ED 345 Calvin College Lesson Planning Form

Teacher:
Ms. Gilliland
Paragraphs (3 days)

Date: 11/10/15

Subject/ Topic/ Theme: Project

I. Objectives
What is the main focus of this lesson?
Putting research into cohesive paragraphs
How does this lesson tie in to a unit plan? (If applicable.)
This is a big step in the project process! These paragraphs will be on their posters.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
Students will use their research notes to write a complete paragraph about their specific topic
Students will write a paragraph that includes an introduction and conclusion sentence, at least 5
sentences, and that makes sense and has good sentence structure
CCSS.ELALITERACY.W.3.7
Conductshortresearchprojectsthatbuildknowledgeaboutatopic.
CCSS.ELALITERACY.W.3.8
Recallinformationfromexperiencesorgatherinformationfromprintanddigitalsources;takebriefnotesonsourcesandsort
evidenceintoprovidedcategories.
3 P4.2.2 Participate in projects to help or inform others.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Research information for their specific area

Paragraphs

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Paragraph sheets
Note sheets
White board explanation
Options for Language/Symbols
Paragraphs
editing
Options for Comprehension
Explanation on white board
Editing paragraphs
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Editing each others paragraphs

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Paragraphs their own writing

Options for Expression

Paragraphs their own writing

Options for Sustaining Effort &

Persistence
Expectations for pararagraph
Options for Self Regulation
Editing their own paper

Options for Executive Function

Expectations for paragraph
writing
Paragraph sheets
Note sheets
White board
Dry erase markers
Students will work at their desks

III. The Plan

Tim
Parts
e
5
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
5
5

10

25
5

20
20

Developm
ent

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Day 1: Tell students that today they are going to be writing paragraphs about their
research today. Pass out a paragraph paper to each student. Tell them that they can
use this paper to write their paragraph. They are going to be writing a rough draft
today and a final draft later. Ask students what a rough draft is. Explain that this
means the paragraph doesnt have to be perfect. Tell them that we will be editing
them together and re-writing them.
Day 2: Tell students that if they are not done with their paragraphs, that is okay.
Today we will be editing each others paragraphs, and who edits who is based on
when you get done writing.
Day 3: (find a time during the day for enough time for students to write paragraphs
maybe use the writing period) Tell students that all they need to do today is
correct what I edited yesterday and then re-write their paragraphs! Tell them that
this needs to be in their neatest handwriting possible!
Day 1: On the board, write the criteria for the paragraph.
1. Introduction explain to the students that they need to have a good
introduction sentence. The first sentence needs to tell the reader what the
paragraph is going to be about. Ask students how they could start a
paragraph about homes, or about natural resources etc. Go over the options
for introduction sentences personal experience, question, description
2. Complete Sentences explain to students that this needs to be their best
work and so you want to see complete sentences. Ask students to remind
you what is in a complete sentence (capital letter, punctuation, doesnt start
with when/because/but etc.)
3. At least 5 sentences long encourage students to write more than this! You
have seen their research and how much information they collected.
Encourage them to use as much of their research as they can.
4. Makes Sense Tell students that the paragraph needs to flow. They cant just
write exactly what they wrote on their note sheets.
Tell students you expect them to work hard on this part of the project!
Give students about 25 minutes to work on their paragraphs. Go around the
classroom checking up on students writing, answering questions and offering
suggestions.
Day 2: Review with students how to edit a paper. Tell them they need to look for
spelling mistakes, capital letters, and punctuation. Tell them to make sure all of their
sentences make sense. Think about it as if someone else was reading this paragraph
would they get it? Tell them they first need to edit their own. Make changes on
their paper. You will match them up with someone else who is done and they will
swap paragraphs. When done editing, get back with the person you were paired with
and talk about the changes that need to be made. When completely done, tell
students to put their paragraphs on the back table.
Allow the students to start their work. Go around the room, helping students with
their work. When students raise their hands, match them with another student that
is done.
Day 3: Give students time to write their paragraphs (about 20 minutes). Go around
helping students with their edits.

2
2
n/a

Day 1: Tell students they need to wrap-up what theyre working on. Tell students
that tomorrow we will be finishing up those paragraphs, editing them
Closure

Day 2: Congratulate students on their hard work today. Tell them that you will be
editing their papers tonight and that tomorrow well write our final drafts!
Day 3: Students who finish can silent read.

Your reflection on the lesson including ideas for improvement for next time: