Mentor Text Writing Lesson Plan Assignment

Draft of Lesson Due 10/23 (3 points) Lesson Taught and Reflection Due 11/13 (7
points)

PART ONE: THE LESSON

A. TITLE OF LESSON (Writing Focus): ​Topic Sentences with Supporting Details

B. RELATED VIRGINIA STANDARDS OF LEARNING

5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to
explain, and to persuade
D) Write a clear topic sentence focusing on the main idea.
I) Include supporting details that elaborate the main idea.

C. LEARNING OBJECTIVES

UNDERSTAND​ – The students will understand how mentor texts can help them as
writers.

KNOW ​- The students will know how the author in the mentor text used a topic sentence
to add clarity to his writing. They will know what a topic sentence and supporting details
are and how they can help them as writers.

DO​ – The students will use topic sentences and supporting details to start a new piece of
writing.

D. ASSESSING LEARNING
I will assess student learning through observations that will take place during the reading of the
mentor text, by listening to their buddy conversations of what topic sentences and supporting
details look like, and by reading their writing and conferencing with them as they write. My
observations will specifically help me assess student understanding of how the author of the
mentor text uses topic sentences and supporting details to enhance their writing. I will also assess
the students on their knowledge of how mentor texts can help improve their writing by asking
questions following the lesson. I will also assess the impact of this lesson by examining their
new piece of writing for clear topic sentences and supporting details. I will provide a rubric that
will help guide the students in their writing and I will assess all students who participated in the
lesson. I will be collecting and photocopying the students’ new piece of writing to examine their
use of topic sentences and supporting details.

PART TWO: LESSON PLAN PROCEDURE

A. CONTEXT OF LESSON
I will be teaching students about topic sentences and supporting details by using the mentor text
A Pig Parade Is a Terrible Idea. T​ his lesson will be a whole group mini lesson before a writer’s
workshop. The students have already learned about having a topic sentence with supporting
details in their writing and this lesson will help further support the students with this skill. The
end result of this lesson will be the student successfully including a topic sentence and
supporting details in their writing.
I will read the section of the mentor text to the students that focuses on the topic sentence and
supporting details, specifically drawing the students attention to those parts of the text. As a
class, we will complete an anchor chart of the topic sentence and supporting details from the
mentor text. I will allow time for the students to share their understanding on topic sentences and
supporting details where they can make a plan (graphic organizer) of how they will use them in
their writing before they start on the first draft. After the students have time to write, I will have
several students share their topic sentence and supporting details.

The idea for this lesson came from Missing Tooth Grins
(​http://www.missingtoothgrins.com/2015/01/mentor-texts-opinion-writing-topic.html​ ). I am
making this lesson different by having students write about anything that they believe is a bad
idea and having the students practice using graphic organizers to plan their writing. I am also
making sure that the students will have time to share their writing with their peers to gain
inspiration for future writings.

​ . MATERIALS NEEDED
B
A Pig Parade Is a Terrible Idea​ written by Michael Ian Black and illustrated by Kevin Hawkes
Graphic organizer worksheet
Observation Chart
Rubric
Students will need notebook paper for their writing
Pencils

C. PROCEDURE
Discuss how you will address the topics below. Provide specifics about what you plan to say,
questions you may ask, and strategies you will use to make the lesson a success.


CONNECT Have students sit at their desks with everything put
Students learn why today’s away. “Who remembers reading this book a few
instruction is important to weeks ago?” While holding up the book for the
them as writers and how the students to see the cover. “Who can remind me of
lesson relates to their prior what happens in the story?” Call on a few students
work (if applicable). The to share what they remember from the story. “We
teaching point is stated. are going to learn a strategy today that will help
Before
transform your writing. This is a strategy that
Michael Ian Black (the author) uses in this book
but others use it too. We are going to be focusing
on writing a topic sentence and supporting details.
I am going to model how you will fill out your
graphic organizer for your paragraph. For example,
if I was going to write a story about how dogs are

