Developing a Paragraph

Debbie Bolkcom

Student ID # 000506000

Dr, Dove

TAT 2- Technology Integration Design

November 5, 2016

Developing a Paragraph

2
Building a Paragraph

Overview of Instructional Unit

This unit is for 5th grade Language Arts curriculum. It instructs students on the
components of a complete paragraph, including a review of the basic sentence skills. They will
be building paragraphs using their knowledge of topic sentences, supporting sentences and
transitions.

Goal of Instruction
At the end of this unit, 5th students will be able to construct a paragraph in writing with a
topic sentence, 3 or more supporting sentences and a conclusion/transition sentence scoring 6/6
on the grading rubric (Appendix 1)

Target Population: Instructional Setting, Audience, and Content Area

Woodland Hills Elementary in Idaho Falls, Idaho is a K-6 school. I teach 5th grade general
education. The majority of the students are from higher income families with strong parent
support. I have 28 kids in my class. It consists of 12girls and 16 boys. Two of the males are
Hispanic. I have 2 students on IEPs and 1 that I am starting the referral process. She was pulled
from public school after 1st grade and has been home schooled up until this year. I have 4
students with ADD/ADHA diagnosis. These 4 students have significant attention issues that
present much difficulty staying on task.
.

Developing a Paragraph

Materials Needed for Your Unit of Instruction

Overhead projector or ELMO

Paper-ruled
Pencils
White boards
Dry Erase Markers
3 or more paragraphs cut into sentence strips to be assembled
ReadWrite Think-webbing Tool
Neo / Microsoft Word
Computer and projector for Youtube video
Final grading (Appendix A)

Task Analysis with Supporting Performance Objectives

Task 1.0 Review basic sentence structure and components
1.1 Capitals
1.1.1
1.1.2

At the beginning of every sentence.

Proper nouns

1.2 Punctuation
1.2.1

Types of sentences & end marks

1.2.1.1 Declarative
1.2.1.2 Interrogative
1.2.1.3 Exclamatory
1.2.1.4 Imperative
1.3 Run on and incomplete sentences
Performance Objective 1: Given 5 sentence, students will correctly capitalize the beginning
letter in all sentence and any proper nouns within the sentence with 100% accuracy.
Performance Objective 2: Given 4 sentences, students will correctly identify the 4 different
types of sentence and use the appropriate punctuation when writing sentence with 100 %
accuracy
Performance Objective 3: Given a paragraph, students will identify incomplete and run-on
sentences and will be able to correct them in their writing.

Developing a Paragraph

Task 2.0What makes a paragraph

2.1Related information
2.2 Five or more related sentences
2.3 Topic sentence
2.4 Supporting details and facts
Performance Objective 4: Given a group of sentence strips, students will be able to group related
information with 4/5 paragraphs.
Performance Objective 5: Given a list of sentences, students will be able to identify information
that does not fit in the paragraph 100% of the time.
Task 3.0 Topic sentence
3.1 General sentences
3.3 Feeling words (adjectives)
3.3 Opinions
3.4 Can be a question
3.5 Introduce transition words
Performance Objective 6: Given a group of related sentences, students will be able to pick out a
topic sentence 100% of the time.
Performance Objective 7: Given a list of facts, students will be able to produce a topic sentence
for a paragraph he/she is writing 100% of the time.

Task 4.0 Factual or supporting details

4.1 Using ReadWriteThink.org to build a web to gather and group
information
4.2 Dates

Developing a Paragraph

4.3 Places
4.4 Things that are factual/proven
Performance Objective 8: Given a Readwritethink, students will be able to organize a web of a
paragraph with the supporting details 100% of the time.

Performance Objective 9: Given a topic, students will be able to transfer their organized web
from Readwritethink.org to a written paragraph with a topic sentence and 3 supporting detailed
sentences.

