Technology Connected Lesson Plans
Lesson Title: Writing an Informational Essay
Grade Level: Second Grade
Overview of Lesson:
This is a writing lesson on how to write an informational essay. The lesson will take approximately seven days. Students will learn how to write steps in a process. In order to learn and practice this writing concept, they will read informational stories with sequential activities and carry out hands on activities, which require sequential order. They will also practice writing about these activities using steps in a process. In addition, the student will use picture prompts to practice writing steps in a process.
Performance Objective: At the completion of each lesson, the students will be able to
type an appropriate hook to capture readers’ interest
type a paragraph with transitions for steps in a process
make a graphic organizer with Kidspiration and use to it write a complete essay
type an appropriate introductory paragraph
type a closing paragraph with an appropriate ending
edit and retype their essays
insert Clip Art from Microsoft Word into their essays
Georgia Performance Standards (GPS) ELA1W2
The student produces informational writing that:
Begins to capture a reader’s interest
stays on one topic and begins to maintain a focus
adds details to expand a topic
begins to use organizational structures (steps , chronological order) and strategies (description)
begins to use graphic features (charts, pictures, headings)
begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather information to write about a topic
begins to develop a sense of closure
may include oral or written prewriting (graphic organizers)
may include a draft that is revised and edited
may be published
The main computer in the classroom is hooked up to the television. The students will watch a video from the BrainPOP Jr. website on the classroom television, and then take the quiz at the end of the lesson.
The students will visit education city website and practice a transition game.
The students will visit Enchanted Learning website and select a picture prompt to practice writing transition paragraphs.
The teacher have the students look at the TV, which will show from the computer how to make the graphic organizer and turn it into an informational essay.
The students will visit the computer lab, use Kidspiration software to make an informational a graphic organizer and turn in into an essay.
Students will type and edit their essays using Microsoft Word and its editing tools, insert Microsoft Clip Art and print their essays.
Use of Modern Technologies:
A computer lab is available, and teachers are required to take their students once per week to the computer lab in order to carry out technology-connected lessons. Teachers may sign up to take their students on additional days during the week if necessary, and if the lab is available. There are three computers in the classroom. The teacher’s computer is hooked up the television. Anything that is available on the teacher’s computer can be viewed on the television. The teacher simply has to turn the TV to video mode.
Walnut CreekElementary School subscribes to three educational online websites. These are BrainPOP, EducationCity and Fun Brain. The computers in the lab and the classroom are usually functional, but if there is a problem, the school’s instructional technologist is usually available to remedy the problem.
Day One – Using Hooks
Introduction: Red the story of “Walter the Farting Dog” and use a whoopee cushion to enhance the sound effects.
Have the students close their eyes, while the teacher makes a loud sound.
With their eyes still closed, have the students try to think about what the sound might be.
Have them share their thoughts with the class.
Ask the students to describe the excitement they felt while the story was being read.
Discuss the importance of using attention grabbers to make their writing more interesting.
Introduce the word, “onomatopoeia” and explain its meaning.
Have the students work with a partner to brainstorm and come up with their own onomatopoeia. List them on an anchor chart.
Explain that in order to gain readers’ interest in their writing, they must make it interesting from the beginning.
Discuss other types of hooks such questions and exclamations.
Have the students think of their own questions and exclamations.
List them on the anchor chart.
Write a topic “How to Make a Jelly Sandwich” on the board, and have the students work independently to write their own hooks about the topic.
The students will include an illustration for their hooks.
The teacher will conference with the students about their hooks and students will make corrections accordingly.
The teacher will collect their hooks.
Day Two – Steps in a process
Read the story “Goat in the Rug” with the students. The story describes how a rug was made from a goat’s wool.
Distribute a worksheet with pictures from the story. The pictures will have corresponding steps for making a rug starting with the goat, but they will not be in sequential order.
The students will cut out the pictures and use the written sequential clues to glue them back together in the correct order.
The students will then read the sequence for making the rug. List the steps on an anchor chart with the transitions used in the story.
Discuss the transition words (first, next, then, afterwards, etc.) in the sentences on an anchor chart.
Have the students brainstorm and list additional transition words.
Day Three – Steps in a Process
Review previous day’s anchor chart with the use of transition words.
The students will watch a “How to” BrainPOP Jr. video on the classroom e-instruction presentation system.
The students will take the quiz by calling out their preferred answers and the teacher will click the answer they choose.
The teacher will discuss the answers to the quiz with the class.
Distribute paper plates, plastic knives, bread and jelly.
Have the students make a jelly sandwich and eat it.
Have the students record each step for making the sandwich using transition words.
The teacher will conference with each student about his or her work and students will make corrections accordingly.
The teacher will collect the writing.
Day Four – Practice with Transitions
Take the class to the computer lab.
Have the students go to the Education City Website and play a game to practice using transition words.
Have the students visit the Enchanted Learning website and select any picture prompt.
Each student will look at his or her picture and make up a paragraph about what is happening in the picture. They will use appropriate transition words.
The teacher will use an Informal Conference Log to conference with each student about his or her piece of writing.
The students will make changes accordingly.
Day Five – Writing the Essay
The teacher will use the e-instruction presentation system to show students how to use Kidspiration make a graphic organizer for the first draft of their essay.
The teacher will take the students to the computer lab and redistribute their hooks and their “jelly sandwich” paragraph.
The students will use Kidspiration make a graphic organizer for their essays using information from their hooks and paragraph.
The students will print their graphic organizer and use it to type the first draft of their essays.
Day Six – Closure
The teacher will review the following by writing the information on the board.
how to use hooks
how to write an introductory paragraph
how to use transitions in an essay
how to write a closing paragraph
The students will use Microsoft editing tools to edit the previous day’s essay.
The teacher will conference with the students using a checklist and the Informal Conference Log.
The students will use a red-inked pen to make corrections on their work then again use Microsoft editing tools to reedit their essays.
The teacher will collect their work.
Day Seven – Peer Editing, Sharing, and Publishing
The teacher will redistribute the student’s essays.
The students will exchange papers and each student will use a checklist to edit another student’s work.
The students will collect their own work and use the same checklist to recheck the peer editing. They will determine whether to accept the change (if any).
The students who determine if changes are needed will edit again using Microsoft.
The students will then search for appropriate Clip Art in Microsoft Word, and insert it into their writing.
The students will then print their writing and share it with the class.
The students will publish their writing.
The teacher will take the students to the computer lab whenever entire class has to complete an assignment at the same time. There are three computers in the classroom. One of them is hooked up to the classroom television. The TV is used for class presentations.
Whenever the students need to use the computers in the classroom, they rotate. For example, a group of three students will use a computer. One student will use the keyboard, while the other students read or give directions. The group will take turns doing that. Whenever they have independent work, individual students will work on the computer while the other do pencil and paper work. When a computer becomes available, another student gets the opportunity to use it.
At different stages of the lesson, the teacher will conference with the students using an Informal Conference Log and a checklist to determine if students have met the performance objectives. When the students complete the final product, the teacher will use a rubric to grade it.
BrainPOP Jr. Retrieved July 9, 2008, from http://www.brainpopjr.com/
EducationCity, Retrieved July 10, 2008, from http://us.educationcity.com/start
Enchanted Learning. Retrieved July 9 2008, from http://www.enchantedlearning.com/alphabet/pictureprompts/
GeorgiaDepartment of Education. Retrieved July 8, 2008, from http://public.doe.k12.ga.us/DMGetDocument.aspx/FINAL_INFORMATIONAL_V2.pdf?p=6CC6799F8C1371F697DECFC1146C17C9974B21EAD095086C433878ED50AA75A2&Type=D