TEACH
The teacher shows the
students how writers
accomplish the teaching point
in the mentor text
During
wonderful pets, I could start with the topic
sentence of “Dogs are wonderful pets because they
make you happy.” (Write this in the center
bubble). I could then add supporting details by
explaining how dogs make you happy. “Dogs
make you happy by licking your face when you get
home from school. Dogs also make you happy
when they wag their tails in excitement. My dog
makes me really happy when she cuddles with me
on the couch. (Write each of these in individual
bubbles on the organizer.) Turn and talk to your
partner and tell them what my topic sentence was.”
Allow students to talk and share with their partners
and then share out.
“The use of topic sentences helps our readers know
what we are writing about. Let’s see how Michael
Ian Black uses topic sentence and supporting
details in his writing. I will read a few pages and
discuss the topic sentence we found and then I will
let you talk to your partner to see if you can try to
find it.”
Read pages 1-5 “He uses a topic sentence here,
what do you think the topic sentence is of those
pages?” Reread pages 3-5. “Turn and talk to your
partner and see if you can figure out what the topic
sentence is.” Listen to students while they discuss
with their partners and take notes on their
discussion. “What do you think the topic sentence
is?” (“The only problem is, a pig parade is a
terrible idea.”) Allow for student responses.
Record the topic sentence on the anchor chart.
“Let’s keep reading and see how he uses
supporting details.” Read pages 7-8. “What did the
author say to explain why he thinks pig parades are
a terrible idea?” (The pigs snuffle) Allow for
student answers. Record the answer on the anchor
chart. Read pages 9-14. “What was the supporting
detail of those pages?” (They don’t like to wear
uniforms). Allow for student responses. Record the
answer on the anchor chart. Read pages 15-16.
“What is the supporting detail of those pages?”
(Pigs like root beer floats not parade floats). Allow
for student responses. Record on the anchor chart.
“Do you see how the author started with a topic

ACTIVE ENGAGEMENT
After we teach something,
students are given a chance to
practice what has just been
taught with new writing or
revising a prior piece. (May
assess during this time)
After LINK
The teacher reiterates what
has just been taught and gives
students an opportunity to
sentence, “why a pig parade is a terrible idea”, and
then moved on to supporting that topic with
details? Can you tell me how that is going to help
you with your writing?” Students share. “Do you
see how this is going to help you with your writing
today? Students share. “Today you are going to
write a paragraph that has a topic sentence and
supporting details explaining something that is a
very bad idea. Imagine you are writing to a first
grade student, to help them learn why something is
a very bad idea. Now we are going to pass out a
web organizer and rubrics for you to plan your
story. Your topic sentence needs to be written in
the center bubble and your supporting details need
to be written in the surrounding bubbles. I will
come around and conference with you as you are
planning to make sure your topic sentence and
supporting details are clear. I want you to think
about your main idea and supporting details
quietly to yourself for about 5 minutes.” Allow
student to think for five minutes and fill in their
organizers as they go. “I want you to turn and talk
to your partners about the story you are thinking
about writing today. Tell them how you are going
to use a topic sentence and supporting details.”
Have students share with their partners. Walk
around and listen to them as they plan, taking notes
as I go.
Once you have shared your story with your
partner, you can take out a piece of paper and
begin writing your story. I am excited to see how
we use topic sentences and details in our writing
today!”
As students plan and write at their seats, I walk
around and conference with the students and take
notes of their progress on the observation sheet.
Each student will receive a copy of the rubric to
self check during the lesson.
Have students bring their attention back to me.
“Turn and tell your partner how you used a topic
sentence and supporting details in your writing
today.” Students share with their partners. “Does
 share (May assess during this
time)
anyone want to share their writing with the whole
group?” Call on a few students who do not
frequently share. “Who can tell me what our
writing focus was today?” Call on a student. “Can
someone explain how we used a mentor text to
enhance our writing?” Call on a student. Follow up
with: “ In the future you should make sure your
writing has a topic sentence and supporting
details.”

D. DIFFERENTIATION​

Since the students are working independently on their writing and using the strategy of topic
sentences and supporting details, I will monitor and support students who need additional help
during writing. One way I will help the students is to assist students with placing the correct
aspect (topic or detail) in the correct bubble on the planning sheet. Students who finish early can
continue adding details to that piece of work or finish another piece of writing by adding topic
sentences and supporting details.

E. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT? ​The students may struggle to implement a topic sentence and supporting details
into their writing. I will conference with individual students as they are writing to make sure they
are on the right path. Students may get off task during the mini lesson instruction but this can be
alleviated by rotating around the room and asking for student participation. ​

 OBSERVATION FORM

Student’s Names Observations of and understanding of topic sentences and supporting details

   

   

   

   

   

   

   

   

   

   

   

   

   

   

   

   

   

   

   
   

   

   

   

   

   

   

   

   
 Paragraph Writing Rubric

3- Exemplary 2- Developing 1- Beginning

Main Theme One topic sentence Topic sentence Lacks a central topic
per paragraph attempted but is sentence
unclear
Paragraph clearly Paragraph does not Paragraph does not
supports the topic support topic support topic
sentence sentence idea sentence idea

Supporting Details At least 3 supporting At least 2 supporting One to zero

details per paragraph details per paragraph supporting details per
paragraph

Organization Organized in a logical Organization is Lack of organization

- Structure and creative manner attempted (may be a
- Introduction list of items) No identifiable
- Conclusion Creative and beginning or end
engaging intro and Beginning and ending
conclusion unclear

Grammar, Spelling, Strong control of Limited control of Numerous errors that

Punctuation, standard writing standard writing make the text difficult
Capital/lowercase skills skills to read

Complex writing Some errors in Errors made in

skills attempted common patterns or multiple ways for the
structures interfere same pattern and
with understanding structure