Task 5.0 Transitions sentences

5.1 End of the paragraph
5.2 Transition to the next paragraph
5.3 General or feeling type words use
Performance Objective 10: Given a paragraph, students will identify the transition sentences at
the end of a paragraph.

Performance Objective 11: Given a topic, students will be able to create a transition sentence in
their writing to transition into the next paragraph.
Task 6.0 Word Choice
6.1 Synonyms
6.2 Using the senses to create pictures
6.3 Use Youtube- Six Traits Word Choice Video (adorasvitak 10:23) to
create a writing piece.

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6.4 Extension-Advanced students create instructional video using Movie

Maker or Jing.

Performance Objective 12: Given a paragraph, student will be able to change the words to make
the paragraph more descriptive.

Performance objective 13: Using a Neo or Microsoft word, student will produce a paragraph
with a topic sentence, three or more supporting sentences and a conclusion/transition sentence
100% of the time. (Appendix A)

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Lesson Plans

Title: Sentence Review

Lesson Overview: Using an overhead, students will view a paragraph with multiple mistakes in
punctuation, capitalization and run-on sentences. Then we will review the capitalization rules.
Review the 4 sentence types and punctuation that apply with each.
Resources or Materials Needed:

White board/overhead

Pencil

Paper

Example sentence (declarative, exclamatory, interrogative, imperative.)

Performance Objective:

Given 5 sentences, students will correctly capitalize the beginning letter in all sentence
and any proper nouns within the sentence.

Given a list of sentences of different types, students will correctly identify the 4 different
types of sentence and use the appropriate punctuation when writing sentence.

Given a paragraph, students will identify incomplete and run-on sentences and will be
able to correct them in their writing.

Time: 2-45 minute class periods

Step 1: Get students attention by verbally stating many sentence of the same type. Have them
guess what your sentences have in common? What type are they?
Step 2: This is a review of prior knowledge. Since learners are coming from different classes
and backgrounds, I would like to see what information we are building on. We will be

Developing a Paragraph

reviewing and practicing basic sentence types. I want to make sure when we write
sentence, we are using a variety of types with correct capitalization and punctuation.
Step 3: Ask questions to get the students thinking. How many of you can remember the 4
different types of sentence? Can you give me an example? When would you use those?

You will be building each of the four types of sentence using a proper
noun I am giving you. Why would I use a proper noun? (This is to check
capitalization in the middle of a sentence.)

Students will then be given a topic such as a Grand Canyon (proper noun.)
They will need to write the four types of sentence using that topic. Words

must be capitalized and sentences must have correct punctuation.

Example: The Grand Canyon is big.
Go with me to the Grand Canyon.
Have you ever been to the Grand Canyon?
The Grand Canyon in huge!
Step 4: Given a key word (proper noun,) students will be able to complete 4 sentences, one of
each type, with correct capitalization and punctuation. They will do this on their own
paper. Students will be assessed 2 pts for each sentence (1pt for type/punctuation and 1
pt. for use of capitalization.)

Step 5: In order for us to build paragraphs, we need to be good sentence writers. We use writing
every day in every subject. It helps us organize and express our ideas.

Developing a Paragraph

Title: Making a paragraph

Lesson Overview: Students will be putting sentence strips together to correctly form paragraphs
Resources or Materials Needed:

6 sets of copies of five different paragraphs cut apart into sentence. These
should be in grouped into envelopes labeled so that each group gets one of
each different paragraph. For example: Passage A, Passage B, Passage C,
Passage D, Passage E

Lined paper for each student

pencil

Lesson Objectives:

Given a paragraph, students will be able to group related information and be able to
identify information that does not fit in the paragraph.

Time: 45 minutes
Step 1: Read a paragraph with the sentences out of order. Discuss what was read. What was
wrong? How did it sound? What could have been different?
Step 2: Teacher will show examples correct and incorrectly formed paragraphs. We will talk
about: how many sentences, if the information relates or not, the difference with the first
sentence compared to the others.
Step 3: Students will then be given envelopes with strips of paper. These are paragraphs that
have been retyped into sentence strips. They will then work in pairs to reconstruct the
paragraphs into an order that makes sense and flows. They will then write down their
paragraphs. They will do this with 5 paragraphs.

