling:
On the smartboard will be the paragraph about cats I previously used in
class. I will show students this paragraph and then I will explain to them that
I used a graphic organizer to help me write the paragraph. I will then switch
the board to show a completed graphic organizer about cats. You can see
this is where I put my topic sentence, in this case it lets you know I am
talking about cats. In this section I put the transition I want to use and
my first key idea, next to it I will write in my elaboration of this key
idea. Notice how my elaboration is still about my key idea, I did not
introduce anything new here. I do this again for my next key idea and
elaboration. Down here at the bottom, I wrote my conclusion sentence.
[The organizer is color coded to go along with the stoplight]. We are going
to fill out a graphic organizer together about tigers, but first we need to
learn somethings about tigers. I will shows the students a 30 second
video showing a tiger in action. I have compiled ten facts about tigers in list
format [facts taken from National Geographic and the San Diego Zoo
websites]. I will have each student read two of the facts listed on the smart
board. I will add extra emphasize to make sure kids are truly seeing how
amazing tigers can be.
Structured
Practice and
Application
27 minutes
Structured Practice:
We are now going to fill out our organizer together. Who can tell me a
topic sentence that lets our reader know what we think about tigers? [I
will prompt students to some degree with the desire of producing a sentence
that in some way describes we think tigers are cool or amazing]. Who can
give me a transition word to start my key idea sentence with? What is
one key idea that lets the reader know a tiger is amazing? Now, we
need an example to go along with our key idea. [If our key idea is that
tigers are good swimmers, I would prompt students to say something like
they can swim 20 miles] [All facts I have provided about tigers include
elaborations of their basic skills or characteristics]. I will repeat this process
for our second key idea and elaboration. The only part left is a
conclusion. Who remembers what a conclusion is? What are some
synonyms for [the word in our topic sentence] that we can use in our
conclusion? I will provide the necessary level of prompting to each
student. I will also have each student participate. I will use a thumbs up
method to check if our elaborations agree with our key ideas.
Each student will be given one sentence from the graphic organizer that
belong to him or her. Student 1= topic. Student 2 = 1st key idea. Student 3=
1st elaboration. Student 4= 2nd key idea. Student 5= 2nd elaboration. Teacher
= Conclusion. The student must identify what color sentence strip he/she
needs for his/her sentence. The student must justify why he/she picked that
color. The student is then responsible to write his/her sentence in pencil on
the sentence strip. Certain students will verbally state their sentence, the
teacher will write it on a post it note for the student to use as a reference
when writing. The teacher will then check the sentence strip for spelling,
capitalization, grammar, punctuation, and that it is indeed the correct
sentence. The student will then either make corrections or go over his/her
pencil in a marker color of his/her choice. We will put all the sentence strips
in order in a pocket chart.
There will be a center that has cut up stoplight paragraphs. Student will
arrange the sentences in order to create a stoplight paragraph. This is a
self-checking center since the back of each sentence will have its number in
the order.
Closure
5 minutes
We will read the paragraph together as a class. Each student will read
his/her own sentence of the paragraph. Afterwards, each student must tell
why their sentence is on the color sentence strips it is written on using the
vocabulary from the elements poster.
Assessment
Lesson
objective
being
assessed
Type of
assessment
(Informal or
Formal,
Formative or
Summative)
Description/
format of
assessment
Modifications to the
students can
demonstrate their
learning
informal
As a class we
will complete a
graphic
organizer about
tigers
Students will be
provided appropriate
levels of
prompting/scaffolding
in order to participate
informal
Students will
write a
sentence on a
sentence strip.
informal
Students will
verbally justify
color choice of
sentence strip.
informal
Students will
raise their
hands in order
to provide input
when filling out
the graphic
organizer
Certain students will

verbally state the
sentence and the
teacher will write it for
them on a post it note
to copy. The student is
responsible to tell the
teacher what letters
are capital and what
punctuation to use.
to look at where their
sentence is in the
graphic organizer and
to use their SUTW
posters as guidance.
cannot accept your
answer until you have
raised your hand and
been called on.
Objective 1
Objective 2
Objective 2
Objective 3
Materials and
Resources
Bibliography
Evaluation Criteria
will demonstrate
student learning
(related to the
learning objectives
and central focus)?
I will simply be
observing the
students answers
and noting if the
student is grasping
the concepts or if the
student is mixing up
the elements.
I will informally check
students, spelling,
capitalization,
punctuation, and
grammar.
I will informally
decide is the
students justification
is correct or incorrect.
Students will receive

a warning for the first
shouting out, then will
be moved down the
ladder for a second
shouting out
(students can always
earn their way back
up & are frequently
given an exact
instruction for how to)
Sopris Learning

