Lesson 2

Curriculum Document camera; Hamburger Paragraph Writing Grade: 5th

Materials: Strategy, Graphic Organizers, Anchor Chart, Fan by
Danielle Knight via teacherspayteachers.com;
paragraph anchor chart; Biography Report Writing
and Character Analysis by Laura Candler via
teacherspayteachers.com (used from previous
lesson).
Central Focus for Students will be able to use inferring and Whole class or small Whole
Learning Segment: comprehending skills to label a character’s internal group:
character traits within texts. Students will be able to
write one paragraph for each character trait that
they identify.
Lesson # in 2 Total lesson time: 60 minutes
sequence:

Lesson Agenda
Discussion around paragraphs.
Paragraph (hamburger) anchor chart.
Whole-class paragraph scramble.
Pair work paragraph scramble.
Paragraph (hamburger) fan introduction.
Label an example paragraph with class help.
Individual work.
Lesson title: What’s in a paragraph?

Standard: CCSS.ELA-LITERACY.W.5.1.A: Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer’s purpose. CCSS.ELA-LITERACY.W.5.1.B – Provide logically ordered reasons that
are supported by facts and details.

Learning Objective: Students will be able to identify the parts of a paragraph and draft their Character Analysis paragraphs.

Language Objective: Students will be able to interpret what a character does or says in a novel to what it says about their character,
using character traits as the labeling word, and compose a cohesive paragraph with that information (e.g., Andrew showed that he
was courageous when his house caught fire. He was courageous because he was able to get himself out of his second-story bedroom
and scale down his house all by himself. He was courageous because he is scared of heights but managed to get out safely. But then,
instead of staying outside, he ran back inside the burning house to save his dog, Leo. Andrew is courageous because he put himself in
danger to save a life by going back inside a burning building.)

Beginning the lesson

Begin by asking what the five components to a paragraph are: introduction/topic sentence, supporting sentence/evidence #1,
supporting sentence/evidence #2, supporting sentence/evidence #3, and conclusion.

Bring out hamburger anchor chart and go over it with them. Explain that we will be writing a 5-paragraph character analysis and we
will be looking for each component in each paragraph. Explain that we will begin by working on the three middle paragraphs (the
three character traits you’ve chosen for your character), and will write the introduction and the conclusion later.

“Now, before we jump straight into writing, let’s zoom in on what makes up a paragraph. We know the five components of a
paragraph, but what does that look like?” (rhetorical question)

We do: Perform a “paragraph scramble” with the whole class. Begin with an I do, by modeling how to think aloud when deciding
which sentence is the introductory sentence. After the introductory sentence is found and labeled, as a class, decipher which
sentences are the supporting details, and which is the concluding sentence.
You do: Break class into pairs. Distribute a new “paragraph scramble” and allow pairs to place the sentences in the correct order to
create a paragraph that begins with an introductory sentence, followed by three supporting details, and finishing with a concluding
sentence.

At the end of the work time, allow a few groups to share their paragraphs. Ask if anybody had the same paragraph as that group.
Hear from more groups if others had a different result. Once a few groups has shared, place the finished paragraph under the
document camera and allow groups to check their work and ask questions.

Academic language supports: The paragraph anchor chart will serve as a constant tool for students to use when they have difficulty
finding the introductory sentence, the supporting details sentences, and the concluding sentence.

Assessing for understanding: The whole-class exercise of performing the “paragraph scramble” will allow me to informally assess
group understanding around paragraph structure and the order of sentences in a paragraph.

Adaptations for student support: The paragraph anchor chart, which is built like a hamburger, will allow visual learners to be able to
form their paragraphs in a more sequential way.

Middle of the lesson (Small Group/Individual Work/Whole Class Discussion)

Bring out the hamburger paragraph writing fan deck, place under the document camera so everyone can read along. Explain that this
is a tool that we can use to help us whenever we are writing. Each student will have an opportunity to make one and use it whenever
you write paragraphs. Notice how it corresponds with the anchor chart. Notice that both the fan deck and the anchor chart are color-
coded. Red is the topic sentence, orange is the first supporting detail, yellow is the second supporting detail, green is the third
supporting detail, and blue is the concluding sentence.

Place the example 5-paragraph essay under the document (example is from a previous student). Ask for quiet hands to help you label
the five components in just one paragraph (not the whole essay). Explain that you will be looking for all five components in their
writing. Use the color-coded system with highlighters to correctly identify the sentences. Once each sentence is highlighted, draw
their attention to the fact that EVERY sentence is highlighted, meaning each sentence has a specific reason for being in the
paragraph. Tell students that each one of their sentences has to have a purpose in order to keep you on track and focused on what
your main idea is.

Academic language supports: The anchor chart is visible and can be used to go down the hamburger of paragraph writing: address
the introduction first (top bun), then the three supporting details (lettuce, onion/cheese, and meat), then finish with the concluding
sentence (bottom bun).

Assessing for understanding: While underlining the parts of the paragraph together as a class, assess for understanding by what types
of answers students give (e.g., More review is needed if somebody labels an introductory sentence located in the middle of the
paragraph).

Adaptations for student support: The paragraph fan deck, corresponding with the anchor chart, will allow visual and tangible learners
to access the knowledge of composing paragraphs (included in the fan deck is sentence starters for each component of a paragraph).
There are multiple opportunities for “we do” activities, which will give many entry points for different learners and give clear
expectations. Using the color-coded highlighting system will support student’s understanding of paragraph structure, and support
students as they are writing their own sentences.

End of the lesson

Release students to finish their graphic organizers for their characters’ traits (from Lesson 1). Then, and only then, may they create
their hamburger writing strategy fan deck (save the coloring part for art, during read aloud, or save for another day). Do not allow
students to create their fan deck unless their graphic organizer with the three character traits is completed, checked by a teacher,
and then they will be ready to write the paragraphs.

Once a student has finished the character trait graphic organizer and has made their hamburger fan deck, they may pull out a
computer and start composing their 3 body paragraphs (one paragraph per trait).

Circulate the room, helping students to finish the graphic organizer, or get started writing their paragraphs.
Academic language supports: Students will have their own personal paragraph fan deck to help them along their writing process.
Students also have a character trait sheet that has many character traits for students to choose from – which widens their vocabulary
and their word choice.

Assessing for understanding: Meeting with each student to check off if their character trait graphic organizer is filled out and ready to
be written into cohesive paragraphs allows me to know where they are in the process. As students begin writing, I will informally
assess their understanding by reading their writing to see if they have introductory sentences, supporting details, and a concluding
sentence for each paragraph.

Adaptations for student support: Meeting individually with teachers to receive help with the character trait graphic organizer and/or
beginning to write their paragraphs. The paragraph fan deck will support students by having explanations for what each sentence
needs to have, along with some sentence starters. If students need more support, give them a blank copy of the hamburger graphic
organizer so they can fill out each component.