ED 315 LESSON PLAN Lesson #__4____

Format and Cooperating Teacher Feedback Form

Name: Introduction & Conclusion Content Area: ELA-Writing
Date: March 11
th
, 2014 Grade Level: 4th

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
a. Introduce a topic or text clearly, state an opinion, ad create an organizational
structure in which related ideas are grouped to support the writers purpose.
d. Provide a concluding statement or section related to the opinion presented.

W.4.5With Guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.

The students have really started to grasp the idea of essay writing. The majority of the
class is eager and excited to write and get their ideas on paper. Extra small group time
was very beneficial for the students that needed some extra assistance moving from step
to step in the writing process, especially in the outlining process. Small group and one-
on-one conferencing should be included during student work time whenever possible to
ensure every learner is moving to the next step in their writing development.

Students will write an introduction and conclusion for the essay on the topic of their
choosing.

Academic Language: Introduction, Conclusion, Essay, Main Idea, Reasons, Evidence


Informal: Observation grid throughout the lesson and small group/one-on-one meetings
noting topics of focus.
Collect essays and evaluate using rubric.

Formal: Opinion letter writing project (will be introduced next week)

Student essays and Boxes & Bullets outline from last week
Loose leaf paper
Pencils
OREO Opinion Writing organizer handout
Introduction / Conclusion handout




Transition Activity: (3-5 minutes)
o Group stretching mirroring
Nodding: Yes, No
Arms: Stretching up, side, across, open wide
Legs: Bounce, bend, knee lifts
Midline: Elbows to knees, Upper body twists, hug self
Goal(s):
Materials
Needed:
Procedures:
Objective(s)
& Academic
language
focus


guage
focus
Assessment:
Pre-assess:
Introduction: (5 minutes)
o Activate background knowledge
Generating ideas and choosing topics
What makes a good essay
Rubric
o Today I want to teach you that essay writers use the beginning and ending of an essay as a place
to convey to readers that the ideas in the essay are important and then youre going some time to
work on your essays from last week.
o Introduce OREO framework as an expansion of Boxes & Bullets
Demonstration & Participation: (20 minutes)
o Ive been studying other peoples essays and, in particular, looking closely at the way they begin
& end their essay. Ive been asking myself, How do essayists introduce topics clearly? and
How do they wrap it all up?
o Writers do a couple of important things when they are introducing their topics
Give a little bit of background to get the readers mind revved up
Hook them in
Let the reader know this is important
Let them know what they will be reading about
o Dont just say This essay is important! Listen up!
o Want reader to take them seriously so they use a serious and a more formal tone.
o Ive made a list of some common ways that essayists begin essays.
o Each of these ways to introduce an essay clearly tells readers the topics, and each way conveys,
or tells, that this essay is important.
Hand out Introduction/Conclusion handout, direct students to the front of the page
o These are just ideas to get you thinking. None of these ideas will work for every essay. You will
probably have to change the wording around to work with your own essay topic.
o Read introduction examples from Writing Pathways (pg. 108 & 121)
Point out the hooks/phrases from bottom of the page & outlining of the essay
o Students play with writing an introduction to their essay from last week. (about 5 minutes)
Rotate around the room and support students as needed
o Pull class back together
o Having a strong conclusion, or ending, for your essay is just as important as having a strong
introduction
o Have students turn Intro/Conclusion sheet over
o Strong conclusions
Restate your opinion
Make sure the reader understands what you have said
Give a quick summary of what you have already told the reader
Reflect on what you said what should be done with this information
o Some ideas of ways to wrap up your essays
Just like introductions you will need to change the words to make it fit your own essay
better
o Read conclusion examples from Writing Pathways (pg. 108 & 121)
Point out the suggestions for what should happen and summaries as well as the working
from bottom of the page.
o Students play with writing a conclusion to their essay from last week. (about 5 minutes)
Rotate around the room and support students as needed
o Do you think you have written the perfect introduction and conclusion for your essays?
Maybe but I bet you could work on making them even better.
Maybe you could try one of the other ideas from the page
Make sure you talk about your reasons in both the introduction and conclusion
Practice: (30 minutes)
o Students will continue working on adding a strong introduction and conclusion to their essays
Rewrite into a full essay, checking for spelling, punctuation, and grammar errors
o Pull together small groups or individuals for conferences and additional support
Be sure to meet with: Terriana, Savannah, Aniyah, and Kalviana
Note topics students have chosen and what support was given on assessment grid
Closure:
o Who can tell me something that goes into writing a strong introduction?
o What about a strong conclusion?
o You have all done a really Next week we will be starting on our next writing project. Well be
wring a new essay after you do some research to help make sure you have strong reasons and
evidence to support your main idea.
Strategies for students requiring additional assistance:
o I will meet pull together the small group of student who I have identified as most likely to need
additional support as well as conferencing one-on-on with as many students as possible during
work time to offer the support each student needs to move ahead in their essay writing
development.



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