How to Write a Paragraph 3-Day Lesson Plan: “Hamburger Writing” – DAY 1

Teacher: Raina Haas

Grade Level: 2

Content Area: ELA - Writing

I. Content and Standards: This lesson addresses the following Common Core State Standards for
RAINA HAAS 1/22/2019 10:31 PM
Pennsylvania.
Comment [1]:
• CC.1.4.2.E: Choose words and phrases for effect. 1a: Demonstrating Knowledge of Content and
Pedagogy
• CC.1.4.2.H: Identify the topic and state an opinion.
• CC.1.4.2.J: Create an organizational structure that includes reasons and
includes a concluding statement.
• CC.1.4.2.L: Demonstrate a grade- appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.
• CC.1.5.2.E: Produce complete sentences when appropriate to task and
situation in order to provide requested detail or clarification.
II. Prerequisites: Students should be familiar with the notion of developing a main idea and
RAINA HAAS 1/22/2019 10:31 PM
supporting details for a piece of writing. Additionally, students should possess the ability to
Comment [2]:
construct complete sentences and be able to spell sight words accurately. 1a: Demonstrating Knowledge of Content and
Pedagogy
III. Instructional Objective: Through the understanding of the “hamburger model,” students will be 1b: Demonstrating Knowledge of Students
able to identify elements of a well-written paragraph to work towards the goal of creating focused RAINA HAAS 1/22/2019 10:31 PM
and descriptive paragraphs of their own. Comment [3]:
1c: Setting Instructional Outcomes
IV. Instructional Procedures:
RAINA HAAS 1/22/2019 10:32 PM
i. Before:
Comment [4]:
• Students will begin the lesson by gathering on the carpet to hold an interactive 1e: Designing Coherent Instruction
discussion with viewing the “Hamburger Writing” Presentation. As the students
interact with the content on the slides, they will work through identifying the
different parts of a hamburger, and will practice “building a complete burger.”
Once students construct their perfect burger, they will be posed with the
question, “how is a hamburger like a paragraph?” Students will “turn and talk”
with their neighbors on the carpet to try to come up with a connection between
hamburgers and paragraphs. Students will have the opportunity to share their
guesses about the connection between hamburgers and paragraphs, and then
will be provided with the goal of the lesson: learn how to use the composition of
a hamburger as a guide for writing complete paragraphs.
RAINA HAAS 1/22/2019 10:32 PM
ii. During:
Comment [5]:
1c: Setting Instructional Outcomes
 • The students will then have the chance to work through the remainder of the
slides in the “Hamburger Writing” Presentation to discuss the different
components of a paragraph and how they relate to a hamburger; the “bun” as
the topic and concluding sentence holding the “juicy” details about the main
idea together.
• The students will have the chance to view the “Hamburger Writing” graphic
organizer while the teacher models how to fill in each section, while calling on
students to share ideas and contribute. As the graphic organizer is filled in,
students will be prompted to explain how the completed organizer is “held
together” by the topic and concluding sentence.
iii. After:
• To wrap-up Day 1 of the lesson, students will be asked to identify the five key
elements of a paragraph: topic sentence, three juicy details, and concluding
sentence.
• The students should be able to articulate that a paragraph is held together by a
topic sentence and concluding sentence about the main idea.
V. Materials and Equipment:
RAINA HAAS 1/22/2019 10:38 PM
i. “Hamburger Writing” Presentation: to facilitate student understanding and
Comment [6]:
spark discussion on how a well-written paragraph is like a hamburger. 1d: Demonstrating Knowledge of Resources
ii. “Hamburger Writing” Graphic Organizer: for students to map out their
paragraph, and ensure all elements of a well-written paragraph are met.
VI. Assessment/Evaluation: Formative assessment will be used as the teacher checks for
RAINA HAAS 1/22/2019 10:39 PM
understand through the progression of the “Hamburger Writing” Presentation. Specifically, the
Comment [7]:
teacher can analyze the depth of details provided and student ability to focus on a specific main 1f: Designing Student Assessments
idea from topic to concluding sentence while completing the “Hamburger Writing” Graphic
Organizer as a class.
VII. Differentiation and Individualized Activities: This lesson can be tailored to meet specific
RAINA HAAS 1/22/2019 10:40 PM
student needs with regard to writing ability. Students who are having trouble grasping the main
Comment [8]:
idea and supporting details concept could be given the alternative option to provide fewer details 1b: Demonstrating Knowledge of Students
or even just one detail for extreme cases. Students in need of a challenge could be instructed to
incorporate additional details, elongated sentences to “stretch” their writing, or attempt to provide
alternative topic and concluding sentences to practice different writing styles. This lesson features RAINA HAAS 1/22/2019 10:40 PM
differentiated learning styles by giving students the chance to not only work as a whole class, but Comment [9]:
1c: Setting Instructional Outcomes
also in small groups by “turning and talking” with peers. RAINA HAAS 1/22/2019 10:40 PM
VIII. Technology: The only technology required for the lesson will be that of the Smart Board to Comment [10]:
1e: Designing Coherent Instruction
display the “Hamburger Writing” presentation and complete sample graphic organizers as a class.
RAINA HAAS 1/22/2019 10:42 PM
Comment [11]:
1d: Demonstrating Knowledge of Resources
IX. Self-Assessment: The lesson can be considered successful if the students are able to
participate and contribute to the whole group completion of the graphic organizer. Student
enthusiasm and participation in the lesson will also be an indictor of how engaging, interactive,
and clear the lesson was for the students. Using these factors, future lessons can be adjusted in
terms of amount of time spent on teaching the various components of a paragraph (such as
creating topic sentences or developing details).
RAINA HAAS 1/22/2019 10:42 PM
Comment [12]:
1f: Designing Student Assessments