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Paragraph Writing Lesson Plan

Introduction

• Lesson Topic: Writing descriptive paragraphs

• Length of Lesson: Approx. 90 minutes

• Virginia Standards of Learning

3.9 The student will write descriptive paragraphs.

a) Develop a plan for writing.

b) Focus on a central idea.

c) Group related ideas.

d) Include descriptive details that elaborate the central idea.

e) Revise writing for clarity.

Learning Objectives

• The students will identify the parts of a paragraph using “hamburger model” handout

• The students will create a plan for writing a descriptive paragraph based on the

“hamburger model”

• The students will develop a well-written paragraph focusing on a central idea of their

choice

• The students will work in pairs to revise each other’s paragraphs

• The students will practice oral presentation skills by sharing their paragraph with the

class

• The students will tell the class the parts of their paragraph and provide feedback to

readers

Content
• Parts of a paragraph: Opening sentence and closing sentence (may be the same since

they restate the same point)

• Supporting details of the paragraph, what makes the paragraph “juicy” like the hamburger

and gives it flavor

• Revision and peer editing- students will work in pairs to revise and edit paragraphs

• Oral presentations- students will read to the class

• Demonstrate respectful listening while other students are speaking

• Class feedback- respectful and constructive criticism, students have opportunity to give

reader ways to improve paragraph

• Constructing an interesting paragraph using the basic parts

• Planning and editing the paragraph before writing final on “hamburger” pieces

Materials

• Pre-cut construction paper shapes (2 slices bread, meat, tomato, lettuce, pickles) large

enough for students to write on

• Hamburger powerpoint presentation

• Large cut outs for example on the board (backup if powerpoint does not work)

• Full sheets of construction paper

• Glue

• Markers, pens, pencils

Teaching and Learning Sequence

Introduction/Anticipatory Set: Begin discussion by asking students to create ideal

hamburger out loud. Write ingredients on the board. Use Powerpoint presentation to lead

discussion on how to build a well-written paragraph. On slide with plain burger and loaded
burger, ask which one they would rather have. Lead into discussion about how paragraphs are

similar to a hamburger using Powerpoint pictures as a guide.

Lesson Development:

• Students have been introduced to the parts of a paragraph and discussed relation to

hamburger. Read an example of a well written paragraph with lots of details and one

missing details.

• Put large display pieces of the hamburger on the board as a visual aid to demonstrate how

the students will write their paragraph on the sandwich parts.

• Give students topic choices to write about for their paragraph or allow them to choose

one of their own. (Ex: Write a paragraph describing your favorite vacation place, one

you have been to or would like to visit one day).

• Direct students to use sample on the board to check that they have all parts of their

paragraph.

• Students will plan out their paragraph on notebook paper first and revise their rough draft

using peer editing if they wish before putting final draft on the parts of their sandwich.

• Students will transfer paragraph to burger writing parts on corresponding pieces then glue

them to full sheet of construction paper.

• Students will share paragraph with the class and class will provide positive feedback.

• Display final product outside classroom

Closure

• Why is it important we use details in our writing? What did you like or dislike about this

activity?

• Other ideas besides hamburgers that could be used to help build paragraphs as a model?
• Bring in an example of a well-written paragraph (good details, contains all parts) to share

with the class, either from a book they read, the newspaper, a magazine, etc.

Adaptations

This lesson allows for students of all learning abilites to participate successfully. There is

hands on work with gluing and writing on different burger parts, lots of visuals in terms of the

Powerpoint and large sample burger and for auditory learners, lot of discussion and reading well-

written paragraphs out loud. Advanced students have the opportunity to choose their paragraph

topic, while below level students can choose from options given. Students who finish ahead of

time will be able to illustrate their paragraph. Peer editing will occur in pairs of one higher level

and one lower level student where possible in order to be most effective.

Evaluations

• Walking around the room to make sure students are on task

• Homework- bringing in good example of descriptive paragraph to share

• Turning in completed “burger” with paragraph written on correct pieces

• Oral Presentation- sharing paragraph with the class

Reference:

“Paragraph Sandwiches”

(http://www.lasd.k12.pa.us/teachers/purnellj/Parasandwich.html)