Evelyn Casperson
January 22, 2014
Slackwood Elementary School
Special ed 3rd grade
Writing
Time:
Writing Biography Day 5
1. Standards:
● CCSS.ELA-Literacy.W.3.4
With guidance and support from adults,
● produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1 –3 above.)
CCSS.ELA-Literacy.W.3.2b
Develop the topic with facts, definitions, and details.
2. Objectives:
● Students will be able to write facts from the outline into paragraphs.
● Students will be able to write complete sentences using capitals and end punctuation.
3. Rationale: The third graders will take all their facts and transfer it to an outline to help them organize their information. Students will learn that they might have too much information or not enough information for each event/topic. Students will have 3 body paragraphs. Body paragraph one will be on the early life. The second body paragraph will be on teenage years/early adulthood, the third body paragraph will be on adult life.
4. Preparations:
● Materials: drafting paper, easel, biography outline typed version.
● Resources: none
● Management/Routines:
○ Praise students who follow the rules
○ Give time warnings (5, 2, and 1 minute)
○ Students who behave will receive coins
○ Students who misbehave will receive checks
○ Liam will need redirection.
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Mrs. Dorner will work with the second graders on holistic writing.
5. Procedures:

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Lesson Objective: (10-10:01)
○ “Today, we are going to continue writing our biographies using the outline to guide us.”
■ SWBAT on the whiteboard.
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Direct Instruction/guided practice: (10:01-10:11) (10 Minutes)
○ Many of you are almost done with early life paragraph, so next comes the body paragraphs of early adulthood/education.
○ teacher reads Mrs. Dorner’s biography
○ teacher mentions how every paragraph has a topic sentence and a closing sentence
■ teacher shows the example on the board
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○ teacher discusses any concerns regarding the biography.
■ “Use your outline to help focus your topic. All your facts are written down on the outline. Make sure you use them in complete sentences.”
○ teacher models complete sentence on the board.
■ use Mrs. Dorner’s biography
○ reminds them to use capitals and punctuation marks.
● Independent
○ “I am going to be passing back your outlines and rough drafts”
○ “Are there any questions?”
○ Students begin filling out the outline
○ teacher walks around to help students
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Closure:
○ “Boys and girls, I really like how you were working.”
○ Read a biography paragraph from a student to share at the end of class
○ “You did a great job third graders. We will be working more on the biographies tomorrow.”
6. Assessment:

● Students will be assessed on writing the early life paragraphs using information from the outlines and using complete sentences.
7. Differentiation:
● Teacher will fill in the blanks for Liam and Dominick to get them started writing.
● Teacher will remind students to use the outline to guide them in writing their biographies.
8. Reflection/Evaluation: