Indicators in bold are specific to edTPA
NAME: Paige Kelly
Common Core Standards
IEP Goal [if applicable]
Primary learning target
Primary Lesson Objective
Student-friendly learning
target
Pre-assessment/baseline data
Primary Learning Target
Formative Assessment:
 How will you monitor
student’s progress on
lesson objective?
Summative Evaluation:
 How will the student be
evaluated?
Content Analysis:
Considerations:
 Resources:
 Materials:
 Accommodation
 Modifications
LESSON: Paragraphs GRADE: 4
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
N/A
N/A
When given a writing prompt, students will write a paragraph that includes: topic sentence,
3-5 supportive sentences and a conclusion sentence, with 100% accuracy.
What? Writing paragraphs using hamburger paragraph outline
Why? Helps us communicate our ideas through writing
How? I will write complete paragraphs.
N/A
- Number on fingers
- Thumbs up/down
- Raised hands
Student’s will be given a writing prompt and will outline their paragraph using a
hamburger paragraph and then write 1 – 2 complete paragraphs on a separate sheet of
lined paper.
How to write a paragraph:
1. Pick a topic
2. Write a topic sentence
3. Provide support or evidence in the body of the paragraph
4. Write a conclusion sentence
- Behavior expectation chart
- Vocabulary poster
- Content poster (hamburger)
- Example paragraphs (good and bad)
- Lined paper
Indicators in bold are specific to edTPA
NAME: Paige Kelly
 Technology:
Opening/Motivation:
 Signal for attention
 Engagement and activate
interest
 Connection to prior
learning
 Review previous lesson
 Student-friendly learning
target
 Communicate behavior
expectations
 Vocabulary
LESSON: Paragraphs GRADE: 4
- Pencils
What the teacher does What the student does
1. Signal for attention
a. During our lesson if I need to get your
attention I will say “class clap ___” and I will
make up a number. When you hear that
signal I would like you to stop what you are
doing, look up at me, and clap the number of
times I said.
b. Practice signal.
2. Behavior expectations
a. Let’s review my behavior expectations.
b. As a class say expectations together
1. Eyes on speaker
2. Be respectful to the speaker and
each other
3. Listen to directions
4. Do your best
c. Ask students “What is an example of
being respectful to each other”? ASR
3. Introduce target
a. Today we are learning how to write
complete paragraphs
b. It is important to learn about
paragraphs because it helps us
communicate and support our ideas through
writing.
- Give example
c. By the end of the lesson you will be able
to say you can write a complete paragraph!
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NAME: Paige Kelly LESSON: Paragraphs GRADE: 4

4. Vocabulary and prior knowledge

a. Turn and tell you shoulder partner what
you already know about writing paragraphs.
b. Ask students to share what they told
their shoulder partner.
c. When writing a complete paragraph we
need to use complete sentences.
1. Can someone please raise their
hand and give an example of a complete
sentence?
d. Lets review some vocabulary that you
have already learned about:
e. Go over as a class the 5 types of
sentences:
Declarative- ends with a period; makes a
statement
Interrogative- ends with a question mark;
asks a question
Imperative- ends with an exclamation point
or period; gives a command
Exclamatory- ends with an exclamation
point; shows strong feelings
Compound – two separate sentences are
joined together by a conjunction
f. Give example sentences and ask students
to show a 1 on their hand if they are
complete and a 2 on their hand if it is
incomplete. CFU
OUTLINE of Learning sequence: Demonstration
 Presentation of
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NAME: Paige Kelly
information
 Model and demonstrate
the new skill, strategy, or
concept
 Active engagement
LESSON: Paragraphs GRADE: 4
1. Demonstration
1. Show poster of hamburger
2. Explain the components that
make up the hamburger:
a. The top bun of our hamburger
is our topic sentence. (Have
students repeat topic)
1. This tells the reader what
your paragraph is going to
focus on.
2. You always have to have a
topic sentence!
3. Give examples of topic
sentences.
4. Ask students to turn and
tell shoulder partner what
a topic sentence means
ASR
b. In the middle of our
hamburger we have our
different layers. We could
have a patty, lettuce,
tomatoes, onions and any
other add-ons. These add-ons
are our supporting sentences
in a paragraph. (Have
students repeat supporting)
1. Supporting sentences
explain why you are
writing about your
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NAME: Paige Kelly LESSON: Paragraphs GRADE: 4

particular topic.
2. What makes your topic
right? What makes it
wrong? Why do you like
it? Why do you dislike it?
3. Give examples of
supporting sentences.
c. The bottom bun of our
hamburger is our conclusion
sentence. (Have students
repeat conclusion)
1. Our conclusion sentence
wraps up what we said in
our paragraph and lets our
reader know our
paragraph is now done.
2. Give examples of
conclusion sentences.
3. Important things to remember when
writing a paragraph
a. Order of paragraph must be: topic
sentence, supporting sentences, and
conclusion sentence.
1. Say order together as a class ASR
b. Focus on the heart of your paragraph
1. Do not make lists.
2. Focus on what you think is the most
important part of your story.
3. No bed to bed stories
4. Give examples.
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NAME: Paige Kelly LESSON: Paragraphs GRADE: 4

c. Your paragraph does not need to have a

certain amount of sentences. It could have 5
sentences or it could have 7 sentences. As
long as you focus on the heart of your story.
d. You need to start a new paragraph
when you are going to switch topics.
e. Give examples.
OUTLINE of Supervised Practice/Feedback:
 Sequence of activities Checks for understanding:
 Opportunities to practice Directions: I will show example
 Check for understanding paragraphs and students will put thumbs up
 Check for readiness to if it is complete/thumbs down if it is
work independently incomplete or contains too much
 Provide specific information. CFU
feedback I will provide 4 – 5 example paragraphs.
 Opportunities to If the paragraph is incomplete I will ask
correct/revise their students to raise their hand and tell me why
work it is incomplete. CFU
OUTLINE of Independent Practice:
 Allow students to Students will be given lined paper and a
evaluate their work blank hamburger outline and be asked to
 Application write 1 or 2 paragraphs. I will provide 2
prompts for the students to choose from.
Closure: Let’s review our learning target for the day:
 Revisit student-friendly 1. We learned about writing complete paragraphs
target 2. This is important because it helps us communicate through writing
 Review key content 3. We can now say that we can write complete paragraphs!
 Checks for understanding As a class say the 3 main types of sentences that are needed in a paragraph:
 Transition 1. Topic sentence
2. Supporting sentences
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NAME: Paige Kelly LESSON: Paragraphs GRADE: 4

3. Conclusion sentence
Transition: Going to recess. I will ask line leaders and governors to line up first, then have
the rest of the class line up
Back-up plan or additional If students finish early, they may switch papers with their shoulder partner and do some
practice: peer editing.
 Plan for those who finish
early If some students do not understand I will give them a prompt such as “What is your
 How will you re-teach favorite dessert?” I will then ask them why it is their favorite dessert and ask them to be
strategy for those who descriptive. I will then explain how to create a topic sentence and supporting sentences by
need help? using their favorite dessert and the reasons why they like that dessert.
Strategies for generalization,
maintenance or next steps:
 How will students
evaluate their own work?
Expressive and Receptive
Communication [How will
students articulate their
learning?]
 What functions are
necessary for this lesson,
i.e. write, sign, listen,
read, etc?
 In what form will the
students produce their
work to demonstrate
their understanding of the
objective(s)?