1. Topic-
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2. Content-
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Writing an Introduction; using correct spelling, capitalization,
and end punctuation.
Key vocabulary: expository writing, introduction, focus statement |
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3. Goals: Aims/Outcomes-
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1. Write a fully developed paragraph using a topic sentence.
2. Use correct spelling and capitalization.
3. Use end punctuation |
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4. Objectives-
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Students will be able to:
1. write an introductory paragraph based off of a previously written
"fast outline."
2. proofread writing to ensure the correct use of spelling and capitalization.
3. proofread writing ensuring the correct use of end punctuation. |
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5. Materials and Aids-
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| Chart paper, overhead projector, markers, pencils, "fast" outlines
from previous day, writer's notebooks, 2 above grade level nonfiction
books, 2 lower level nf books, great intro and error check list, total
class errors sheet |
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6. Procedures/Methods-
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A. Introduction-
Ask students if they are confident that they can write an introductory
paragraph. Tally results and save for later.
1. Read beginning of 1 nonfiction text.
2. Ask students to identify focus statement
3. Read beginning of nonfiction text 2.
4. Ask students to identify focus statement |
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B. Development-
5. "What do you notice about the placement of the focus statements?"
6. Confirm: focus statement is not always in the beginning. |
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C. Practice-
Explain: all good expository writing has an introductory statement.
Refer to chart.
A great intro:
1. grabs the reader's attention; pulls you into the book
2. tells you what the book is about; states focus of book
On OH, the class writes an intro to one of the previous "fast outlines"
together.
Whole group discusses where they want to place the focus statement.
(If hesitant, I will demonstrate what I would do. Thinking aloud so
that process is heard.) Note thought process on board.
Upon completion of intro paragraph, students are directed to start
their introductory paragraphs on the remaining 2 "fast outlines."
Remind students to look at examples |
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D. Independent Practice-
1. Meet with Noah, Alijah - check understanding of directions
2. Meet with Zarius, Jaylee, Monica, Wynton - check on task
3. Check with Sydney K, Andy, Aysia, Gage - understanding of directions
4. All Students write 1 intro in their notebooks
5. All students write 2nd intro placing focus statement in a different
location
6. Those that finish will confer with each other looking for components
of "a great intro" checking off as many peers as possible. Each checked
twice
7. Students will also check for spelling, capitalization, & punctuation
8. Compile errors on one 3-column sheet w/o names
9. Write specific comments to meeting members |
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E. Accommodations (Differentiated Instruction)-
1. Meeting groups will be allowed to stay and work together to keep
focus
2. One early finisher may go to one meeting group to offer suggestions
3. Some students may need to analyze their own writing or an easier
text to determine focus statement and make a connection to what may
grab anthem's attention. |
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F. Checking for understanding-
1. Come together to share intros, process and completion
2. Discuss any new processes
3. Discuss spelling, capitalization, or punctuation issues |
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G. Closure-
1. Review what makes a great intro using chart
2. Survey how many are confident about writing intros
3. compare to beginning of lesson
4. If needed, assure that we will revisit intro paragraphs
5. If not, celebrate the class accomplishment free writing time at
a later date |
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7. Evaluation-
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| Students will be evaluated at end of 3rd quarter. |
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