Name: Aaron Molina Date of Lesson: December 4, 2023

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LESSON OVERVIEW

Arizona State Standards Objective(s)

List the standard(s) to be addressed. What will students know and be able to do at the end of the lesson?

Students will be able to (SWBAT) compose a topic

sentence for an informational paragraph.
3.W.1: Write opinion pieces on topics or texts, using
reasons to support one's point of view.

a. Introduce the topic or text, state an opinion, and Objective:

create an organizational structure that lists reasons.
Beginning of the lesson: Written as an “I can...”
b. Provide reasons that support the opinion. statement in the student notes: “I can write a topic
sentence for an informational paragraph.”
c. Use linking words and phrases (e.g., because,
therefore, since, for example) to connect opinion and End of the lesson: Written as an “I learned…”
reasons. statement, at the end of the notes: “I learned
d. Provide a concluding statement or section.

Essential question: How can we tell if a sentence is a

main idea or supporting detail?

Daily Assessment

Through what authentic performance tasks will students demonstrate their mastery of the objective?

Make sure to assess the key knowledge and key skills of the daily objective.

*Include an exemplary student response to your assessment*

Students will [in groups] read example supporting sentences and compose one unique topic sentence based-off their
supporting details… I modified helpers to aid in differentiation, and it’s attached at the end of this lesson plan.

(topic = “cooking” Controlling idea: Many skills. example topic sentence, “Cooking requires a number of different skills.”)

Learning Goal

Create a S.M.A.R.T. learning goal to assess student mastery of the objective.

Remember, S=specific, M=measurable, A=attainable, R=relevant, and T= timed based.

Learning Goal: Students will demonstrate their understanding by scoring a 2 in the topic section of the writing rubric.

CONCEPTUAL UNDERSTANDINGS
Name: Aaron Molina Date of Lesson: December 4, 2023

Summarize the key point(s) your lesson is designed to address. What do you want students to understand about the topic?

Knowledge key points Skill key points

What do students need to know to master the objective? What do students need to be able to do to master the objective?

Include academic vocabulary with student friendly definitions.

For this lesson, we will compose a topic sentence by

examining supporting details. Typically, writing is
1. Topic sentences must be generalized, but not
among the most difficult skills to develop, since writing
too general. The main idea should still be
is tied toward experiences, as well as repetition: The
identifiable.
more we write, the easier writing becomes.
2. Topic sentences must not add information.

3. Topic sentences express the main idea.

Through discussion, students will recognize the
4. The supporting details help develop the topic sentiments, “Writing is not a right or wrong answer, nor
sentence. is it perfect. Writing progresses through various steps
of writing until completion, and today, we will work on
the first step - the topic sentence of our prewriting. ”

Skills Students should think about:

● Step 1: Identify the topic

● Step 2: Think about what general information
you want your reader to know about the topic,
also known as “the controlling idea.”
● Step 3. Generate a complete sentence that
includes the topic and the main idea. This is also
known as the controlling idea.
● Step 4: check and make sure your controlling
idea is general but identifiable.

LEARNING PLAN

1. OPENING (5 minutes):

The Teacher “Sets Purpose for the Day”: The Student “Prepares for Learning”:

● Present a warm-up activity ● Connect prior knowledge in the warm-up activity

● Share lesson objective and rationale ● Understand the purpose and goals for the class

Teacher Actions Student Actions

Name: Aaron Molina Date of Lesson: December 4, 2023

**I like to start a lesson with a [message] about the Students will listen to the “message” story (2 min)
topic, “Writing can be difficult to begin. Even I can have
a difficult time starting. But guess what…. there are no
“right” or “wrong” answers in writing. We just write,
and the skills for formatting and the way we use our
words will be developed over time. Now, the first item
on our pre-writing chart is the main idea or topic
sentence.”**

Teacher asks a student to communicate the objective for

the day using the objective board.
“Students will be able to look at sentences and learn how
to identify the topic sentence. Then, students will
compose their own topic sentence based on the provided
supporting details.”

Students discuss with their partner what they will be

learning today.

Teacher will prepare students for a discussion to

activate prior knowledge: “We will come back to our
desks in Spalding positions in 5...4….3….2…..1!”

