Hamburger Paragraph (Learning Strategies for One or a Five Paragraph Essays)

***Please let me know if you have a particular time in mind for scheduling, 
***I won't cancel the class just because there's only one student enrolled.

This is a four-week, 50-minute class designed for one to four learners needing assistance developing their paragraph structure. The course caters to students from the beginning of third grade who struggle with writing concise, five-sentence, and five-paragraph essays. This class is also an excellent review for middle schoolers. The primary goal of this multi-day class is to help individuals write legible, grammatically correct sentences and properly formatted paragraphs, meeting the common core paragraph writing standards from upper elementary through 9th grade. Each class has itn writing skills, and in this course, we will work on the skills necessary to develop a paragraph for an essay, following the "hamburger" model.
In this class, students will acquire the necessary criteria to write a paragraph and/or a five-paragraph essay. The curriculum is structured around the "hamburger paragraph model" and spans four weeks of twice-weekly classes. During the first week, students will receive an introduction to the class and brainstorm topics for an informative essay. They will then identify the parts of the 'hamburger' that represent each element of an essay. In week 2, students will learn how to write the sentences needed for a paragraph essay and how to revise and edit their work. On the final day, students will review the skills learned throughout the week and make final adjustments to their paragraphs before publishing them. By the end of week 2, students will have mastered the skills necessary to write a concise paragraph using the hamburger model. After each lesson, an informal assessment will determine the focus of the next lesson.
In weeks 3 and 4, students will learn about the various components of an informative essay. They will follow a structured writing process that includes brainstorming, researching, outlining, drafting, revising, editing, and publishing.

Students have the option to complete their work outside of class or during class time. Throughout the assignment, I will provide opportunities for writing practice, grammar lessons, spelling, punctuation/capitalization, and vocabulary development. The writing process will be thoroughly covered, from acquiring and retrieving knowledge to planning, constructing, editing, and regulating the entire process. By the end of class, students will have produced an essay paragraph.

Each class session will be 50 minutes long over 4 weeks. We'll start with a 10-minute introduction, followed by 10 minutes of practicing mentor writing examples. Then, there will be a 20-minute mini-lesson, followed by 5 minutes of independent reading, during which I will assign an activity to be completed in class. Finally, we'll spend 5 minutes reviewing skills.
MATERIALS/LESSONS:
Each lesson will begin with an introduction and an overview of the lesson followed by guided and independent practice and completion of the daily objective. The students will complete the lesson's aim at the end of the day.  The lessons are outlined on a PowerPoint screen shared with the students ( and YouTube video and Google Docs).  The students will receive their own Google link to their document, where they will write their paragraph and complete the graphic organizers (outlining the paragraph, sentences, and use of words in the sentence) and answer questions. As a result, each student will not have to have a membership to YouTube or Google. The final paragraph will be sent to the students after class.

Physical materials
Notebook, pencil, download materials as necessary for each class, 
PARTICIPATION
My classes are interactive, and I encourage discussion with movement. Please make sure your learner has plenty of room to move around. I enjoy engaging each learner during class by asking questions or asking their opinion about the subject matter. Most importantly, I want each learner to have fun while they learn. 

MUTING:
I do my best to encourage participation from learners enrolled in my classes. I prefer to leave learners unmuted, but as a parent myself, I understand that there are instances where learners need to be muted due to background noise that cannot be prevented. Parents, please feel free to mute your learners at your discretion. 

There are also instances where I will need to utilize the mute function. If background noise may be distracting to other learners enrolled in the class, I will advise the classer that they are being muted to limit the background noise. 

RECORDINGS:
Each classer will be asked to visually mark their attendance at the beginning of each class. They can turn off their camera afterward except to show their work. Some learners can be visual, except through Outschool Safety and Security. Recordings are not automatically shown in the class. I like to create a safe, open space for learners to be themselves and want them to be as interactive as possible. The recordings are automatically created and attached to my class. Please let me know if you have trouble accessing them now, and I will help you.

SCHEDULE
Each  Day:    50 minutes
Intro/Discussion  10 minutes
Demonstration  15 minutes
Learnerwork time:  25 minutes
Review: 5 minutes
Duration of 2 days for 4 week


Week One:
Day 1:  Introduction to Paragraph
Day 2:  Introduction to the 5 stage of Writing

Week Two
Day 1:  Outline
Day 2:  Topic and Topic Sentence

Week Three:
Day 1:  Type of Paragraph
Day 2:  Supporting Sentences

Week Four
Day 1: Conclusion Sentence
Day 2: Final Draft of Paragraph
Day 1:  Outline
Day 2:  Type of Paragraph

Week Four: