Writing a Five Paragraph

Essay
4TH GRADE

Patty McElligott | TAT2 Task 3 | August 22, 2017

Table of Contents
Performance Objectives .................................................................................. 3
Lesson 1 ............................................................................................................ 5
Lesson 2..........7

Lesson 3 .8

Lesson 4 ..10

Lesson 5 12

Lesson 6 13

Lesson 7 14

Lesson 8 ..16

Lesson 9 . 20

Lesson 10 24

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 Writing A Five Paragraph Essay

This unit is a ten hour writing unit covering the proper writing of a paragraph

combined with the students writing a five paragraph essay. This essay covers the school

districts rubric for a pre and posttest on opinion writing.

Instructional Goal

The goal of this unit is that 80% of the students in my fourth grade class will pass

the districts posttest of writing a five paragraph essay in opinion writing.

Intended Audience

The audience is my classroom of 24 fourth graders. This is the beginning of

the school year, so they are new to the fourth grade expectations. There are
thirteen girls and twelve boys. There are five high achieving students along with a
good solid group of average students, one being a very angry child, added with
several sweet, low achieving students, and one low achieving student with
behavioral problems.

Four of these students have IEPs. Three go to LRC1 for Writing, and one
goes for Math services. I also have two students that are on 504 Behavioral Plans
and an additional student on a 504 Health Plan. Three of these same children
scored a 1 on the SBAC Reading tests and will be monitored more closely
throughout the entire school year by a team of educators.

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 Instructional Strategies

Delivery Approach

The writing instructional plan benefits from combining several different

teaching methods for the best results. Most lessons start with a quick introduction
to what the student will be learning, then going to a review of an anchor paper (other
students work), to guided learning, and moving on to a release to the individual to
write using their own words and ideas. It is also beneficial to end writing lessons
with students sharing their own written work.

Performance Objectives

Below is a list of instructional objectives used in the writing unit plan.

1. Fourth grade students will observe and be part of the knowledge of writing a

proper paragraph according to the CCSS and using the Hamburger Method

graphic organizer as a class.

2. Fourth grade students in my class, working in partners, will produce their own

paragraph using the Hamburger Method graphic organizer.

3. Fourth grade students will write a paragraph about pets in the classroom,

following the Hamburger Method.

4. The fourth grade students in my class will demonstrate their knowledge on how to

use Dictionary.com by writing down a specific word, its meaning and a synonym.

Fourth grade students in my class will participate in and write a story using the

app, Writing Challenge.

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 5. Students in my class will select their opinion topic by listing ideas of what they

feel strongly about in life and narrowing down to two topics.

6. Students will demonstrate their understanding of the new app, Dadwavers, by

producing a short story using the app directives.

7. Students in my fourth grade class will pick one topic and list three reasons why

with supporting details for their opinion essay.

8. Fourth grade students in my class will write an introductory paragraph, with a

hook to interest their reader for their opinion essay.

9. Students in my fourth grade class will develop and write a conclusion paragraph

for their opinion essays by following an anchor chart step by step process.

10. Fourth grade students in my class will revise and edit their essays with a writing

partner. I have placed the Writing Challenge app to earlier in the Unit. Previous

objective listed below.

Fourth grade students in my class will participate in and write a story using the

app, Writing Challenge.

Materials and Resources

Materials that will be used in this unit are as follows: Teacher computer,
document camera, ActivBoard, student writing samples, student writing journals,
anchor charts, markers, pencil, paper, editing pen, highlighters, and pictures of
anchor charts.

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 Instructional Sequence

Lesson 1

Title: Hamburger Paragraph part a

Lesson Overview: This lesson provides the student writer with a graphic
organizer with which they can relate. All children living here in this area have
eaten or seen a hamburger made. So, they know what it all entails. My class is
very knowledgeable of what a hamburger consists of and putting its parts coupled
with a paragraphs parts makes a fun lesson in learning about correct
paragraphing. CCSS W.4.5, L.4.2

Resources of Materials Needed

Graphic organizer of hamburger (from Freeology.com), writing journal, paper,

pencil, ActivBoard, Document Camera.

Lesson Objectives

Student writers will learn an appropriate way to write a paragraph according to the
Common Core State Standards.

Time: 60 minutes

Step 1: Teacher invites students to come back and join her at the reading carpet.
Teacher excuses them by groups. Teacher reads a couple of examples of past
student work on opinion writing to students as they are gathered on the carpet.
Teacher asks for any comments about the writings and notes them on chart paper
for all to see.

