Literacy Project 1 Lesson Plan

Objectives
SWBAT develop a topic in multiple paragraphs using topic sentences and supporting details.
SWBAT create descriptive sentences or edit existing sentences to make them more descriptive.
Rationale: I chose to focus this lesson on editing sentences to make them more descriptive and to add sentences which contain supporting detail (of the main topic/paragraph) because I noticed that this was an aspect missing from one student, and I think it is pertinent to the whole class.

Standards
Writing
GLE 1. The student understands and uses a writing process
1.3 Revises to improve text.
GLE 3. The student writes clearly and effectively.
3.1 Develops ideas and organizes writing.
English Language Development
• Uses descriptive sentences
• Develops a topic in multiple paragraphs using topic sentences and supporting details
• Distinguishes between relevant and irrelevant details

Materials
White board and marker (or large post-it paper) for shared all-class writing
Story or informational reading in Science, Social Studies, etc. for students to do small group shared writing (enough copies for each member of group)
Student writing journals and pencils for students to write/take notes

Instructional Strategies
This is a multi-day, multi-step, interdisciplinary lesson that works on improving writing (specifically the five paragraph essay) with regard to developing and organizing ideas, making revisions, and designing paragraphs around a central topic with supporting details.
The teacher should begin this lesson with modeling a shared writing. It would be best to choose as a topic either a book that most students have read or are familiar with (Harry Potter) or a film (age appropriate), or a reading done for Science or Social Studies class. Once you have identified the source for your shared writing, call the class to either clear their desks or come to the carpet.
The teacher will model the shared writing process for writing a five paragraph essay to answer a main question or topic by giving three reasons and finding supporting details. The teacher will model choosing a main topic for the essay. For example, in the film Finding Nemo, why does Nemo’s father travel the ocean to find his son? The teacher will then model brainstorming ideas and noting supporting facts from the film. Students will be encouraged to join in. Possibilities are: Nemo’s father loves him, Nemo’s father is scared for him, Nemo’s father would be all alone without Nemo. Then, call on students to share specific parts of the film that demonstrate Nemo’s father’s love, fear, etc. The teacher will write all the ideas on the board/poster. The teacher will organize the supporting facts into one of the three categories. Then, the teacher will model creating paragraphs with topic sentences and supporting details. The first and last paragraphs need to be clear introduction and conclusions that point to the main topic. The teacher should purposefully write several boring sentences with repeated wording.
Then, the teacher can go back through and revise some of the wording to make it more interesting, active, and engaging. The teacher should ask the students for ideas and contributions about how to make the language more exciting. Once the entire process has been modeled, tell the students they will get into groups you assign and work on this same process for the next three days during writing time. Divide up the class into small groups of 4-5 students per group. Do not ability group.
Stage 2: Students will get into small groups which the teacher assigns in order to do a shared writing on a topic of their choosing based on a reading from Science or Social Studies. The students will read the article. Then the students can talk about the reading and ask each other any clarifying questions about meaning. Then, the students can reread the article, this time highlighting important points. Then, the students will share out some of their ideas for the topic sentence or question. The students will vote on the topic they like best and begin to find supporting details. Students will need to organize the details and come up with three paragraphs supporting their main topic.
Stage 3: Students will get into their groups and revise their sentences. They need to check their word choice to ensure it is engaging. Students also need to ensure their supporting details are strong. During this time, the teacher can go around and sit in and observe the groups. The teacher may make a few suggestions, but try to defer to the group. The goal is to have students monitor their own writing. When students have their essay finished, the teacher will have a writing conference with the group to discuss their essay and see how they met the objectives.
Stage 4: Students will write their own essay. It can be based on a book or one of the articles that another group read. Give students time to brainstorm their ideas and make their points. Spend three days getting the essay down on paper. Then have students meet in paired writing conferences and get feedback. Students need to continue to edit and make changes. Students will take this writing through to publishing. Teacher can decide how to display final product in a class book, poster, or oral presentation.

Assessment
Students will be assessed by their peers for group participation (3 - helped/participated, 1 - misbehaved or did not participate)
Students will be assessed by the teacher during the small group writing conference based on participation and student contributions to the group writing (3 – student contributions noted, 1-student disengaged)
Students will be assessed on their supporting details (3 - strong, 1 - poor or weak, 9 total points)
Students will be assessed on their thoughtful revisions to make the writing engaging (3 – revisions evident, 1- some revision)