2. PRIMING (10 minutes):

The Teacher “Activates Thinking”: The Student “Accesses Prior Knowledge”:

● Prompt students to access prior knowledge and connect to personal ● Access and discusses prior knowledge
interests and experiences
● Listen and respond to teacher’s clarifications and/or confirmations of prior
● Hook and hold students’ interest and enthusiasm through thought- knowledge
provoking experiences
Name: Aaron Molina Date of Lesson: December 4, 2023

● Connect prior knowledge to the objective

Teacher Actions Student Actions

Teacher presents the prewriting graphic organizer - one

that has been used before. Tell students, “This is our
prewriting, the first step in the process to completing
our writing.”

Ask students what they find DIFFICULT about writing.

Give examples: “Assessing what to use to support my Listen to the instruction, students will think for 30
topic can be difficult for me.” seconds silently. Then, students will take 30 seconds to
share with a partner (ex: I find it hard to...). Students can
raise their hand to share to participate in the active
*Given students 30 seconds to think, 1 minute to tell a discussion.
partner the things they are going to share with the class
(30 seconds each) then ask students to raise their hands
and share. If students are not volunteering or
participating, call on students who have their hands
down. A lot of responses are key to drive conversation.
If many share their response as “starting to write,”
emphasize that observation in order to vindicate the
lesson of composing topic sentences. Add think-alouds
as you listen to the students responses elaborating on
the topics they share.

Ask a follow-up question about how they can organize

their thoughts in order to make those difficulties less
difficult. Allow students 30 seconds to think, if needed,
then share. Guide a majority of answers to using a
graphic organizer.

**The purpose of this time is to help students to

naturally start to see the usefulness of using prewriting, Listen to the follow-up question, students will think for
the graphic organizer, to gather and organize their 30 seconds silently. Then, students will take 30 seconds
thoughts. to share with a partner (ex: I find it hard to…
but…...makes it easier to organize my thoughts.). Students
can raise their hand to share to participate in the active
discussion.
After, bring in today’s topic - “The first thing on the
graphic organizer is the main idea, or topic sentence.
Today, we will be focusing on how to write our topic
sentence.”
Name: Aaron Molina Date of Lesson: December 4, 2023

** Transition: Tell students to take out your writing

notebook for our Cornell Notes.

Students will take out their yellow writing notebook in a

timely manner and sit in Spalding positions to show the
teacher they are ready.

3. MODEL AND CLARIFY (15 minutes)

The Teacher “Models and Clarifies”: The Student “Thinks, Questions, Receives Clarification”

● Model key concepts, check for understanding, and adjust ● View a model or demonstration of the key concepts
misconceptions as needed.
● Cognitively engaged throughout the learning encounter, self-monitor and
● Leads the pacing and students through the parts of the skill, rule, direct their own learning and participation.
concept, or activity
● Actively explore their environment or manipulate materials, identify and
● Facilitate students’ thinking toward understanding the key concepts develop concepts, processes, and skills.
through questioning
● Listens and responds to teacher’s clarifications and/or confirmations of
● Facilitate discussion for students to identify and develop key concepts. knowledge.

Teacher Actions Student Actions

**In this phase of the lesson, the teacher will present notes:
Definitions, example, followed by practice. While the teacher
takes notes, the teacher will ask for thumbs so the teacher
does not go too fast. The teacher will use think-alouds while
writing in order to keep the students engaged. See below: **

Students will take Cornell notes.

****************start notes************************
Name: Aaron Molina Date of Lesson: December 4, 2023

Title: Topic Sentences Objective: “I can…”

Essential Question: How can we tell if a sentence is a

main idea or a supporting detail?

1. topic sentence -expresses the main idea.

-a general statement that does not Students will repeat, in unison, the words and the definitions.

add additional information.

example: “My Summer vacation at my

grandparents' farm was filled with

hard work and fun.”

2. supporting details -details, or information, about the Students will listen to the think-alouds from the notes.

main idea, or topic sentence.

-justifies, or helps, your general

statement in the topic sentence.

example: “In the morning, the cows needed

milking and the cattle needed

exercise.”

