Teacher: Demuth

Lesson # in Unit: 3

Date(s) 10/22/15

Period (s): 3 and 5

Lesson Topic: Constructing Paragraphs

Content Objective: Students will be able to draft an outline of a topic using a bubble map and then convert that
outline to a paragraph.
Academic Language Objectives: Students will be able to write at least four sentences organizing their ideas into a
cohesive paragraph.
Assessment Statement: What artifacts show they have met the objective?
Students will submit their bubble map, their brochure, their gallery walk table, and their final paragraph.
Specific Standard Indicators Aligned with this Lesson:
7.W.4: Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit
to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and
adults.
Supporting a Variety of Learners
Considerations for Students with IEPs/504 Plans:
Each direction will be said verbally and then modeled at the front of the room. Instructions will be
numbered and written in short, comprehensible terms on the board.
Students will have the opportunity for movement as we complete the station activity (a requirement for the
students with IEPs that demand periodic movement and physical activity to keep students focused).
Students will be placed in groups of mixed ability so other students can provide needed instruction when I
am busy with other groups.
I will also print out sentence frames for those students who need extra assistance.

Learning Tasks
Preparation needed for this Lesson
Materials: Blank sheet of paper for bubble map.
Class/Group Discussion
Lined paper for paragraph.
Cooperative Learning/Small Group Blank pre-folded paper for brochure.
Guided Practice
Table to write down information from the Gallery Walk.
Teacher Modeling/Demo
Coloring materials.
Question/Answer
Learning Stations
Technology: Laptops or Ipads for students
Writing to Learn
Hands-on
Copy: Sentence frames for those who need them.
Inquiry Learning/PBL
Fill in Table for Gallery Walk.
Simulation/Role Playing/Game
Instruction sheet for how to fill in your brochure.
Independent Learning

Specific Learning Tasks Description: Class will begin with a discussion about some of the topics in which we
consider ourselves experts. We will talk about some of the topics of interest to the students, and then briefly about
how we would explain our topic to someone else. I encourage the students to pick something from their home
country or something that aligns with their identity. I will give an example of something in which I think I am an
expert and I will model a bubble map organizing my ideas at the front of the room, asking for student help along
the way. After we have had a discussion about my bubble map, I ask the students to think of a topic they think
they are an expert in and to talk with each other to create their own bubble maps. They may use technology to add

detail or to explore deeper into their topic. Once all the students have completed their bubble maps, I pass out a
folded piece of paper to each student. We will be creating a brochure describing and explaining our topic. After
we have completed our brochure, half the students will be placed around the room and we will have a gallery
walk going to each person so they can explain their topic. Students will visit at least five people and write down
one fact they learned from each person. After everyone has had a chance to present, we will write a paragraph
explaining what is in our bubble map and on our brochure.
Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing prior
knowledge, personal, real world and/or cultural connections?
I will activate prior knowledge with a discussion of topics of interest before students write.
Time
0-2 min

Teacher Will Be:

Taking attendance and walking
around the room, listening to
conversations and socializing with
students.
Ask designated students to pass out
the materials for the day (papers,
coloring materials, technology).
Ask a student privately if they would
state the agenda with the objectives
for the day.
I state that all technology should be
turned off and flat on the desks until I
give permission to use them.
I ask the student to please read the
agenda for the day.

Students Will Be:

Reviewing the agenda and
receiving the materials for
the day.
One student will read the
agenda.

Rationale:
Maintaining relationships
with students.
The agenda provides a
clear outline of what we
will be working on for the
day and what we should
be able to do by the end
of the period.
Any practice with
academic language will
help increase students
English proficiency. I ask
the student if they would
read the agenda privately
in case they have any
questions on how to
pronounce words.
Clear and direct
instruction

2-6 min

Introduction of vocabulary term

expert. I ask the students if they
know what expert means. At least
one student will probably know the
answer and they will explain the term
expert to the class. I ask the
students for an example of an expert.
I write down the word and the
definition along with some examples
of experts.
I ask students what topics they think

Listening and participating in Reviewing a possibly

the discussion.
new vocab term before
we use it so there is no
Writing down the definition
confusion later.
of expert if needed.
Writing down a student
given definition makes
the term more relatable
and in words other
students might easily
understand.

they are experts in.

Asking for student input

in deriving a definition
engages the students and
makes them feel like they
have control over their
learning.

I write these responses on the board.

I ask if there is anything from their
home country in which they feel they
are experts. I state that I would love
to hear about something in which
students are passionate or think they
are knowledgeable about from their
home country.

