The lesson teaches students about transitions in writing by having them analyze a sample well-written paragraph, define different types of transitions, and complete a cloze activity where they choose appropriate transition words to connect ideas in a passage. The goal is for students to understand how transitions function to strengthen cohesion in writing by linking various components of a paragraph like evidence, analysis, and claims.

1. Monica Coleman
Sample Writing Unit
Writing Effective Paragraphs Mini-Unit
Baseline
Day 1: Students compose pre-assessment paragraphs to argue a position on Shakespeare’s “Sonnet 116.”
Intervention
Day 2: Students review the parts of a paragraph formula and analyze a sample well-written paragraph on the same
baseline prompt.
Day 3: Students practice using transitions in writing.
Day 4 & 5: Workshop Day/ Writing Process: Students rewrite baseline paragraph to include all elements of a
paragraph and create graphic organizer/chart to illustrate all the components.
Post Measure
Day 6: Students compose post-assessment paragraphs to argue a position on Shakespeare’s “Sonnet 138.”

2. Baseline Prompt
Name: ________________________________________ Date: __________________
Prompt: In one well-written paragraph (8-10 sentences), address the following: What standards regarding
love are presented in the poem? In other words, what is the poet saying about love? Use evidence from
the poem to support your claims.
Sonnet 116 – by William Shakespeare
(1) Let me not1
to the marriage of true minds admit impediments;2
(2) Love is not love which alters when it alteration3
finds
(3) Or bends with the remover to remove.4
(4) Oh, no! It is an ever-fixed mark5
(5) That looks on tempests6
and is never shaken;
(6) It is the star to every wandering bark,7
(7) Whose worth’s unknown,8
although his height be taken.9
(8) Love’s not Time’s fool,10
though rosy lips and cheeks
(9) Within his bending sickle’s compass come;11
(10) Love alters not with his brief hours and weeks,
(11) But bears it out even to the edge of doom.12
(12) If this13
be error, and upon me proved,
(13) I never writ, nor no man ever loved.14
1
I would never
2
Admit any obstacles
3
Changes of heart / changes effected by time and
circumstance
4
Inclines to separate because the lover does
5
Lighthouse
6
Storms
7
Boat
8
Value is incalculable
9
The lighthouse’s altitude (height) can be
calculated
10
Love is not subject to time
11
Eventually meet the grim reaper’s scythe (death)
12
Endures even to doomsday
13
What I have written here about love
14
No man has ever been in love

3. Instruction
Image 1: Students sequence the parts of a paragraph on the board. Teacher defines each term and breaks down a
sample-well written paragraph into a chart for students to understand the holistic argument.
Image 2: Students color-code each individual component of the sample well-written paragraph.
Student Sample
Teacher Modeling

4. Student Sample

5. Results
Image 1: Whole Class Holistic Score Averages, Before and After Intervention
Out of 29 students, 24 students increased their holistic score, 1 student remained the same, and 4 students
decreased in performance. For those students who increased, 9 students improved their score by at least 7 points
or more. For those students who decreased, the largest drop in performance was by 2.5 points.
Image 2: Whole Class Average Scores per Category, Before and After Intervention
0
2
4
6
8
10
12
14
16
18
20
Baseline Measure Post-Measure
Holistic Score
Holistic Score
0
0.5
1
1.5
2
2.5
3
3.5
4
Topic Sentence Lead-In Transition Evidence Citation Analysis Conclusion
Whole Class Averages by Category
Before After

6. Rubric
Advanced Meets Approaches Not Yet
4 (Distinguished) 3 (Effective) 2 (Approaching) 1 (Not Meeting)
Topic
Sentence
A topic sentence identifies
the title/author of the
work and provides a
strong, clear statement of
the author’s position on the
topic.
The topic sentence
lacks the title/author
of the work
AND/OR
provides a clear
statement of the
author’s position on the
topic.
A topic sentence is
present, but does not
make the author’s
position clear/
causes confusion in
understanding.
Topic sentence is
nonexistent.
Lead-In A smooth, effective lead-
in is included to transition
reader from the topic
sentence into the remainder
of the paragraph.
A lead-in is included to
transition reader from
the topic sentence into
the remainder of the
paragraph.
Attempt at a lead-in
causes confusion in
understanding.
Lead-in is
nonexistent.
Transitions A variety of thoughtful
transitions are used to
transition between each
part of the paragraph
(evidence/ analysis).
Transitions actively show
how ideas are connected.
Transitions are present
between most parts of
the paragraph (evidence/
analysis) and show how
ideas are connected, but
there is little variety.
Few transitions are
present between
parts of the
paragraph (evidence/
analysis). Some
transitions work
well, but some
connections between
ideas are fuzzy.
Transitions between
ideas are unclear
OR nonexistent.
Evidence and
Examples
At least 2 specific, relevant
pieces of evidence (quotes,
paraphrases, summaries)
are included.
At least 1 piece of
evidence (quotes,
paraphrases, summaries)
is specific and relevant.
Evidence (quotes,
paraphrases,
summaries) is
included, though it is
not specific or
relevant.
Evidence (quotes,
paraphrases,
summaries) is
nonexistent.
Analysis Explanations are given to
show how each piece of
evidence supports the
author’s position.
Explanations are given
to show how most
pieces of evidence
support the author’s
position.
At least one
explanation is given
to show how
evidence supports
the author’s position.
Explanations are
nonexistent.
Citations All citations used for
evidence (quotes,
paraphrases, summaries)
are cited correctly and use
proper grammar.
Most citations used for
evidence (quotes,
paraphrases, summaries)
are cited correctly and
use proper grammar.
Little to no citations
used for evidence
(quotes, paraphrases,
summaries) are cited
correctly.
Citations are suspect
(not credible, such
as opinion based)
OR
Citations are
nonexistent.
Conclusion A concluding statement
reiterates the author’s
position on the topic to end
on a strong, clear note.
A concluding statement
reiterates a portion of
the author’s position,
incompletely tying the
paper together.
A concluding
statement causes
confusion in
understanding.
A concluding
statement is
nonexistent.

7. Student Sample 1
Baseline
Comments: Student presents argument as a series of multiple
claims, or topic sentences, while omitting author/genre/title
information. Brief evidence and analysis is introduced.

8. Student Sample 2
Pre-assessment Revision
(same student)
Comments: Student’s rewrite contains more structure,
incorporating a more traditional topic sentence, followed by a
lead-in. The student uses more evidence, although transitions and
analysis are needed.

9. Comments: Student’s post assessment is much more formal,
following a logical, concrete display of the argument. Student
uses a topic sentence, lead-in, transitions, evidence, and
conclusion to make the connections between ideas clear.
Student Sample 3
Post-assessment
(same student)

10. Using Transitions in Writing Lesson Plan
Teachers: Ms. Coleman
Lesson Title: Using Transitions in Writing
Grade Level: 10th Grade English
Time Frame: 50 Minutes
Source (Cite references): Collaboration with mentor teacher
Gallaudet University (n.d.). Words That Introduce Quotes or Paraphrases. Retrieved from
http://www.gallaudet.edu/tip/english_center/writing/quoting_and_praphrases.html
University of North Carolina at Chapel Hill. (n.d.). Transitions. The Writing Center. Retrieved from
http://writingcenter.unc.edu/handouts/transitions/
Context of the Lesson: This lesson is meant as Day 2 of the mini writing unit. Students were given a baseline
measure in which they wrote a “well-developed” paragraph on a prompt regarding a poem. Day 1 of the
intervention had students sequence the parts of a paragraph on the board (topic sentence, lead-in, transition,
evidence, citation, analysis, lead-in, transition, evidence, citation, analysis, and conclusion). Students reviewed the
purpose of each particular part of the paragraph, and the teacher compared expectations with the evidence found
in students’ writing on the baseline measure. Students began to look at a sample of a well-written paragraph on the
same baseline measure prompt as a means of comparison. This lesson is meant to build on Day 1 by finishing the
in-depth review of the sample paragraph, and focus more directly on working with transitions, which was found to
be a major trouble spot for the majority of students based on their pre-assessment.
Profile of the Learners: Our 5th period standard class integrates diverse learners, several of which are students
with IEPs. This class tends to move slower than other standard periods, as several students are hard to keep on
task. Students will already have heard of the topics of our discussion, but they still have trouble implementing the
parts of the paragraph in their writing. These lessons have been framed to the students as a means of helping them
review for upcoming midterms; it has been conveyed that their writing needs to take on these more serious
elements prior to entering the next grade level. Through observation, it seems that students are coping with the
rigor expected of the example of a “well-written” paragraph.
Adaptations/ Individualization:
1. Ell: Strategically place ELLs in centralized classroom location near peers with strong language skills so they
have support of native speakers and are able to hear other students as best as possible.
2. Ell: Provide written copy (handout) and orally read directions/sentences to class/individual students as
needed.
3. SPED: Complete extra checks for understanding throughout the lesson. Chunk and repeat/summarize new
information as often as possible.
4. SPED: Provide necessary accommodations for individual IEPs such as time accommodations to respond to
class discussions; one-on-one assistance with individual students to complete independent work
5. GT: N/A

