Writers Workshop Mini-Lesson 1

Instructional Activity: Pre-Writing/ Guided Writing

Activity Purpose:

Students begin to identify topic sentence when analyzing a paragraph and

determine main idea.

Materials:

Chart paper or SmartBoard

Main Idea Bags
3-4 selected paragraphs with a main idea and topic sentence
Paper
Writing Utensils
Markers
Highlighters

Procedure:

The students and teacher will sit in carpet area in front of chart paper or
SmartBoard
The teacher will introduce the idea that when writing a paragraph, each paragraph
should have one main idea. The teacher will introduce that the topic sentence,
usually the first sentence in the paragraph, gives us a clue as to what the
paragraph will be about, or what the main idea is.
The teacher will then present 3 to 4 selected paragraphs on
chart paper or on a SmartBoard. The teacher will model reading
aloud the first paragraph, highlighting the topic sentence and
identifying a main idea for that paragraph. The teacher will
then call on students to help identify the topic sentence and
main idea for the next 2 to 3 paragraphs. The students will
highlight the topic sentence and write the main idea at the
bottom of the page.
The teacher will then put students into pairs and give each pair
three main idea bags. Main idea bags are bags filled with 5 images that could fit
into a similar category. The students have to look through the images in each bag
and determine and write a main idea for each bag. Students will also write a few
sentences to explain how they determined their main idea.

Rationale:
3.W.3.2 Write informative compositions on a variety of topics that
State the topic, develop a main idea for the introductory paragraph, and group related
information together.
o Develop the topic with facts and details.
o Connect ideas within categories of information using words and phrases.

o Use text features (e.g., pictures, graphics) when useful to aid

comprehension.
o Provide a concluding statement or section.
Students learn to identify and develop main idea by looking at examples of wellwritten paragraphs and participating in a determining main idea activity so that
students learn how to focus on and communicate one main idea when writing a
paragraph.

Writers Workshop Mini-Lesson 2

Instructional Activity: Guided Writing
Activity Purpose: Students learn how to form topic sentences when writing a
paragraph.

Materials:

Chart Paper
3 selected paragraphs from previous lesson
Markers
Pencils
Paper
White Board
White Board Markers

Procedure:
The teacher will present on a white board or chart paper the three paragraphs

previously shown to the students in lesson 1. The teacher will then direct students
to look again at the highlighted topic sentences. The teacher and students will
then create a list of things they notice in each topic sentence. The students and
teachers will work together to use their list of things they notice to identify
similarities. Using this list the teacher and students will create another list of what
all topic sentences should include based on what they noticed.
This list should include:
A topic sentence is a complete sentence that:
Expresses the main idea of the paragraph

Answers questions like why, how or where

Can prove, explain or describe something
Has important details or supporting sentences
The teacher will then introduce the weeks writing assignment. The class will be working
on writing a paragraph about what their favorite thing to do is. Today students will work
on writing their topic sentence. The teacher will model a think aloud for writing a topic
sentence about their favorite thing to do while checking off the items on the topic
sentence must have list after including them in their topic sentence. The students will

then work independently to write their topic sentence. The teacher will remind students
to make sure they include everything added to the topic sentence must have list. After
students have completed writing their topic sentence they will write it again on a
paragraph graphic organizer. The top of the organizer will have a space for students to
write their topic sentence.

Rationale:
3.W.3.2 Write informative compositions on a variety of topics that
State the topic, develop a main idea for the introductory paragraph, and group related
information together.
o Develop the topic with facts and details.
o Connect ideas within categories of information using words and phrases.
o Use text features (e.g., pictures, graphics) when useful to aid
comprehension.
o Provide a concluding statement or section.
Students create a list of things they notice when analyzing well-written topic sentences
in order to create criteria for their own topic sentences they write themselves.
Understanding criteria for writing strong topic sentences will teach students to
successfully introduce a paragraph.

