Body Paragraphs

Accessible Instruction Calvin College Education Program
Teacher Brady Boehm
Date To be determined Subject/ Topic/ Theme Body paragraphs in relation to Beowulf
I. Objectives
How does this lesson connect to the unit plan?
As I am teaching my lesson plan on Beowulf, this lesson focuses on the writing portion--as each student must write a paper on Beowulf as an epic hero-- this lesson
will help students with transitions, wording, and information in a body paragraph as well as the importance of the word usage in these paragraphs.
cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Understand the role of a transition. R,U

R, U, A,
Know and apply the shortening of sentences in order to create clarity. An, E, C
Use transitions in a specific way to display meaning. R, U, A, C

R,U,A,
Understand what a proper body paragraph looks like, contains, and is written like; apply to their own paragraphs An, E, C
X
C, U, A,
Work with wording, information and writing to convey a clear message. X
An, E, R
Common Core standards (or GLCEs if not available in Common Core) addressed:
Writing standards: Grade 11-12, 1C-- Use words, phrases, and clauses as well as varied syntax to link the major sections of the
text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
Writing standards: Grade 11-12, 1D-- Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing
Writing standards: Grade 11-12, 2D-- Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
Writing standards: Grade 11-12, 5-- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grades 1112 on page 55.)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
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II. Before you start
Identify prerequisite Must be able to read/listen.
knowledge and skills. Must be able to write/orate.
Pre-assessment (for learning):

Formative (for learning): Students will work on a classroom copy of body paragraphs from past essays, grade
Outline assessment them, fix them and work with them together in class
activities
(applicable to this lesson) Formative (as learning): Students will work together to fix the body paragraphs.
Summative (of learning): Students will turn in a revised version of the body paragraphs.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection Read, be spoken to, take notes, modify strategies
Students will be able to speak help with class discussion. Goals consist of working toward
with me as I walk around the a paper on Beowulf, very
class, to help with individual similar to a previous paper.
What barriers might this writing voice/style. (What
lesson present? works for them.)
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
What will it take challenge, collaboration, mastery- symbols- clarify & connect of expression
neurodevelopmentally, oriented feedback language Students may use ipads, laptops,
experientially, Students will work together in etc. to revise their body
emotionally, etc., for your groups (Student groups will paragraphs.
students to do this lesson? work together to each grade one
body paragraph.)
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Read, Orate, Type on a laptop, Students will move around the
Class discussion will be focused Write on paper, Doodle. class to form groups.
around the mistakes made in the
students own body paragraphs.
Materials-what materials Laptops, Notebooks, previous body paragraphs.
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Students will be in a group setting the whole time, focusing on their own body paragraphs and asking
for help, revision etc.
How will your classroom
be set up for this lesson?
III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
0:01 Motivation
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(opening/ Hand out sheet of student written body paragraphs Students receive body paragraphs.
introduction/ to students.
engagement)
Explain what Claim, Evidence and Analysis are on

white board:
Claim:
Propositions that convey the writer's interpretations
of or beliefs about something. Claims are not facts
but rather conclusions that the writer draws from
0:05 facts.
Evidence: Students listen.
Support or facts. Evidence is just that: facts. Unlike
claims, facts are indisputable. Evidence is what you
use in persuasive writing to support the claims that
you present.
Analysis:
Development
Also called a warrant: Explain how and why a
(the largest
particular piece of evidence is good support for a
component or
specific claim.
main body of
the lesson)
0:10 Separate students into groups, tell students to

grade a specific body paragraph based on work
groups. Students read specific body paragraphs, grading
each body paragraph according to the class rubric
0:30 (Attached). [20 min]
Allow students time to work, identifying specific
flaws in claim, evidence, analysis, sentence
structure, and grammar mistakes.
Talk as a whole group, explaining mistakes,

0:40
revisions, and overall fixes. Etc. [20 min.]
0:50 Closure Answer any questions based on body paragraphs.

(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson went extremely well, we worked as groups and the students were very receptive and loved the idea of grading the
body paragraphs on the rubric. They said that it helped them see what we are looking for when we grade their essays. I found
myself finally making the time frame for the lesson. Often times, time is a problem for me, as I have so much I want the
students to go over through the time. This time, I was able to focus on specific pre-chosen paragraphs for the students, it
helped me be familiar with the essay throughout the day, being able to go over the specifics in each paragraph.
1-19-13

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Accessible Instruction Calvin College Education Program

Teacher Brady Boehm

Date To be determined Subject/ Topic/ Theme Body paragraphs in relation to Beowulf

cognitive- physical socio-

Understand the role of a transition. R,U

Use transitions in a specific way to display meaning. R, U, A, C

Pre-assessment (for learning):

III. The Plan

Explain what Claim, Evidence and Analysis are on

0:10 Separate students into groups, tell students to

Talk as a whole group, explaining mistakes,

0:50 Closure Answer any questions based on body paragraphs.

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