Practice:

-Which sentence is the main idea?

a.) The farm had really early mornings.

b.) Every morning, you need to check for eggs laid by the Students will listen to the think-aloud during the practice, while
hens. actively listening. **using thumbs to show understanding.

c.) There are many skills needed to take care of a farm.

d.) Fences are checked daily to make sure the cattle are inside

the fence.
Name: Aaron Molina Date of Lesson: December 4, 2023

Summary: I learned how to differentiate a Think aloud example: “I’ll first read the sentence, ‘Fences are
checked daily to make sure the cattle are inside.” Now, I must
topic sentence from the determine if specific details are present in this sentence. Does
this sentence provide specific information? ‘Yes!’ So, this is a
supporting details.
supporting sentence, not a topic sentence. Let’s check the next
****************end notes************************ one…”

4. STRUCTURED PRACTICE (20 minutes)

The Teacher “Monitors and Provides Moderate Support”: The Student “Applies Understanding with Support”:

● Provide examples for students to work on and monitors their ● Practices in pairs or by themselves with teacher monitoring and peer
progress support

● Extend students' conceptual understanding and allows them to ● Develop deeper and broader understanding of key concepts
practice skills and behaviors

● Correct and adjust misconceptions as needed

Teacher Actions Student Actions

**The reason we are using pre-cut sentences instead of

going straight to writing is because this is where
students typically struggle. It is incredibly important for
students to be able to know the difference between
topic sentences and supporting sentences before
students start to write them. **The first part of the
lesson is to differentiate, the second part of the lesson is
to write their own.**

*The teacher will separate students into 4 groups. This

is a collaboration assignment.

Teacher will present and model the practice

assignment:

The assignment is to have each group work with one

envelope. Inside the envelopes, contain 4 sentences
each: 1 topic sentence and 4 supporting detail
sentences.

Student role
Name: Aaron Molina Date of Lesson: December 4, 2023

===>

Teacher will check to see if students are accurate with

their decision before students exchange envelopes. If
students are not accurate, the teacher will give further
guidance to students before students switch envelopes.

**Checking for understanding: Throughout this section Students will collaborate in groups in order to select the
teachers will have students present the correct topic topic sentence. Once at least 2 groups are complete,
sentences through whole group discussion. Questions students will switch envelopes and practice.
will be inserted to guide the discussion, for example:
“What makes this a supporting detail?” or “What makes
this a topic sentence?”

Students will participate through whole-group discussion

to determine why a particular sentence is a topic sentence
or a supporting sentence.

5. INDEPENDENT PRACTICE (15 minutes):

The Teacher “Monitors and Provides Limited Support”: The Student “Applies Understanding Independently”:

● Observes and gives delayed feedback to students ● Practices independently with limited to no teacher support

● Verifies students’ abilities to work independently and uses students’ ● Continue to refine key concepts and key skills
achievement to plan next steps over time

● May receive individual or small group support

● Provides practice at appropriate levels of difficulty.

Teacher Actions Student Actions

Name: Aaron Molina Date of Lesson: December 4, 2023

Tell the students you now want them to practice this Students will be separated into groups to work on their
skill on their own. Have students use one lined piece of practice assignment. Students will review, collaboratively,
paper per group. Hand out the second envelope with all with their groups the supporting sentences inside their
new sentence strips. These sentence strips will contain envelope.
ONLY supporting details (each envelope will be
different). Tell the students that it is their turn to write.

Each group has their own “bunt” paper to write their

final topic sentence to share with the class. Through collaboration, students will compose a topic
sentence and write that topic sentence on their group’s
“bunt” paper.
Tell the students that their expectation is to review the
supporting details in the envelope, determine the main
idea, and compose their unique topic sentence. Then
write their group’s topic sentence on their group’s
“bunt” paper.