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Step 4: We will then compare the groups and their findings. Evaluation will take place during
the comparison. Students need to have 4 of the 5 paragraphs correctly assembled and
written on their own paper.
Step 5: Now that we know how paragraphs are designed, we can start building our own. We can
use this information when grouping ideas in any report we do. It helps keep it organized
and easy to understand.

Extension: All the paragraphs can be from an essay. After organizing individual paragraphs,
students can order them by identifying the beginning (introduction), middle (body), and the end
(conclusion) in a logical sequence.

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Title: Topic Sentence

Lesson Overview: Students will build a paragraph about a classmate focusing on a general topic
sentence.
Resources or Materials Needed:

small squares of paper for students names

student whiteboards

dry erase markers

pencil

paper for each student

Lesson Objectives:

Given a group of related sentence, students will be able to pick out a topic sentence.

Given a topic, students will be able to produce a topic sentence for a paragraph he/she is
writing.

Time: 60 minutes
Step 1: Students are asked to write their name on a piece of paper and put the paper in a box.
Step 2: Discuss what feeling words are and how we can use adjectives to describe our opinions.
Topic sentences are general statements that tell the reader what the paragraph is about.
We are going to be writing paragraphs about each other. Pick someone in class and state
a general statement about that person. For example: Tyson is creative. Then ask
students to contribute facts or supporting statements of why I think he is creative.

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Step 3: Using individual white boards, ask students to write a positive word about their partner
without showing them. Students will then describe the facts that support why they think
this. Students see if they can come up with the same description. For example:
Fun- He likes to always play. He makes me laugh. He is never sad.
The nice thing about this activity is that it opens up a large variety of vocabulary and
synonyms for them to use in their writing. It also helps to see the good in others and
serves as a positive reinforcement for self esteem.
Students will then use the information they have shared to write a positive paragraph
about their partner.
Step 4: Students will draw a name from the box (not their own name) and compose a positive
paragraph about their partner using a topic sentence and 3 or more supporting sentences.
This paragraph was turned into the teacher for evaluation.
Step5: The letter (paragraph) will be given to the attended receiver.

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Title: Factual and Supporting Details

Lesson Overview: Students will use Readwritethink.org to build a web and a paragraph.
Resources or Materials Needed:

computer

computer with internet access

pencil

paper for each student

Lesson Objectives:

Given a readwritethink.org, students will be able to organize a web of a paragraph with

the supporting details 100% of the time

Given a topic, students will be able to transfer their organized web from
readwritethink.org to a written paragraph with a topic sentence and 3 supporting

detailed sentences.
Time: 3 - 45 minutes class periods
Step 1: Students are to go on the internet to readwritethink.org
Step 2: Show students how to build a web by clicking on the Get Started button
Step 3: Students type in their name and choose a shape then click start Webbing.
Step 4: Students will add the shape and then type the word in the circle. To move circles, click
on the arrow. Type in 1st circle: Christmas. Then we add circles: presents, food, snow,
etc.
Step 5: Students build a web using the teacher given information. Supporting facts are discussed
as they are attached to the main oval using the Connect button.

Developing a Paragraph
Step 5: (Day 2)- Students build a web with main idea and supporting fact using their own
information. Students will print off the web.
Step 6: (Day 3) Students compose a written paragraph using their web as a guideline. All
information needs to be present on the organizer/web and written paragraph.