Writers Workshop Mini-Lesson 3

Instructional Activity: Guided Writing
Activity Purpose: Students learn to add details within paragraphs.
Materials:

Copies of 2 typed paragraphs for each group

Paper
Pencils
White Board Markers
White Board
Paragraph Graphic Organizer

Procedure:

The teacher will give each table group 2 paragraphs. The paragraphs are both
written about the same main idea but one will have details included and the other
wont. The teacher will ask each group to read the 2 different paragraphs and
determine which one they like better and why. Each group must come up with at
least 3 reasons why they like the paragraph they did. Afterwards the students will
share out what paragraph they liked and why. The teacher will keep track or

student responses on the board. It is assumed that all students will choose the
paragraph with details. The teacher will highlight how the things the students liked
are really great details to add into paragraphs. The teacher should tie in (if not
already mentioned) that details support the main idea of the paragraph, help the
reader picture what is going on, and are a great way to add in personal
experiences. The teacher will then have students brainstorm 3 important details
they want to add to their paragraph about their favorite thing to do. The teacher
will model doing this first based off of the topic sentence they previously created.
Students can bounce ideas off of the students in their groups. Once student have
came up with their three ideas they will record them in complete sentences on
their paragraph graphic organizer.

Rationale:
3.W.3.2 Write informative compositions on a variety of topics that
State the topic, develop a main idea for the introductory paragraph, and group related
information together.
o Develop the topic with facts and details.
o Connect ideas within categories of information using words and phrases.
o Use text features (e.g., pictures, graphics) when useful to aid
comprehension.
o Provide a concluding statement or section.

Students look at examples and non-examples of detailed paragraphs. Students

determine that details add interest to paragraphs. Students identify ways to add details
to paragraphs. In this activity students will learn methods and strategies to develop
important ideas within their paragraphs.

Writers Workshop Mini-Lesson 4

Instructional Activity: Shared Writing/ Guided Writing
Activity Purpose: Students learn how to write a concluding sentence or clincher to
their paragraphs.

Materials:

 3 selected book endings

Chart Paper
Markers
Graphic Organizer
Pencils
Paper
Procedure:

The teacher will have students come to the read aloud corner. The teacher will
then tell the students that they will be reading the students 3 endings of 3 different
stories the students are familiar with. The teacher will tell the students to focus on
how the author writes the last few sentences of the books. After each ending is
read the teacher will ask the students what they noticed about the last few
sentences. The teacher will record the students thoughts on an anchor chart. The
three books used should show examples of three different clinchers such as
question, excitement, or humor as well as a summary of the main idea or feeling of
the paragraph. The teacher will use the book endings as examples of different
ways students can end their paragraphs. The teacher will explain that we want to
end our paragraph in a creative way that summarizes our main idea. The teacher
will reference the book endings as three strategies the students could use. The
teacher will then ask the students to help them write a clincher for their paragraph
using one of the strategies. After this shared writing activity, the teacher will have
students work independently to come up with a closing to their paragraph.
Students may bounce ideas off of members in their group if needed. Students will
add their closing to the graphic organizer when ready.

Rationale:
3.W.3.2 Write informative compositions on a variety of topics that
State the topic, develop a main idea for the introductory paragraph, and group related
information together.
o Develop the topic with facts and details.
o Connect ideas within categories of information using words and phrases.
o Use text features (e.g., pictures, graphics) when useful to aid
comprehension.
o Provide a concluding statement or section.
Students explore different book examples of well-written paragraph endings. Students
keep track of the different ways paragraphs end in order to learn strategies for
paragraph endings. Students form paragraph endings with their teacher and
independently. This lesson teaches students how to write a successful paragraph ending.

Writers Workshop Mini-Lesson 5

Instructional Activity: Independent Writing
Activity Purpose: Students write a paragraph using topic sentence, details and
closure.

Materials:

Paragraph Checklist
Paragraph Graphic Organizer
Paper
Pencils

Procedure:
In this final lesson students will use their graphic organizer to write their paragraphs
about their favorite thing to do. Before students begin the teacher will provide each
student with a checklist. The checklist will have topic sentence, details, and closing
sections. Each section will have important checkpoints from that lesson. For example,
under details section the checklist will say:
o Did I include 3 important details?
o Do my details help the reader picture what is going on?
o Did I add in a personal experience?
The teacher will explain and review the checklist connecting back to the lessons
throughout the week. The students will have the rest of the time to write their
paragraphs. The teacher will walk around to assist. If students finish early they can trade
their paragraph and checklist with a partner to peer review their work. Students will be
instructed to make sure their peer included everything in the checklist and come up with
3 stars and a wish for their partner.

Rationale:
3.W.3.2 Write informative compositions on a variety of topics that
State the topic, develop a main idea for the introductory paragraph, and group related
information together.
o Develop the topic with facts and details.
o Connect ideas within categories of information using words and phrases.
o Use text features (e.g., pictures, graphics) when useful to aid
comprehension.
o Provide a concluding statement or section.

Students learn to write a successful paragraph by implementing topic sentence, details,

and closure.