Writing Mini-Lesson A

(Endangered Species Writing Project)

Subject: Writing (30 minutes) Activity: Writing Meaty Paragraphs
Setting: Resource Room # of Students: 2

Statement of Students will be able to create a cohesive paragraph about an endangered

Objective: species, using a topic sentence, supporting details, and a concluding sentence.

CCSS for Language Arts:

CCSS.ELA-LITERACY.W.5.2: Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
CCSS.ELA-LITERACY.W.5.8: Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.

Relevant IEP Goals:

D.F: Given topic prompt, write paragraph that introduces topic, gives facts and details
with explanations, and uses precise language.
L.H: Providing 3 relevant details, facts or examples, and explanation of each.
K.J. Identify 2+ reasons or facts to support her topic sentence.
K.C.F: Given topic prompt, write paragraph that introduces topic, gives facts and quotes
to support.
Materials:
Anchor Chart: Hamburger Paragraphs
Anchor Chart: Transition Word Toolkit
Chart Paper & Markers example paragraph
Research Notebooks & Rough Draft

Opening: Introduction Accommodations

Students begin lesson by grabbing their research notebooks. Move around the area.
2 minutes For the last week, weve been working on collecting research
on our endangered species. Use nonverbal cues
o What is one interesting fact you have learned so far about (proximity, touching
your chosen animal? shoulder) to redirect
o At this point, Kaleb may log in and complete his rough student attention if
draft, since he is past this point in the writing process. Ill necessary.
be with you after this point in the lesson is over.
Youve collected some important details and have written
good topic sentences for each of our research areas. Youre
now at a point where we are ready to begin our rough draft.
Our goal is to take the research weve collected and start
writing our rough draft. We will be learning how to write a
meaty paragraph using our Hamburger Model.

Presentation: Anchor Chart: Hamburger Paragraphs (I do) Read anchor chart and
Introduce anchor chart out loud sample paragraph out
10 minutes o Topic Sentence loud for students with
o Key Details emergent decoding
o Concluding Sentence skills.
Think Aloud/Model translating notes into a paragraph (w/
color coding) (We do) Use color coding
o Color Code sentences to correspond to the chart consistent across
 o Draw attention to transition words (underline in red) anchor chart, sample
When I say go, you will log into your GoogleDocs, pull up your paragraph, and
document, and wait for further directions. If you are having student work.
trouble finding your document, let me know right away
Note: The documents have been shared with each student Have students repeat
and should be found in their GoogleDocs. Assist as needed. directions to assess
o Ask students to repeat directions, then allow students to understanding of
log onto the computers. directions.
o Remind them they are working for a + on their behavior
charts, and off-task behavior on the computer may result Redirect students as
in a -. This includes opening other work on GoogleDocs or needed with
changing profile picture. nonverbal cues
(proximity, touching
shoulder)

Guided Practice: Guided Practice It may help some

o Now that we reviewed how to write a detailed paragraph, students to color code
Approxi.18 its your turn to try. Begin in the section for Physical their paragraphs as
minutes Features they write, just like in
Students have already written a topic sentence for this the example
page. Copy the topic sentence that you wrote onto paragraph (Tan, green,
the GoogleDoc. red, yellow, brown,
You should have 3-4 details that support your topic tan)
sentence already written. Add these to your
paragraph, remembering to use our transition words to Move around work
help make the paragraph smooth (keep transition area to monitor
words nearby so students can easily refer to the student progress,
chart). provide small mini
Conclude the paragraph with a concluding sentence, conferences and
that summarizes the topic of the paragraph. monitor on-task
o Once students have successfully completed their first behaviors.
paragraph with support and feedback, students will be
given permission to continue on independently.
o Remind them that I will be reviewing their writing tonight
and making comments, and we will conference the
following day.
Closing: Closing
Students will use the remaining 30 minutes to work on Move around work
additional paragraphs (roughly one paragraph per research area to monitor
area) and write the draft paragraph under the appropriate student progress,
heading. provide small mini
Have all students, before they log off, color code at minimum conferences and
one paragraph according to the components on the anchor monitor on-task
chart. behaviors.
Review student work, provide feedback in preparation for
writing conferences the next day. Redirect students as
needed with
nonverbal cues
(proximity, touching
shoulder)