Teacher has students walk back to their desks. Teacher puts up the same opinion
papers on the ActivBoard for students to view. Teacher blocks out other parts of
the writing except for just one paragraph. Teacher reads paragraph to students
while they follow along. Teacher then asks students if they know what the
paragraph is about. Teacher takes comments from students. Teacher then
highlights the topic sentence so students can follow that this states what the
paragraph will be about. Using a different color, the teacher then highlights each

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sentence of detail/evidence that follows. Finally, the teacher highlights the ending
sentence that wraps up the paragraph and relates it back to the beginning.

Step 2: Each student has a graphic organizer at their desk and is asked to write
the highlighted topic sentence in the top hamburger bun. Then the students are
asked to write the first sentence in the area that represents the cheese on a
hamburger. The next sentence will be written in the patty itself with the
additional sentence in the lettuce area. Finally, the bottom bun is the sentence
that wraps everything up.

Step 3: Now the student writers are instructed to partner up with their elbow
partner, read the next paragraph that is placed on the ActivBoard and fill in the
areas of the hamburger using the knowledge they were just taught.

Step 4: Now each partner group is asked to write a paragraph of their own about
our elementary school. Students need to have a total of five sentences to their
paragraph. The Great Things at Our School. Allow students to write for 10-15
minutes. Then ask for any volunteers that would like to share their paragraph.

Student writers share their thoughts with each other at their table groups and
what they have learned in todays lesson. Writers put writing away in writing
folder.

Step 5: Student groups are to write a paragraph with at least 5 sentences that
incorporate the hamburger graphic organizer structure. Teacher will check on
each writing groups paragraph to be sure they are incorporating the topic
sentence, detail sentences and wrap-up sentence. Teacher returns papers to
groups to have them correct any writing mistakes if present.

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Lesson 2

Title: Hamburger Paragraph part b

Lesson Overview: This lesson allows the student writer, along with their partner
to practice writing a well-planned out paragraph with the aid of a graphic
organizer, (Freeology.com). The students have just been introduced to the proper
way to write a paragraph, so this is another lesson to help the writer become more
practiced at writing paragraphs.

Resources of Materials Needed: Graphic organizer of hamburger, paper

(writing journal), pencil, ActivBoard for display, Document Camera.

Lesson Objectives: Student writers will learn to write proper paragraphs

according to the Common Core State Standards with a partner and then
themselves. CCSS W.4.1, 4.4, 4.5, L.4.2.

Time: 45 minutes.

Step 1: Teacher reviews what the students learned yesterday by going over the
graphic organizer on the doc camera. Teacher then refers to the paragraphs that
were used in previous lesson that highlighted the different parts of a paragraph.

Step 2: Teacher then has students get with their writing partner and they begin to
write a paragraph on the, Great Things about Our School. This topic was chosen
by the teacher because it is a topic the students know well and can come up with
ideas easily.

Student writers are also asked to share with the class when they are finished.

Step 3: When the sharing has stopped, each student will now go back to their
seats and produce a paragraph on their own using the same topic. Students may
go on and produce more writing if they are able.

Sharing will go on again to pique interest and stir up more ideas.

Step 4: Each student will be asked to have three paragraphs ready to present by
the end of the writing period tomorrow. The students will then highlight the
sentences using the colors chosen to represent each different sentence type in the
paragraph.

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Lesson 3

Title: Opinion Writing-Pets

Lesson Overview: This lesson provides student writers the opportunity to write
paragraphs on how they feel about being able to have a pet/pets in the classroom.
CCSS W.4.1, 4.4, 4.5, L.4.2

Resources of materials needed: Writing journal, paper, pencil, highlighters,

ActivBoard, Document Camera.

Lesson Objectives: 4th grade writers will write 3 paragraphs about the
importance or not of having a pet in the classroom. As it stands, no pets are
allowed in the school. Writers need strong paragraphs for the body of an opinion
paper they are writing to their principal. Introductions and conclusions will be the
next couple of lessons the students will complete.

Time: 50 minutes

Step 1: Teacher begins this lesson showing and reading a student paper on why
their school needs longer lunch time in the cafeteria. Teacher leads students
through finding the introductory paragraph, the body and then the wrap up
paragraph. Teacher then enlarges the view on the Activboard on only one
paragraph. Teacher asks students to point out which sentences would be topic
sentences, which would be the supporting detail sentences and finally, which
would be the conclusion sentence in the three body paragraphs. Teacher uses
different colored highlighters to show the different sentences, i.e.; green for topic,
pink for supporting and yellow for conclusion. 10 min.