[Writing Our Own Stoplight Paragraph]
Teacher
# of Students
Grade Level (s)
Structure
Central Focus
Summary
Date
[Samantha Schaefer]
[11/18/15]
Time
[5]
[4:30-5:30]
Duration
[3rd Grade]
[60 minutes]
[X] Whole class
Small group
One-on-one
Other
paragraph.
Learning
Target(s)
Academic-Primary:
on the rubric.].
(Special
Education Only)

minutes.
Standard(s)
W 3.2: Write informative/explanatory texts to examine a topic and convey

ideas and information clearly.
W 3.4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose
Lesson
Objective(s)
Lesson Objectives:
Objective 1: BTEOTL, students will complete a graphic organizer about
what they want to be when they grow up and why that is the best with 100%
accuracy.
Objective 2: BTEOTL, students will be able to write an
on the rubric.
Objective 3: BTEOTL, students will be able to raise their hands in order to

ask for help or assistance while writing.
Learner 1 will have directions repeated to him. He will be given more
prompting while filling out his graphic organizer. He will also have his
sentences written for him on post it notes to copy. He will be responsible to
state the sentence including capitalization and punctuation.
Key Vocabulary
etc.]
Materials and
Resources
Teacher Materials:
Hula Hoops (green, yellow, red)
Example sentences & definitions
My own Organizer
My own paragraph
Smart board
Post it Notes
Writing Utensil
Student Materials:
Graphic Organizer
Pencil
Lined paper
Launch/
Anticipatory Set
8 minutes
In the room will be three hula hoops (green, yellow, red) spread out from
each other. I am going to read either a sentence or a definition. Your
job is to put on foot in the color hula hoops that matches my sentence
or definition. For example, if my sentence is a topic sentence you
would put one foot in the green hula hoop. This is a game. If at least
one student is in the correct hula hoop and can tell me why it is
correct then the class gets a point, but if no one is in the correct hula
hoop I get the point. I will ask students to explain why they have chosen a
certain color hula hoop.
Instruction
12 minutes
Input/Modeling: On the board will be my completed organizer about how I

want to be a teacher and why this is the best job. I will go through and
explain the organizer. My topic sentence lets you know I think being a
teacher will be the best job for me. As you see, my first key idea is that
I like to help people. My elaboration explains this even further saying
that I especially like when I help children learn to do math. My next key
idea starts with a transition and states that I like to be creative. See
how my red then says how as a teacher I can make very fun and
Structured
Practice and
Application
32 minutes
Closure
8 minutes
interesting lessons for my students. This idea elaborates on my key

idea stating how I can be creative as a teacher. Lastly, notice my
conclusion sentence is just restating my topic sentence. From this
organizer I was able to write this paragraph [I will read my paragraph
about wanting to be a teacher]. You are each going to do the same thing
now and tell me what you want to be and why it is the best!
Structured Practice: There is no structure practice per se. The previous
lesson is truly where the structured practice for this lesson came in. In this
lesson they are doing the same activities, but instead of as a group they are
now individually responsible for the same tasks.
Students will be provided this writing prompt: Think about what you want to
be when you grow up and explain why this will be the best job. Students will
be given a graphic organizer to fill out for this prompt. I and Ms. A will be
around in order to prompt/scaffold any child who is completely stuck. In
order for a student to receive the help of Ms. A or myself, they must raise
their hand. If they shout out, I will remind them I cannot help until they have
raised their hand. Once a student finishes his/her organizer he/she will be
given lined paper to write their paragraph on. Certain students will verbally
tell the teacher their sentences for the teacher to write on a post it not for
that student to copy onto the paper. The student is responsible to tell the
teacher what needs to be capital and what punctuation to use.
The student has two options:
Option 1: the student can rewrite their paragraph using colored pencils
(green, yellow, and red) to match a stop light paragraph.
Option 2: There will be a center that has cut up stoplight paragraphs.
Student will arrange the sentences in order to create a stoplight paragraph.
This is a self-checking center since the back of each sentence will have its
number in the order.
Students will be given the opportunity to share their paragraph with the
class. I may ask that student to tell me which sentence is their topic
sentence, what is one of their transition words, what is one key idea, etc.
Assessment
Description/
Accommodations/
format of
modifications to the
assessment
students can
demonstrate their
learning
Lesson
objective
being
assessed
Type of
assessment
(Informal or
Formal,
Formative or
Summative)
Objective 1
informal
Students will fill