11. Standards addressed:
 RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in
which the points are made, how they are introduced and developed, and the connections that are drawn
between them.
 SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 9-10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
 SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
 W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
 W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
 W.9-10.5: 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.
Lesson Objectives Addressed:
TSW understand how the parts of a paragraph function to revise these elements in their own writing.
TSW recognize and compose transitions in order to strengthen writing skills and effectively connect ideas in
writing.
Assessments:
1. Classroom observation and student participation in whole class discussion; responses to all whole
class/one-on-one questions/discussions
2. Pre-assessment Paragraph
3. Transition Cloze Handout: Students use their chart to determine appropriate transition statements for the
different areas of the paragraph provided
4. Pre-assessment Paragraph Rewrite
5. Post-assessment Paragraph
Materials:
 Document camera to display sample “well written” paragraph
 Sample “well-written” paragraph
 Enough colored pencils for each student to have 6-7
 Transitions Handout
 Transition Cloze Handout
Vocabulary:
 Topic Sentence: Identifies the title, author, genre of the work; provides a broad and clear statement of
your position (your claim/thesis) on the topic.
 Lead-In: Elaborates on the claim that is made in the topic sentence to make it more specific.
 Transition: Prepares the reader for the next element of a paragraph (evidence, analysis) to create a
smooth flow within your writing. Transitions make connections between all the ideas/pieces of your
paragraph.
 Evidence: Quotes, paraphrases, or summaries from the text.

12.  Citation: Specifically states where the evidence is from within the text. List page number(s), line
number(s), etc. Ex: (lines 3-4).
 Analysis: Explains your understanding of the evidence to show how that evidence supports your claim.
Evidence does not “prove” your claim. Analysis is what “proves” your point.
 Conclusion: Ties everything (your evidence/analysis) back to the claim in your topic sentence. Restates
your claim/thesis, your lead-ins, and makes an extension to the external world.
The purpose of this lesson is to familiarize students with all the parts of a paragraph and especially understand the
function of transitions in writing. These terms are necessary for students to memorize and fully understand in
order to produce these elements in writing. Students will have the chance to practice using transitions to better
understand various examples of them.
Opening/ Anticipatory Set: 8 minutes
1. Students have a few minutes to obtain the 6-7 colored pencils they had from previous day’s class
immediately upon entering the room.
2. Warm-up: Each student shares one example of a transition that can be used in a paragraph to connect
ideas.
Procedure: 40 Minutes
1. Teacher reviews the sequenced parts of a paragraph on the board and continues to review the sample
“well-written paragraph” (begun in previous class). Students continue to color code their handout to
identify the different parts of a paragraph used as the teacher explains each element (12 minutes).
2. Teacher draws a chart on the board to display the argument presented in the well-written paragraph
sample. Students copy the chart.*
3. Teacher transitions class to Transition handout to provide a more-in depth understanding of the role
transitions play.
 Hook: teacher prompts, “Sometimes the most deadly weapon is the most underrated. Can you
guess which element might be the most beneficial to help you address all of these parts of a
paragraph?” (Transition, because they segue you into almost every part of your paragraph.)
Together, whole-class reads Transition handout and reviews the Transition Chart (12 minutes).
4. Teacher reads faux prompt and brief article example on Transition Cloze Handout. The class as a whole
tackles the first 2-3 sentences; after which, students may work independently to fill in appropriate
transitions in the cloze passage (16 minutes).
Closing: 2 minutes
1. Teacher will assess whole-class for feedback on how easy/difficult cloze passage is for them.
2. Teacher will have students return colored pencils to back room prior to leaving.
*This activity was done impromptu during the lesson and was not part of the original lesson plan.