Teacher: Kanuni Yilmaz

Date:04/03/2016

Subject area & grade level: 2nd Grade- Reading/Writing

Duration: 50 minutes
Type of lesson plan: Direct Instruction
Topic: Writing a paragraph
Objectives: TSWBAT: Identify, explain, and construct with assistance a paragraph
Oklahoma PASS skill:
Standard 1: Writing Process. The student will use the writing process to write coherently.
Standard 2: Modes and Forms of Writing. Communicate through a variety of written forms, for
various purposes, and to a specific audience or person.
Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices
in writing by applying Standard English conventions to the revising and editing stages of writing.
Materials: blue paper, green, yellow, and red paper strips, black pencils, scissors, and glue.
Introduction:
After teaching how to write a paragraph begin lesson with review (questioning)
Warm up: Review the five steps of a paragraph.
a.
b.
c.
d.
e.

What is 1 of the how to write a paragraph?

What is the 2nd?
What is the 3rd?
What is the 4th?
What is the 5th?

Procedures:
Mini lesson 1: Stop Light paragraph.
a. What is the first sentence of a paragraph?
b. Can you read the first sentence of our class paragraph?
c. What does the second step stand for?
d. Can you read the supporting details?
e. What is the last sentence?

Mini lesson 2: Main lesson

Goal: I will be able to identify, explain, and construct a paragraph.
Step 1: On you green strips write out your main idea sentence. Have someone read the main
idea sentence.
-Now we are going to place it at the top of our page. (Do not glue just yet)
I will write it and I want you to watch first then you write and I will look at you sentence.
Step 2: Now it is time to write the supporting details. Watch how I write the sentences first then
write yours, I will come by and see how you are doing.
- Who would like to read the supporting details?
Write your sentences, and then lay them on your paper. (We will glue when we are done)

Step 3: What type of sentence comes at the end of our paragraph? Who would like to read the
closing sentence?
Now I will take my red strip and write my sentence. Like this. Now you do it.
Now it is time to place our strips. We will have to cut them. (Remember look and listen before
you cut.) I will lay my main idea strip down. What do I need to do to my main idea sentence?
-indent
-

When I indent I cant fit all the words so I am going to have to cut some of it like this.
Check yours now. (not gluing yet)
Now your turn.
Then I am going to start placing my supporting detail. Watch how I fit my supporting
detail I will have to cut some too. Like this. I will have to cut some strips.
Now your turn (remember still no glue yet)
Now what is our last sentence?
Do the same thing. I will come by and help you with the cutting. Stay in your seat.
When your done lay our your strips and reread.
Now how your paragraph is is it ready. Is it indented? Is it all together and make sense?
Now before we glue. Lets rate ourselves Can you name all the steps to how to write a
paragraph? Can you identify the parts if you were reading in a book? Could you write
one? Give me a 4 if you could teach a friend or little sibling? 3 if you could write and
identify parts? 2 if you still need help? 1 if the paragraph is still a mystery?
Now go ahead and glue. Remember it will be on display for the school and your parents.

Evaluation: Every steps of my lesson I will walk around and ensure all students on track.
Asking questions to students periodically to check their knowledge and understanding thought
lesson. Use 1-4 scale for students to self evaluate themselves
Assignment: Each student should complete and turn in his or her paragraph for exit ticket.
Closure:
From each table pick one volunteer student reads his or her sentences to whole class and ask
whole class main idea and details of each paragraph for review.
Accommodation:
Have different expectation for special needs, ELL and GT students.
Allow ELL and Special need students have shorter and simple sentences and ensure constantly
for their participation. Also follow special needs and ELL students modification as needed.
Choice to work independently, with a partner, or with a small group.Extra time on activities that
include reading or writing
Set a high expectation for Advanced and GT students. According to needs of this students I
would ask them write two or three paragraphs