Students are asked to get out their writing journals and pencils. The students will
have their journals at the carpet so they can take any notes needed.

Step 2: Students are invited to the reading carpet. Teacher askes students if they
would ever want a pet in our classroom. Teacher takes replies from students. The
pros and cons of having a pet are charted on easel for all students to use and refer
to as needed. Discussion ensues with class as to why or why not pets should be
allowed in all classrooms while teacher writes down students answers and
thoughts. Teacher gives directions to go back to their seats and begin writing
paragraphs that would support having a pet in class. Students can use color

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highlighters on their papers to show topic, body and conclusion sentences. 10-15
min.

Step 3: Students are then asked to return to their seats and begin mapping out
their three main paragraphs for the body of their opinion essay in their writing
journal. The writers need to come up with three main reasons why they think pets
should be/not be allowed in school. Remind students that each of these three
main reasons are the topic sentence to each of their body paragraphs. Students
can refer to their earlier hamburger lesson on how a paragraph should properly be
written; topic sentence, at least three supporting sentences, and an
ending/conclusion sentence. The writers will be working on reasons why to
support their stand on their issues. 20-25 min.

Step 4: Once the writers have their 3 paragraphs, they need to share it with their
elbow partner. Elbow partner is to read their partners paragraphs out loud so they
can check for editing. Students hand in paragraphs to teacher so she can check for
understanding. Papers will be handed back to student to keep in their writing
folder for further reference and use. 5 min. to share with partner.

Step 5: Students will be asked to write introductory and conclusion paragraphs in

further lessons, so this lesson provides the students with the body of their writing.
They will keep referring back to these paragraphs and rewriting and editing them
until they are ready to be put together with the introductory and conclusion
paragraphs to make their end product. The product will be handed in at the end
of the Instructional Unit.

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Lesson 4

Title: Dictionary.com and Writing a Story

Lesson Overview: This is a demonstration lesson to teach students how to use

Dictionary.com on iPads and computers. Students need to be able to look up
words they dont know how to spell or synonyms of words they are using.

Resources of materials needed: Activ Board, Teacher computer, and the class
cart of laptop computers, iPad and app, Writing Challenge.

Lesson Objective: All students will have the ability to access and use
Dictionary.com on individual laptops for further use throughout the Writing Unit
and any other time Dictionary.com is needed. Students will also have time to start
a story on their own using the app, Writing Challenge.

Time: 50-60 minutes

Step 1: Teacher has all students retrieve their computers from the computer cart
by desk groups. 5 min. Teacher excuses groups to go and get computers.

Step 2: Students do not log on to computers yet. They are to sit and listen to the
Teacher demonstrate the website.

Step 3: Teacher uses the doc cam set on computer mode to show students how to
load up website and how to use Dictionary.com by navigating around the website,
showing students all the parts of the site. 10 min.

Step 4: Teacher instructs students to log on to computers and to log on to

Dictionary.com. 3 min.

Step 5: Students have time to navigate around website and explore. (10 minutes)

Step 6: Teacher rings soft bell for attention from students. Students freeze and
listen, placing hands in lap. Teacher explains to class that at times we will be
working at different paces, so sometimes it is necessary to work on writing skills of
all types, so Teacher introduces the iPad app, Writing Challenge. Teacher puts it
on doc camera so all students can see. 5 min.

Step 7: Teacher then goes through the app step by step to show how easy the app
is to navigate. As the teacher goes through the app, she instructs the students to

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follow along by writing in their journals, which they have available, as the app
progresses. Students can now use the app when they have their iPad days to use
the app for help in writing a creative story. 10 min.

Step 8: Teacher asks that students leave these stories in their writing journal to
share at another time. They now have a few minutes to either look through
Dictionary.com or adding to their new Writing Challenge story. 10 min.

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Lesson 5

Title: Pick Their Topic

Lesson Overview: Lesson five allows time for review of previous writing lessons
and for students to write on the topic of their choice for their opinion essay.

Resources of materials needed: Teacher computer, student writing journal and

pencil.

Lesson Objective: Students in my class will select their opinion topic by listing
ideas of what they feel strongly about in life and narrowing down to two topics.

Time: 45 min.

Step 1: Teacher asks students to have their writing journal out and ready to go.
Teacher refers back to Lesson three when the student writers wrote about Having
Pets in the Class with a partner. Teacher reminds students of the process of
writing about what you feel strongly about in that the writer needs to be writing
about a topic in which the student is very passionate in their thinking.