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Title: Word Choice

Lesson Overview: Students will learn the impact that word choice has on writing and the image
it creates.
Resources or Materials Needed:

computer

Youtube- Six Traits Word Choice Video (adorasvitak 10:23)

pencil

paper for each student

Lesson Objectives:

Given a paragraph, student will be able to change the words to make the paragraph more

descriptive.
Using a Neo or Microsoft word, student will produce a paragraph with a topic sentence,
three or more supporting sentences and a conclusion/transition sentence 100% of the
time. (Appendix A)

Time: 3 - 45 minutes class periods

Step 1: Review with students the definition of synonyms. Give some examples.
Step 2: Show students Youtube video on Word Choice.
Step 3: Pause during the video to allow students to write the activity presented in the video on
their own paper.
Step 4: Discuss how word choice changes the image in a readers mind.
Step 5: (Day 2)- Students will take out their rough draft from the Readwritethink.org
activity/lesson and revise using different synonyms and words.
Step 6: (Day 3) Students will use the Neo to type the rough draft at their desks.

Developing a Paragraph
Step 7: Students will upload their work into a word document to make final editing/revision
corrections and print.

Extension: Students can create their own instructional video and activity.

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Discussion of Instructional Unit Design

Discussion of What Learning Theories Support Instructional Strategies

The majority of the beginning lessons fall into the cognitivism theory. This is due to the
teacher directed new information. We are also linking to prior information, which is of great
importance to transfer into memory. There is also use of organizers and examples. The
Constructivism thinkers benefit from collaboration when building the paragraphs, interacting
with others and being able to create their own product. Using immediate feedback is important
for the Behaviorists, as well as the reward of praise when someone builds a positive paragraph
about them.

Discussion of the Design Process Used

When developing this unit, I was focusing on a couple of different designs. Planning for
the end result lends to the Wiggens Backward Design Model. The construction of the lesson
plans themselves uses Gagnes Nine Events of Instruction. Both the end result and the process of
teaching make it important to use more than one design. These are up-to date and current
instruction techniques that focus on the success of childrens learning.

Discussion of the Instructional Strategies Used

When planning the lessons, Gagnes Nine Events of Instruction is used. This model
includes important steps to engage the learner and assist learning. Each step plays an important
role in the memory of students and how they are able to link information. The student must find
meaning in what they are learning and be able to apply it or use it in their lives to have a long
term learning impact.

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Discussion of Reference Tools

Besides the tools addressed in the lesson plans, other references may be needed.
Designing or adapting rubrics to meet the assessed objective can be found on the internet, crated
or adapted. The Shrockguide found at www.shrockguide.net had an abundance of reference
tools to help design lessons to meet the ASSURE model. It is important that when designing
lessons, that strategies and resources are correctly chosen to meet the desired standards and
objectives. This may take some additional research.

Discussion of Electronic Use of Tools and Assessments

Assessment is an important part of the learning/teaching process. The form of
assessment being used needs to match the objective being met. Some objectives lend themselves
to the traditional written or paper form assessment. Webs designed from Readwritethink.org are
used to asses learning in the Factual and Supporting Details lesson. I am also using Youtube to
help teach word choice and the Microsoft Word program as a vehicle to assess word choice. A
formative assessment will be used during the Youtube activity.

Optional Technology Resources

1. Inspiration (kidspiration)-This is used for all subjects including organizing

writing and math-this can be purchased by going to inspiration.com. There is

a 30 trial available on the web site. It is designed for kids in grades K-5. One
of the limits of this program is that it only focuses on K-5 and we tend to have
higher level students that need challenged. It also costs money, so it is subject
to the budget and approval of the school.