**If your class has a lot of students who really struggle

to read, comprehend, and spell, differentiate their
group by providing nouns and verbs to use in their topic
sentence. It’s OK to go ahead and read the passage to the
**Each day, students will add to their paragraph on the
whole class, or to pull that group of students to another
“bunt” paper, until, by the end of the week, students have
table and read it to them and guide their sentence
their completed informative paragraph.**
completion, because the skill we are practicing is
composing a topic sentence.**

Do a classroom walkthrough in order to monitor and

observe students creating their sentences. If a group
seems to not be progressing or students are off-topic,
redirect them by adding to their discussion.

*After 8 minutes, tell students to write their sentences

on their large “bunt” paper. The bunt paper will be lined
up on the classroom counter.
Name: Aaron Molina Date of Lesson: December 4, 2023

6. CLOSING & ASSESSMENT (10 minutes):

The Teacher “Summarizes and Assesses”: The Student “Reflects and Applies Knowledge”:

● Prompts students to reflect on learning for the day ● Reflects on learning

● Facilitates discussion ● Participates in discussion and summarizes knowledge

● Assesses student learning ● Demonstrates level of mastery of the learning objective

Teacher Actions Student Actions

Teacher will give the exit ticket, attached to the end of this Students will complete the exit ticket, attached to the end of
lesson plan. Students already have their desired topic this lesson plan.
sentence, so the exit ticket will be a formative assessment
in the form of multiple choice questions to gauge
understanding of th Students will complete the lesson reflection at the bottom of
the exit ticket, if they finish in time.

Students will complete the lesson reflection at the bottom

of the exit ticket, if they finish in time. 1. What was the objective today?
1. What was the objective today? 2. What is a topic sentence?
Name: Aaron Molina Date of Lesson: December 4, 2023

2. What is a topic sentence? 3. What is a supporting detail?

3. What is a supporting detail?

4. Teacher will ask 1-3 people to share their

reflection.

Differentiation Notes:

1. Provide nouns and verbs for students to use for extra guidance in composing their topic sentence.

2. Allow a Spalding nametag to be present in order to assist with students’ cursive handwriting.

3. When asking students to read or write for themselves during guided practice and independent practice,
consider a few options for any student who struggle to read and comprehend the text: a) Have students
partner-read with a stronger reader, b) pull them to a small group and read the passage aloud to them, or c)
read the text aloud to the whole class. Since today’s skill is not dependent on students reading text
independently, it is acceptable to read aloud the passage today.
Name: Aaron Molina Date of Lesson: December 4, 2023
Name: Aaron Molina Date of Lesson: December 4, 2023
Name: Aaron Molina Date of Lesson: December 4, 2023

End-of-Lesson Assessment

Name: ___________________________________ Date: _______________

(These are similar questions to the pretest previously taken during bell work in order to gauge student growth)

1. Which sentence below is a supporting detail? (1 point)

A. When you woke up this morning, did you think today would be the day you save a life?
B. Ireland is a country steeped in history.
C. The number one indicator of a tourist is the over-sized camera around their neck.
D. Parents are scared of coaches.
2. What sentence below is a topic sentence? (1 point)
A. Las Vegas is one of the nation’s favorite vacation destinations.
B. Las Vegas is the best vacation spot because it offers entertainment for the whole family.
C. Many of the large resort hotels feature complete spa facilities, including sauna, exercise
programs, and gym equipment.
D. Nearly all of the larger hotels have some form of entertainment for children, and some even
offer special supervised children’s programs.
3. What describes the main idea?
A. The central point.
B. A supporting detail
C. Specific information
Lesson Reflections

1. What did you learn today?

2. What is a topic sentence?

3. What is a supporting detail?

The teacher will ask 1-3 people to share their reflections. Think about your answers, because you might
be sharing yours with the class!

Having students “Know” how to explain what a topic sentence is compared to a supporting sentence is
Name: Aaron Molina Date of Lesson: December 4, 2023

important (previous page), but for the exit ticket, you must have a deliverable, examples of students
“doing” the writing (completion of the last assignment). An example of student work is below.

Supporting details students read:

1. “When water by the Earth is warmed by the sun, it evaporates into the air. We call this
evaporation.
2. “Once water has been evaporated, it condenses in the form of clouds. This is called
condensation.”
3. When the air becomes saturated with water, precipitation occurs.”

Sample student topic sentence:

“The water cycle occurs with three steps.”