Step 2: Teacher invites students to begin making a list of topics they fell strongly
about. (1 min.) Then teacher makes a list on the whiteboard from what students
suggest. This allows the students to get other ideas. Once all the topics are
quickly discussed, the teacher has students pick a topic and start to write why they
feel strongly about that topic.

Step 3: Teacher again asks for student writers to share what they have written.
Once the students are ready to begin, have them start listing three important
reasons why they feel so strongly of the topic. If writers are ready to go ahead, let
them start forming their three paragraphs on the reasons why this topic is
important. Teacher reflects on previous lessons on paragraph writing, a well-
constructed paragraph, etc. Students then write on their own. 25-35 min.

Step 4: Teacher confers with students as the class writes. A small group may be
needed to support the troubled writers. When the time is up, teacher asks for any
volunteers to read their paragraphs out loud.

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Lesson 6

Title: Dadwavers App

Lesson Overview: In this lesson, students will be able to use the App-Dadwavers;
to spend their Free writing time in exploration of new writing ideas.

Once the students learn this App, they are free to use it anytime it is their iPad
time and Free writing time. There are certain days of the week each child has their
time for iPad usage. Once they get a starting list of writing ideas, they then can
refer to this list, written in their writing journal, at any time.

Resources of materials needed: iPads and app Dadwavers, Teacher computer

and Doc cam. Teacher has already downloaded app to all classroom iPads.

Lesson Objective: Students will demonstrate their understanding of the new app,
Dadwavers, by producing a short story using the app directives.

Time: 35-40 min.

Step 1. Teacher introduces App in front of the class under the doc camera so all
can see. Teacher runs through the steps for Dadwavers for the whole class to
preview. (15 min.), then allows half of the students to get on an iPad and play
around with the App before passing the iPad on for someone else to try. (10 min.
each turn.)

Step 2. Students get on and preview App so they are able to log on and use it
during writing. Allow enough time for everyone to have a chance to get on App.
Other students not using App can work on any unfinished writing they have in
their journals.

Step 3. Teacher pulls students to back of room who need extra help while working
with the app.

Step 4. Teacher wraps up lesson by allowing students to share what ideas they
gathered from just that short period on the App. This will spark ideas and get the
students excited to write.

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Lesson 7

Title: 3 Reasons Why

Lesson Overview: This lesson allows the time needed for students to organize
and write their three main reasons for their topic for the Opinion writing essay.

Objective: Students will organize their essay into three main parts. Each part
being a paragraph in the sequence of a three paragraph body of work on the three
main reasons for their topic.

Resources of materials needed: Writing journal, pencil, graphic organizer,

anchor papers and word bank for opinion transitions.

Time: 60 min

Step 1: Teacher quickly reviews Hamburger graphic organizer for writing a

paragraph with students that is displayed on writing bulletin board. Teacher then
refers to anchor papers that were read in a past lesson showing the transitions that
made the paper flow between paragraphs. Teacher then has paper passers hand
out Transitions for Opinion Writing. 5 min.

Step 2: Teacher has students read over transitions hand out while putting up the
anchor chart on Opinion writing outlines. Teacher then invites students to begin
their writing. Teacher puts up a slide reminding students that Writers need quiet.
5 min.

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 (Anchor chart found in search online with
Google.)

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Lesson 8

Title: Introductory Paragraph Hook writing.

Lesson Overview: Students learn how to use various types of sentences to

interest their reader in their topic.

Resources of materials needed: Writing journals, pencils, chart paper for

anchor chart on Hooks, doc camera and active board.

Lesson Objective: Students learn how to write hooks to interest their reader for
their opinion pieces and write these in an introductory paragraph for their
Opinion Essay.

Time: 60 minutes

Step 1: Teacher invites students to carpet area up front by groups. Teacher then
reviews the introductory paragraph written by a student from the previous year
that was used in Lesson 3 of this unit on the doc camera so all students can see. 5
min.

Step 2: Teacher then askes students to point out all the different parts of the
paragraph according to the guidelines set up earlier in the Unit for the Hamburger
graphic organizer. Teacher highlights the different parts with different colors so
students can visualize the paragraph. 10 min.

Step 3: Teacher then puts up a chart on the doc camera that signifies a Hook in
their writing. (See appendix 8a) Teacher reads through each type of hook a writer
can use. 5-10 min.

Step 4: Teacher asks students to turn and talk to a neighbor about what type of
Hook they would like to use. Then teacher asks students to take a moment and
come up with a hook they think would work in their writing. Students are then
asked to write their sentence in the air with their finger. 5 min.