6-16 min

I share that I am an expert in the

popular T.V show Once Upon a
Time. I write the title in the middle
of the board and draw a circle around
it.
I state that we will be creating a
bubble map for our topics. I ask the
students if they know what a bubble
map is. I listen to student responses
and clarify if needed.
We then start a discussion about how
to create a bubble map for my topic.
I am hoping that students have heard
of this T.V show, but if they have not
I can adapt my questions to be about
T.V shows in general.
I ask the students what sort of things
I should talk about what I explain
Once Upon a Time to someone. I
am hoping that students will give

Writing student responses

on the board provides a
reference or ideas for
students who arent sure
what to say.

Listening and participating.

Students may copy my map
down if necessary.

I want to celebrate
diversity in the classroom
and encourage students to
embrace their heritage
and teach others about
their culture. Writing
about their culture also
makes the material
relevant and meaningful.
Reviewing a possibly new
vocab term before we use
it so there is no confusion
later.
The bubble map provides
a visual aid to help
students organize their
thoughts.
I model the process of
creating a bubble map so
students can have an
example to refer to if they
get stuck making their
own bubble map.
I provide a clear list of
questions to think about if
students get stuck so they
have no excuse to say
they dont know what to
write down.

answers about plot, characters,

setting, and other aspects of the show.
Based on student responses, I write
down aspects of Once Upon a Time
in shoot-off bubbles. I make sure to
verbally say whatever I write and to
speak clearly.
To the side of my bubble map, I will
write down these questions in tandem
with student responses:
1. What it is (T.V show, food,
game, sport)
2. Explain it (how it works,
history, plot, where it is, who
uses it)
3. Details (characters, rules,
setting, ingredients,
participants)
4. Why you love it
I bring in pictures of characters,
settings, and other relevant
information about Once Upon a
Time and I tape those pictures next
to the question they answer so
students can have a visual to remind
them what that question is asking.

I ask for student

responses to engage them
and prepare them to write
their own bubble map.
I provide multiple
examples of ideas that
could work for each
question to spark ideas in
my students heads for
their own topic.
I provide visuals next to
each question so students
can easily form an
association between what
the question is asking and
the result.
Asking students if they
have questions is a good
formative check before I
send them off to complete
the task themselves.

I explain that I want students to think

about answers to these four questions
if they get stuck thinking of things to
write for their bubble map.

16-26 min

I ask students if they have any

questions about creating a bubble
map.
I give permission for students to use
technology for research into their
topic.

Talking with their peers

Technology can expose
about their topics and what to students to different types
include in their bubble map.
of English and also
allows them to practice
I encourage students to talk with each Working on writing ideas
spelling when they type
other to brainstorm ideas before they down in a bubble map.
into the laptop or
write details down on their bubble
computer. Technology
map.
Using technology to delve
also helps to give students
further into their topic if
visuals to associate with
Walking around answering concerns
needed.
their topic, making it

and asking prompting questions for

further thought if needed.

more meaningful.
Language acquisition is a
social process. I want my
lessons to include
purposeful conversations
about the topic. These
exchanges can lead to
more important questions
and can activate
background knowledge.

At 25 minutes, I ask students to give

me a thumbs-up or a thumbs-down if
they are finished with their bubble
map.

Walking around and

being close to students
quiets most behavior
problems and gives
students easy access to
ask questions if they need
help.
Thumbs-up/Thumbsdown is a quick check to
see the progress on the
assignment.

26-30 min

I tell students that we will now be

making a brochure from our bubble
maps about our topic. I hold the
blank brochure paper in front of me
and instruct students to have this
paper on their desk. I explain that the
first page should have your topic on
it. I write Once Upon a Time on
mine. Then, I explain that students
need to think of headers or titles to
put as subcategories to describe their
topic. I state that we should look at
the bubbles we created about our
topics for good headers. I point to a
bubble I labeled Characters and
explain that this would be a good
header. I state that under each header
should be a short description about
the header. I explain that under
Characters I would put Emma

Listening to my explanation
on how to transfer
information from their
bubble map to a formal
brochure.

I clearly show the

students the paper they
should have in front of
them so they are not
confused.

Asking questions if they are

confused.

I model the process the

students will be
completing on their own
shortly so students may
have a reference.
The brochure is a handson activity that provides a
fun outlet for students to
dive deeper into their
topic. They get to produce
something that they can
take with them and show
to others. It focuses their

Swan is the main character. Snow

White and Prince Charming are her
parents. The Evil Queen tries to kill
Snow white. Henry is Emmas son. I
then write this in. I choose my other
headers to be Settings, Plot,
Season Description and Why I
love it.

knowledge and
understanding in a project
based form of learning.
I briefly explain the next
activity so students are
prepared with what they
will be asked to do with
the brochures they make.