out a graphic
organizer
Students will be
provided necessary
prompting/scaffolding
Objective 2
formal
Students will
write a 6
sentence
stoplight
paragraph
Certain students will

verbally state the
sentences and the
teacher will write the
sentences for them on
a post it note to copy.
The student is
Evaluation Criteria
will demonstrate
student learning
(related to the
learning objectives
and central focus)?
I will check to make
sure that each part is
filled out and is
relevant to the
prompt
Students must score
an 18/20 on the
rubric to meet this
objective.
informal
Objective 3
Materials and
Resources
Bibliography
COPS
Capitalization
Organization
Punctuation
Spacing
Topic Sentence
Students will
raise their hand
in order to
receive help
responsible to tell the

teacher what letters
are capital and what
punctuation to use
cannot help you until
you raise your hand.

cannot accept your
answer until you
have raised your
hand and been called
on.

Sopris Learning
4 Distinguished
Student has only 1
or 2 errors in terms
of COPS.
3 Proficient
Student has only
3 errors in terms
of COPS.
2 Basic
Students has 4
errors in terms of
COPS.
1 Developing
Student has 5 or
more errors in
terms of COPS.
Topic sentence
clearly introduces
the idea of the
paragraph.
Topic sentence
introduces the
idea of the
paragraph.
Topic sentence is
somewhat
relevant to the
idea of the
paragraph.
At least one key
idea is relevant to
the topic.
Topic sentence is
irrelevant to the
paragraph.
Student provides
only one example
or the examples
very loosely
match key ideas.
The conclusion is
basically the
same wording as
the topic
sentence.
Student does not

provide examples
or examples do
not match key
ideas.
The conclusion is
missing or does
not summarize the
paragraph.
Key Ideas
Student uses
transition words to
begin a key idea.
Key ideas are
relevant to topic.
Elaborations/Examples Students provides
clear examples
that match their
key ideas.
Key ideas are

relevant to topic.
Conclusion
The conclusion
summarizes the
paragraph and is
not exactly the
same as the topic
sentence.
The conclusion
clearly
summarizes the
paragraph and is
not exactly the
same as the topic
sentence.
Student provides
examples that
mostly match their
key ideas.
No key ideas are

relevant to the
topic.

Learning Segment Ela

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CAPSTONE LESSON PLAN TEMPLATE

[ELA] LESSON [1] of [3]

[Academic-Secondary/Functional]: By the end of the learning

Learner 1 will have directions repeated to him. He will be given prompting in

Input/Modeling: First, I am going to explain our SUTW Key Elements

Certain students can

using the three

Students will receive

Auman, M. (2015). Step up to writing (4th ed.). Longmont, CO: Voyager

CAPSTONE LESSON PLAN TEMPLATE

[Academic-Secondary/Functional]: By the end of the learning

W 3.2: Write informative/explanatory texts to examine a topic and convey

Certain students will

Students will receive

CAPSTONE LESSON PLAN TEMPLATE

[Academic-Secondary/Functional]: By the end of the learning

W 3.2: Write informative/explanatory texts to examine a topic and convey

Objective 3: BTEOTL, students will be able to raise their hands in order to

Input/Modeling: On the board will be my completed organizer about how I

interesting lessons for my students. This idea elaborates on my key

Students will fill

Certain students will

responsible to tell the

I will remind students

Auman, M. (2015). Step up to writing (4th ed.). Longmont, CO: Voyager

Student does not

Key ideas are

No key ideas are

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