Step 5: Teacher asks students to keep that sentence in their head until they are
excused to go back to their desks and write it down.

Step 6: Students write their hook and then begin to construct their conclusion
paragraph using their original thesis statement, and a sentence to wrap it all up.
20 min.

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Step 7: Teacher asks writers to use the next few minutes of writing time to finish
their last sentence so students can share their writing if they choose. Allow for
several students to share. 10 min.

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Appendix 8a

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Appendix 8b

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Lesson 9

Title: Conclusion paragraph

Lesson Overview:

Resources of materials needed: Teacher computer, student writing journals,

pencils, doc camera, ActivBoard, chart paper on easel, markers and anchor papers.

Lesson Objective: Students in my fourth grade class will develop and write a
conclusion paragraph for their opinion essays by following an anchor chart step by step
process.

Time: 60 min.

Step 1: Teacher has students pull out their writing journal that has all their
writing for this unit in it. (The writers have just been working on their intro to
their opinion essay, so now they will write the conclusion which is very similar to
the introduction, but with sentences that wrap up the essay.)

Step 2: Teacher displays a well written conclusion paragraph that a previous

student has written. Teacher has students read along silently while she reads
paragraph aloud to class. (Mentor text provided by past 4th grade students, whiting
out name.) 2 min.

Step 3: Teacher displays another paragraph, reads aloud while students silently
follow along. Teacher then asks students to compare the two paragraphs. 5-10
min.

a. Teacher asks students what they notice that is similar and what is
different. Taking time on each.
b. Teacher then asks students to suggest the best parts of either paragraph
and writes the new paragraph on chart paper that is on easel.

Step 4: Teacher displays an anchor chart (see Appendix 9a and 9b) that has been
copied to show on doc camera. (Teacher can make a chart to put up in the room
before or after lessons so students can refer to it during their writing. For now, it
is shown on the board.)

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Step 5: Teacher gives students some time to try some conclusion sentences on
their own. Teacher may want to confer with students or invite a small group to
back table to work on the paragraphs. 10-15 min.

Step 6: Teacher asks students to finish up their last sentences. Give students two
minutes, then ask if anyone would like to share their paragraphs. Once students
share, teacher asks that students start typing up their five paragraph essay that
they have been writing. Students save their essay to their individual folder in the
class folder. Students get together with a partner to have a partner read their
essays out loud to them. This helps the writer hear any mistakes he/she made.
Writer goes back and edits any mistakes that were made or revises. It is up to the
writer to decide how they want their paper to sound. 30 min.

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Appendix 9a

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Appendix 9b

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Lesson 10

Title: Partner Edit/Revise

Lesson Overview: Class time is needed for students to revise and edit their essays
using a partner to help.

Resources of materials needed: Writing journal with opinion essay, pencil and
partner.

Lesson Objective: Students revise and edit with a partner to tidy up their essay
to present a completed opinion essay.

Time: 60 minutes.

Step 1: Teacher asks students to get with a partner and look over editing chart on
doc camera for them to use during this lesson. Appendix 10a (I usually have writing
partners set up ahead of time.) Once students have their partners, Teacher has
partners exchange papers. Partners spread out in room to read each others paper
out loud. It is easy for the owner of the paper to hear mistakes because the other
writer doesnt know the paper and therefore doesnt just add in words he knows
should be there. (Its also a plus to hear your own paper read aloud. You hear what
sounds good and what doesnt, in your own mind.)

Step 2: First partner reads essay. Once the first partner is done reading the whole
essay through, he reads it again and the owner can pause the reading and
add/delete whatever the owner sees fit. Both partners can suggest vocabulary,
sentence structure, and grammar to one another. 10 min.

Step 3: Students change readers and begin the whole process over. Teacher roams
the room listening and checking in on partner groups as needed. 10 min.

Step 4: Once both partners have heard their essay read aloud, they go and make
any corrections needed on their papers on the computer. Each student saves new
and final essay. When student is finished, he asks teacher to print it for him.
Student keeps final essay in writing folder to share with class at the writing
museum.* 20-30 min.

*Writing museum consists of writers placing their essays on their desks along with
a Compliment Sheet for other students to give constructive advice. Please see
following pages. The room is quiet and soft music is playing in the background.
Parents have been invited, too.

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Appendix 10a

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Appendix Writing Museum

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 Assessments

Pre and Posttest for Opinion Writing Essays. Assessments are shown on

ActivBoard as a Power Point.

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