My first lesson plan :)

So . . . . my first lesson plan wasn't too awful. (I think!) For the literature class I'm enrolled in this trimester, we had to create a lesson plan that aligned with at least one common core standard. The professor has shown us lots of fun and helpful ways to use graphic organizers to understand text, especially to find evidence. As we all know, its all about the evidence in Common Core! ;) This graphic organizer can be used for all ages, across subjects to help students organize their thoughts; although it would probably be best suited for younger students who are just learning to compose a paragraph.
Be kind, it's my first formal lesson plan!

 The Paragraph Hamburger

 

Grade/Content	Grade 3 ELA
Title	Comprehension of Literary Text with use of a Graphic Organizer
CC Standards	·        CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events ·         CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. o      CCSS.ELA-Literacy.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. o      CCSS.ELA-Literacy.W.3.2b Develop the topic with facts, definitions, and details.
Context of Lesson	Before this lesson, the teacher will read “Caps for Sale” by Esphyr Slobodkina aloud to the class as students follow along in their own copy of the book. As the teacher reads, he or she will ask comprehension questions to guide reading and prepare for today’s assignment. Students will work together to write a paragraph with an introduction, 3 supporting statements and a conclusion about the book. They will use text evidence to support their ideas, including interpreting the characters’ feelings and actions. The final product will be a coherent paragraph that explains some part of the story that includes the three elements previously listed.
Opportunities to Learn	Students will learn how to use a graphic organizer, specifically the “Paragraph Hamburger”, to organize their thoughts. Using the Paragraph Hamburger will lay out the introduction, supporting statements and conclusion to create a well thought out paragraph. Students will start off working as a whole class, then in groups to foster independent and collaborative thinking. Differentiated instruction can include listening and following along with the story, working in groups and as a class, modeling, and the visual construction of the paragraph on a graphic organizer. The teacher will also choose appropriate writing prompts for each group. For students who struggle with writing/penmanship, allow this to become a fine motor activity by having them cut and paste from the graphic organizer onto another sheet of paper so they understand the construction of a paragraph and can focus less on the legibility of their writing due to the focus of this lesson.
Materials	“Caps for Sale” Paragraph Hamburger Template Reader’s notebook Writing utensil Black/whiteboard and chalk/dry erase markers Projector/Elmo/Mimeo to project template for class *For students who are cutting and pasting, also add: scissors, glue, construction paper
Objectives	1. Students will show comprehension of the text by explaining one part of the story, including the characters’ actions and emotions. 2. Students will write a 5 sentence paragraph that includes an introduction, 3 supporting statements and a conclusion. 3. Students will use evidence from the text to support the main idea of their paragraph.
Instructional Procedures	Gradual Release of Responsibility
	Opening/Modeling:  The teacher will begin by reviewing what “Caps for Sale” was about and have students recall important or interesting parts of the text. While they are stating their ideas the teacher will write them on the board. Next, the teacher will explain that they are going to be working on writing a paragraph to explain one of these parts of the story. The teacher will choose the most engaging topic to give the students the best start to their paragraph.
	Engagement/Guided Practice:  Now the teacher will guide the students in modeling how to use the Paragraph Hamburger graphic organizer. He or she will project the template in the front of the room so all the students can see. The teacher will start by restating the topic sentence and ask students to share out their ideas of supporting statements. As the students share out, the teacher gives feedback on why the statement does/doesn’t support the topic sentence to help students understand how to make the same decision independently. The class will also come together to complete the concluding statement.
	Independent Practice: Students will be grouped together in fours to now complete the Paragraph Hamburger together. The teacher will select the topic for each group, and walk around as students work to guide their learning by reminding them how to find supporting evidence from the text. Students will use their books as a reference and will be able to look at the model on the projector as they work. Once students complete their graphic organizer they will then write it as a completed paragraph in their Readers’ Notebooks.
	Closure: Students will share their paragraphs with the class; one representative from each group will share as some students may be more confident than others. If time allows, the teacher can have other students add other pieces of supporting evidence that the group may not have used.
Assessment	The teacher will formatively assess the students by observation while they work in groups; this includes comprehension, participation and writing skills. The students Readers’ Notebooks will also be given a grade based on whether all components are included (introduction, 3 supporting sentences, conclusion), shows comprehension, and if the information from the text supports their ideas.