Lesson5BodyParagraphLesson

OverviewTargetAudienceandContext:4thgradeESLclassroomLearnerLevel:WritingIntermediateHighClassSize:10studentsClassLength:50minutesTerminalObjectivesStudentswillbeableto:

• Writethebodyparagraphstotheiressayexplaininganddescribingthebeginning,middle,andendtotheirstory.

• Usedescriptiveadjectivestoenhancetheirwriting.• Writetheirbodyparagraphsinchronologicalorder.

EnablingObjectives:Studentswillbeableto:

• Writetheirownbodyparagraphsbasedonmymodeledinstruction.• Usetheir“WritingaNarrative”templateasatooltoguidewhattheywill

writeabout.• Writeforanextendedperiodoftime• Referenceclasswritingtoolstoassistintheirwritingprocess.

Materials:• PersonalNarrativePoster• “WritingaNarrative”Template• LinedDraftingPaper• DescriptiveAdjectivePoster• DocumentCamera• Whiteboard

TimeandMaterials

Procedures

5-7minutesAppendixAPersonalNarrativePoster

AppendixBAgendaand“Ican”

Statements

Introduction• Welcomestudentstoclassaswejointogetheronthecarpet• Reviewwhereweareatinthewritingprocess• Tellstudentsthatwewillbeworkingonourbody

paragraphstoday,whichmeanswewillbetellingourreadersthebeginning,middle,andendofourstory.

• Explainthatthiswillbealongerprocessandwewillworkonthispartforacoupledays.

• Readagendaand“Ican”statementstogether• Icanwritemybodyparagraphsusingmyoutline• IcanwritemyparagraphstellingmyreaderaboutwhatI’m

doing.• Icanusedescriptiveadjectivesinmywriting.• Dismissstudentsbacktoseatsandhavethemtakeout

writingtools.40minutes

DocumentCamera

AppendixC“WritingaNarrativeTemplate”

AppendixDLineDrafting

Paper

AppendixEDescriptiveAdjectivesPoster

BodyParagraphModeling• Modelhowtowriteabodyparagraphbywringonebasedon

myownpersonalnarrative.• AskstudentswhereIshouldlookonmyoutlinetobegin

writingmybodyparagraph.• Remindstudentswhattheroleofthebodyparagraphsisin

ournarratives.(Referencenotesontheboardfromthedaybefore).

• Usethestartingwordthatisincludedontheoutline“First”tobegintheparagraph.

• Readnotesfromoutlinealoudthenwritethataddingindetails.

• Modellookingatdescriptivewordspostertoaddadjectivestowriting.

• ExplainthatonceIfinishwritingaboutthebeginningofmystoryIwillmovetothenextboxonmyoutlineandstartanewparagraph.

• Nowtellstudentsit’stheirturntoworkquietlyandwrite.RemindstudentsoftheirwritingtoolsandtellthemIwillwalkaroundandworkingwithstudents.

• Tellstudentstotaketimewritingandtowriteasmuchastheycanbutdon’tfeelrushedtofinishwewillhavetwotothreeclassperiodstowrite.

5minutes ClosingandAssessment• Remindstudentswewillcontinuetowritethenextcouple

days.• Havestudentscloseeyesandholdupthenumberoffingers

correspondingtohowmanyparagraphstheyhavewritten.• Havestudentsputhandsdown.• Nowraiseupthenumberoffingerscorrespondingtohow

manydescriptivewordstheyareusing.5“I’musingsomany!”1“Ihaven’tusedanydescriptivewords”

AppendixAPersonalNarrativePoster

McCoy,Rachel.“PersonalNarrativePoster.”Rachel'sReflections,Blogspot,8Aug.2014,rachelsrockinreflections.blogspot.com/2014/08/day-3-in-2nd-gradefantastic-friday.html.

AppendixB

Agendaand“Ican”Statements

Agenda1. Learnhowtowriteabodyparagraph2. WriteMissFrank’sbodyparagraph

together3. Writemyownbodyparagraph’susingmy

outline

Ican…• Icanwritemybodyparagraphsusingmy

outline• Icanwritemyparagraphstellingmy

readeraboutwhatI’mdoing.• Icanusedescriptiveadjectivesinmy

writing.

AppendixCWritingaNarrativeTemplate

Kuster,Lyndsey.“WritingaNarrative.”TeachersPayTeachers.

AppendixDLinedDraftingPaper

AppendixEDescriptiveAdjectivePoster

TrendEnterprises.“DescriptiveWords.”SchoolSupplies,MPMSchoolSupplies,www.mpmschoolsupplies.com/p-16483-learning-chart-descriptive-words.aspx.