I also mention that I will add pictures

on certain pages to complement my
descriptions. I encourage students to
draw in their own pictures too.
I mention that after we are finished
with the brochure we will participate
in a gallery walk where I will
separate the students into two groups.
The first group will be lined up
around the room and the second
group will go up to people and ask
about their topic. Then the groups
will switch. I remind them that they
will have a paper to fill out for this
gallery walk. I tell the students I will
explain the activity in more detail
when they are finished with their
brochures.

30-50 min

If there are no questions, I announce

that the students may start on their
brochure.
Walking around answering questions
and assisting students who need help.
Reminding students to reference the
How to make a brochure sheet if
they need help thinking of what to
add to their brochure.

Talking with each other

about how they want to
structure their brochure.
Filling out their brochure.

Walking around the room

monitoring my students
can be used to reflect on
the lesson strategies and
regulate if necessary. If I
saw that a lot of my
students were getting
frustrated or not
understanding the
material, then I could
bring the class back
together and approach it
from a different angle.

50-65 min

I give the direction that I want all

technology turned off and put back in
the cart.

Returning technology to its

designated location.

The reference sheet

provides simple
instructions with pictures
to guide students through
filling in a brochure. This
sheet is passed out to
everyone so we dont
have to waste class time
with questions about how
to organize a brochure.
Clear instruction to put
technology away so we
wont have distractions.

Listening to directions.
I tell students that I am going to label
them as a 1 or a 2. I go through the
Presenting their brochure or
class giving everyone a number.
filling in the gallery walk
Once everyone has a number, I
sheet.
explain the process of a Gallery
Walk. I explain that the 1s will
present first, standing spread out
across the room with their brochure. I
hold the gallery walk sheet in front of
me as I deliver this instruction. I state
that the 2s will go to at least five
people and write down at least one
thing about each presentation on the
gallery walk sheet. After I give the
instruction, the groups will switch
and the 2s will present with the 1s
filling in the gallery walk sheet.
I am walking around the room,
listening to conversations and
keeping students on-task.

65-70 min

I state that we are now going to

Watching as I model how to
transfer our bubble map and brochure write a paragraph from the
into a paragraph.
brochure and bubble map.
I model the process of what I would
do to convert my information to a
paragraph. I start by directing the
students to look at their brochure and

Asking any questions.

The gallery walk gives

students the opportunity
to feel competent and
proud of their knowledge
and the work they have
completed.
I want students to practice
speaking in a more public
setting and to students
outside their comfort
zone.
I am hoping that
presenting their topic to
someone else will cement
the sequence of facts and
information they want to
say about their topic. This
way, when they sit down
to write their paragraph,
they will have a clear idea
of what they want to
write.
I model the process I
want my students to take
again so they have a
reference and visual on
what to do.
I write down the first
sentence of the paragraph

the different headings they choose. I

say that a good first sentence would
be to state your topic. I write down I
am an expert on the T.V show Once
Upon a Time up on the board. I
suggest that choosing a couple
sentences from each heading might
be good start. I state that one of my
headings is Characters so I might
want to list the most important
characters from the T.V show. I do
not write the entire paragraph up on
the board.

because I know a lot of

students will struggle to
get started. This provided
a clear sentence frame for
them to use.
Repeating the objective
refreshes the goal of the
lesson and reminds
students what should be
included in their final
work.
Another formative check
by asking for questions
before they complete their
paragraphs.

I repeat the objective so students are

reminded to write at least four
sentences.

70-85 min

I ask students if they have any

questions before they begin.
I direct students to start writing their
paragraphs.

Asking students or the

teacher for help on how to
write a certain sentence.

Walking around helping students who

get stuck writing.
Writing their paragraphs.

Daily Assessment
Level(s) of Higher Order Thinking
Addressed Today:
knowledge
comprehension
application
analysis
synthesis
evaluation

Formative:
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Thumbs up, neutral, or down
Homework check
Listened to conversations
Journal

We have spent the class

period brainstorming
ideas and becoming
comfortable with our
topic. Now, we will finish
the objective and write a
paragraph about our
topic. My goal is for
students to fly through
writing a paragraph
because they have already
completed the planning
process.

Summative:
Test
Project
Report
Presentation
Final Exam
Homework

Quiz
Video quiz
Voting
Whiteboard Check
Other
Based on student assessment feedback, what is the instructional impact for tomorrows lesson:
Students loved to create the brochure and present on their topic, but they are still hesitant and uncertain in their
writing abilities. I think we should hold off on paragraph construction for this next lesson and focus more on
creating complex sentences. I believe once students feel comfortable writing standalone sentences, the thought of
combining these sentences into a paragraph will appear less daunting.