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2. Neo- Neos are basic typing units that can be used at a students desk. The

student can use them to write and even spell check. The pros are that they are
portable and sturdy. The cons are that it is impossible to see the writing and a
whole until it is uploaded into a Word document. Therefore, many mistakes
are made in the typing process.
E) Why I chose to use this program: This is a tool that is already in the
school. The Neos are portable and can be taken class to class, as they move
among teachers. The students can work at their desk and do not need to wait
for a computer to become available. The information is saved automatically,
so loss of work is minimal. The students like using the Neos. The view of the
students work is limited, therefore I like using the Neos in conjunction with
Microsoft Word for editing and final presentation purposes.
F) Appropriateness for 5th grade: Neos are very appropriate for 5th grade due
to the durability and mobility of them. Neos give students access to many
programs that are widely used in our school. The students have Access to
Renaissance Accelerated Math and Reading, Keyboarding and work sharing
programs. The students can do many things from their own desk. The
interaction takes them away from the paper and pencil activities and allows
them to work on grade appropriate material in a different way.
3. Microsoft Word-This is a fun program for students at this age. It allows them

to type, edit and be creative with their writing. The downside at our school is
that we are transitioning to Chrome Books and the use of Google Docs. The
students have not begun that process yet, but in the near future, that will be the
program designated by the school.

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E) Why I chose to use this program: Microsoft word is definitely

something I use with the typing the students do on the Neos. Neos limit over
view of the students work, which makes editing difficult. When students are
finished typing at their desk, uploading to Word allows them to view their
work as a whole and make needed corrections. This is also a real-life tool the
will graduate into as they move into the higher grades. Microsoft Word, or a
program of its type, is a common program that students will most likely have
access to throughout their life.
F) Appropriateness for 5th grade: Information typed on the Neos can be
easily uploaded into a word document. The ability to view the entire
document helps students to make correct editing changes. It also allows them
to see the appealing and organized visual format of a correctly written
paper. Neos are phased out after elementary, so the transition to a word
processing document is necessary to transition into higher grades.
4. Readthinkwrite.org- This site has a tremendous amount of activities, videos
and lessons to teach all grade levels writing and comprehension activities. It
links the standards and provides additional resources.
E) Why I chose to use this program: I chose this program because the
format was appealing to the students and the teaching resources are amazing.
It is colorful, easy to use and allows the students to manipulate information.
The format helps the children identify groups of information and engages
them in the activity by the allowing them to see the connections while moving
information around. There are also videos for many areas of learning. The
more students are engaged, the longer their attention stays with the activity.

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F) Appropriateness for 5th grade: The interactive tools engage all learners.
The visual aspect of this program makes it wonderful for special needs and
bilingual learners. The content and activities are age appropriate and focus
elementary grades.
5. BrainPOP- BrainpPOP has a great writing tool for learning things such as fact
and opinion. The great thing is you can add an ESL component for those
struggling with the English language. It has movies, quizzes and games that
cover all levels and all subjects. The drawback is that it is also a purchased
program that is contingent on funds and approval from administration.
6. Grammar Rock- Videos/songs that teach the parts of speech. This is a great
tool to introduce parts of speech and help kids memorize the song for easy
recall.
7. Youtube_ Six Traits Word Choice Video (adorasvitak 10:23) - This is a great
video because it is made by an 11 year old. Students will be able to relate to a
peer their age. It gives examples. It also gives prompts to pause so the kids
can work along with the video. This would also be a great example to use for
students to make their own instructional video.
E) Why I chose to use this program: Youtube has some good instructional
videos. I felt this particular one was very effective due to the content and the
authors age. The content is exactly what I wanted to cover. It went at a pace
realistic to what I wanted to cover. I also liked the pauses in the instructional
video that allowed students to work on the task as they were learning.
F) Appropriateness for 5th grade: This is appropriate the 5th grade for many
of the same reasons I liked it so much. It is grade level material that is taught
by someone that is at their grade level. The information is broken into small

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segments with time to practice. The vocabulary used is grade level
appropriate and easy for the students to relate to and understand.

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Appendix-A
Final Grading Rubric for Writing a Paragraph
Yes

1
2
3
4
5
6

Clear topic sentenceThree or more supporting sentences

Clear focus-related information
Correct grade level spelling, capitalization and grammar
Appropriate word choice
Transitions when needed, or N/A
Total

No