Name:__________________________________ Cohort: ____________

Lesson Plan
Lesson Title: Descriptive paragraph writing 1 Grade: 8 Date: Monday November 27, 2017 and continuing throughout week

Subject: Language( Transitions) Strand: Writing Location: Classroom 107 Time: 30 minutes with added time throughout week

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
In this lesson students will be re-introduced to the concept of descriptive paragraph writing. The topic of descriptive
writing will be broken down and explained via the hamburger model. This will be followed by an example provided by
the instructor which will be used to further reinforce the concepts of the topic sentence, the supporting details and
the concluding sentence. After reading through the example and discussing what makes a good descriptive paragraph,
students will be reminded to incorporate the five senses into descriptive writing to help engage the reader.

After discussing the writing process, students will discuss possible topics for a descriptive paragraph. Once a list of
topics has been discussed and possible topics have been chosen, the students will write several adjectives describing
the topic. These will be used to write a class example. This will be done through class discussion with the topic
sentence, the supporting details and the concluding sentence coming from the students and the teacher typing out
the paragraph verbatim. This example will help students understand the writing process as well as serve as an
example of the level of work expected from them. This lesson will lead to students writing their own descriptive
paragraphs in later lessons.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. Generate, gather, and organize ideas and information to write for an intended purpose and audience.
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
1.8 evaluate the effectiveness of a text based
on evidence taken from that text(Reading Grade 8)
2.3 Regularly use vivid and/or figurative language and innovative expressions in their writing (e.g., adjective phrases:
The car with the fluorescent red racing stripe; adverb phrases: He walked with the gait of a sailor; specialized
vocabulary and terminology; analogies and idioms)(Writing Grade 8)

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 How to plan a descriptive paragraph using the hamburger model
 How to use the topic sentence, the supporting details and the concluding sentence to write a descriptive
paragraph
 How to use the proper adjectives to engage the readers five sentences when writing a descriptive paragraph
 How to use my creativity to brainstorm possible topics and appropriate adjectives
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: plan a descriptive paragraph using the hamburger model

I can: use a topic sentence, the supporting details and a concluding sentence to write a descriptive paragraph
I can: use adjectives to engage the readers five sentences when writing a descriptive paragraph
I can: use my creativity to brainstorm possible topics and appropriate adjectives

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Oral Discuss the hamburger model Observation, Discussion
that students have seen
before, gauge understanding,
judge student familiarity with
descriptive paragraphs
Assessment As Learning Oral, performance Students will contribute Observation, Discussion
possible topics and adjectives
and work together to create
their own descriptive
paragraph with help from the
teacher
Assessment Of Learning Written, Performance Students will write their own Checklist, Own Discretion
descriptive paragraphs that will
be evaluated
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
*Previous knowledge of descriptive paragraph writing (Haunted House Activity)
*Previous knowledge of adjectives as descriptive words( Used heavily in grade 4 curriculum)
*Knowledge of paragraph writing and components of a paragraph from this year as well as previous grades
*Familiarity with Hamburger Model
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
Language program for this course has previously been modified. Based on individual needs some students will require;
Significant one on one time, assistance reading and writing and consistent positive reinforcement to stay on task.
Students are all accommodated with personal laptops that have accommodations for writing including; word
suggestion software and a program that allows students to speak into a microphone while the laptop records their
words verbatim.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Topic sentence, Supporting details, Concluding sentence, Adjectives, Hamburger Model
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Descriptive paragraph writing PowerPoint
 Smart Board
 Google classroom
Learning Environment (grouping; transitions; physical set up)
Students will be seated at their desks for the duration of the lesson. Students who normally sit at the back tables in
the classroom may be asked to move in closer to the front so that they can more readily participate in group
discussion and collaboration. May need to relocate students due to behavior over the course of the lesson.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Cross Curricular Links
Writing, Language, Reading. Possible crossover in paragraph writing depending on the students topic
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 5-10 minutes Listen to the lesson and try to remember previous times
Reintroduce the topic of descriptive paragraph writing you have used descriptive paragraph writing. Think about
using the hamburger model and a personal example. the analogy of the hamburger model in regards to the
Discuss the use and the significance of the topic sentence, topic sentence, the supporting details and the concluding
the supporting details and the concluding sentence and sentence. Ask questions to strengthen understanding and
how they come together to form a descriptive paragraph. engage in discussion.
Answer questions and encourage student interaction.

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 15-20 Minutes
Work with students to brainstorm possible topics and Brainstorm possible topics and adjectives that can be
adjectives that can be used in their descriptive paragraph used in descriptive paragraph writing. Tell the teacher
writing. Type out possible topics and adjectives in the your ideas and encourage other students to contribute.
PowerPoint as students give you their ideas. Pick Be respectful of other student’s ideas. Ask questions to
different students to contribute. Answer questions and strengthen understanding and engage in discussion.
encourage student interaction.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 15-20 Minutes
Use the topics and adjectives provided by students to Use the topics and adjectives discussed to help write a
help them write their own descriptive paragraph (one for descriptive paragraph. Give teachers their ideas about
the whole class). Types out the descriptive paragraph in the descriptive paragraph. Be respectful of other
student’s ideas. Ask questions to strengthen
the PowerPoint as students give you their ideas. Answer
understanding and engage in discussion.
questions and encourage student interaction.

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson will lead to students writing their own descriptive paragraphs in later lessons.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013