Instructional Strategies Student Activities
Day 1:
1. First, I will talk to my students that in today's lesson we will discuss and learn what the main idea is in an essay. Then, I will ask my students to contribute their ideas about what the main idea is in an essay. I will invite some volunteers to share their ideas to the rest of the class, and write their sentences down on a large poster paper. When I record students' responds on the paper, I will also write their names down after their explanations. Because when I lead a discussion in regard to the main idea, I can call on these students to elucidate their ideas to the class. Next, I will have a discussion with entire class about the main idea and write summary definition on the paper. …show more content…
Sixth, when the class comes to an agreement on the main idea, I will ask students to take out their writing journals. Then I will hand out a paper to each student. There is a house on each paper; the roof of the house is labeled as a topic sentence; the wall should contain three details; and the base represents a closing sentence. Students are supposed to glue this paper on their writing journals. Once all students have done with gluing the paper, I will model following steps by using the classroom projector. First, we will find out and write down an original topic sentence that is from the rainforest lizard research essay into the roof of the house. Then, I will instruct students to identify three supporting sentences, which are based on the main idea we come up with from the essay. Students will write down the supporting sentences into the three pillars. After students have finished the supporting sentences, we will write a closing sentence all together into the base of …show more content…
Second, I will have students take our their writing journal and turn to a new blank page. Then, I will ask them think about "what you want to be when you grow up and explain why you think that would be the best job" (This ideas is from an online expository writing prompt list). Students are supposed to write a non-fiction and informative paragraph. When students have come up with an idea, I will instruct them to use a word web that can help them select vocabularies in their writing and organize their writing. To model the usage of a word web, I will draw a word web on the white board by using the rainforest lizards as an example. I will write "lizard" on the center, and write words and phrases surrounding the key word, like "nature", "lizards help to protect rainforest", and "scientist" and so on.
3. Third, before students start writing, I will hand out another house organizer to each individual student. I will quickly go through the house organizer with them, and emphasize that they need to write a topic sentence, three supporting sentences, and a concluding sentences in the house organizer. I will let students glue the paper on their writing journal and then they can begin to write. Students have to work independently to finish this one paragraph writing. Teacher will walk around and check students' writing progress during this independent writing
Day 1:
1. First, I will talk to my students that in today's lesson we will discuss and learn what the main idea is in an essay. Then, I will ask my students to contribute their ideas about what the main idea is in an essay. I will invite some volunteers to share their ideas to the rest of the class, and write their sentences down on a large poster paper. When I record students' responds on the paper, I will also write their names down after their explanations. Because when I lead a discussion in regard to the main idea, I can call on these students to elucidate their ideas to the class. Next, I will have a discussion with entire class about the main idea and write summary definition on the paper. …show more content…
Sixth, when the class comes to an agreement on the main idea, I will ask students to take out their writing journals. Then I will hand out a paper to each student. There is a house on each paper; the roof of the house is labeled as a topic sentence; the wall should contain three details; and the base represents a closing sentence. Students are supposed to glue this paper on their writing journals. Once all students have done with gluing the paper, I will model following steps by using the classroom projector. First, we will find out and write down an original topic sentence that is from the rainforest lizard research essay into the roof of the house. Then, I will instruct students to identify three supporting sentences, which are based on the main idea we come up with from the essay. Students will write down the supporting sentences into the three pillars. After students have finished the supporting sentences, we will write a closing sentence all together into the base of …show more content…
Second, I will have students take our their writing journal and turn to a new blank page. Then, I will ask them think about "what you want to be when you grow up and explain why you think that would be the best job" (This ideas is from an online expository writing prompt list). Students are supposed to write a non-fiction and informative paragraph. When students have come up with an idea, I will instruct them to use a word web that can help them select vocabularies in their writing and organize their writing. To model the usage of a word web, I will draw a word web on the white board by using the rainforest lizards as an example. I will write "lizard" on the center, and write words and phrases surrounding the key word, like "nature", "lizards help to protect rainforest", and "scientist" and so on.
3. Third, before students start writing, I will hand out another house organizer to each individual student. I will quickly go through the house organizer with them, and emphasize that they need to write a topic sentence, three supporting sentences, and a concluding sentences in the house organizer. I will let students glue the paper on their writing journal and then they can begin to write. Students have to work independently to finish this one paragraph writing. Teacher will walk around and check students' writing progress during this independent writing