Gr1 Opinion Writing Model Unit Final

Gr1 Model Writing Unit: Opinion Writing Mentor Texts I Wanna Iguana by Karen Kaufman Orloff Don’t Let the Pigeon Drive the Bus by Mo Willems Earrings by Judith Viorst Click, Clack, Moo: Cows That Type by Doreen Cronin Can I Keep Him? by Steven Kellogg Hey, Little Ant by Phillip M. Hoose Lesson Lesson Title Lesson 1 Introduction to Opinion Writing: Facts and Opinions Lesson 2 Fact or Opinion Review and Creating A Topics Chart Lesson 3 Opinion Text: What Does It Look Like? Lesson 4 What Does It Mean to Convince? Read Aloud and Story Mapping Lesson 5 How Do Writers Support Their Opinions? Reasons and Examples Lesson 6 Word Choice: Convincing Words and Linking Words Lesson 7 Opinion Letter Writing: Read Aloud Lesson 8 Opinion Letter Writing: Using the OREO Graphic Organizer Lesson 9 Opinion Letter Writing: Choosing A Whole Class Topic Lesson 10 Opinion Letter Writing: Drafting BPS Gr1 Opinion Writing Unit 1 Lesson 11 Opinion Letter Writing: Conferencing and Revising Lesson 12 Opinion Letter Writing: Editing and Publishing Lesson 13 Opinion Letter Writing: Student Share Lesson 14 Opinion Letter Writing: Choosing My Own Topic Lesson 15 Opinion Letter Writing: First Draft Lesson 16 Opinion Letter Writing: Conferencing and Revising Lesson 17 Opinion Letter Writing: Editing and Publishing Lesson 18 Opinion Letter Writing: Student Share Lesson 19 Introduction to Book Reviews: Summarizing A Story Lesson 20 Whole Class Book Review from Start to Finish Lesson 21 Book Review: Organizer…Getting Started Lesson 22 Book Review: Drafting Lesson 23 Book Review: Revision Lesson 24 Book Review: Editing and Publishing Lesson 25 Book Review Organizer Part II: I Can Choose A Book to Review Lesson 26 Book Review: Drafting BPS Gr1 Opinion Writing Unit 2 Lesson 27 Book Review: Conferencing & Revising Lesson 28 Book Review: Editing and Publishing Lesson 29 Writer’s Celebration BPS Gr1 Opinion Writing Unit 3 Unit Overview This unit emphasizes the Writing Argument strand of the standards (MCF/CCSS Standard W.1.1). The Writing Anchor Standard reads: “Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. “ Notice that “valid reasoning” and “sufficient evidence” are pivotal to this standard. This is a point we need to highlight for ourselves, and for our students, because the emphasis on reasoning and evidence is the distinction between argument and persuasive writing. This unit, as specified, is an Opinion unit, not a persuasive unit. Many BPS teachers have taught persuasive writing in the past. This Opinion unit emphasizes the shift presented by the 2011 MCF/CCSS. As Mary Beth Monahan, of the Vermont Reads Institute at the University of Vermont/Montpelier writes, “We’ll want to help our students understand that in argument writing, the claims we make must always be substantiated with relevant and sufficient evidence. We can’t escape the burden of proof. Not only that, but the claims we make must be based on logical reasoning rather than merely emotional appeals, as well.” This six week writing unit teaches students how to write convincingly. Over the lesson sequence, students will learn how to write opinion letters and book reviews, as a class, collaboratively with other students, and independently. Students will be actively engaged in listening to mentor text read aloud, and using the mentor texts as guides. Key concepts are taught through chants and poetry, working with partners, and independent work scaffolded with teacher instructional conferring and guidance. Students are guided through the writing process to explore the genres of opinion letters and book reviews. Students move from co-­‐constructing writing as a whole class to creating their own pieces. The purpose of this Opinion Writing Unit is to engage students in authentic writing of opinion pieces. By the end of the unit, students will be able to draft their own letters and book reviews, support their opinions with reasons, and provide a sense of closure. The prerequisites to this Opinion Writing Unit should be Narrative Writing, and Informational Writing. Realizing that most students can print all of their letters and can spell cvc, cvcc and ccvc words by midyear, launching this unit then is suggested. During this time students are engaged in learning spelling patterns and long vowel words. The expectations for this unit are that students can spell high frequency words and spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. In terms of assessment, this is a continual process in this unit. Teachers need to read the work the students produce during class (instructional) time, but additional planning time is needed to analyze the student work. Carving out time for this to happen is essential. Using Common Planning Time may be an option for looking at student work to determine next steps in instruction, as well as offer collaboration opportunities for teachers. BPS Gr1 Opinion Writing Unit 4 Guiding Questions and Big Ideas §
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Mid-­Unit Assessment End of Unit Assessment (Performance Task) Content Connections What is opinion writing? What does opinion text look like? Why is it important to be able to convince an audience? How can I organize my ideas to write convincingly? As primary learners become aware of the world around them, writing experiences with real life applications play an integral part in the development of their writing skills. Young children have ideas, desires and opinions, just waiting to be expressed. When we equip children with the tools to bring these expressions to fruition, our students become empowered as writers. Opinion Letters Individual Book Reviews On-­‐Demand Performance Task (optional) Reading Streets: Persuasive Writing with Prompts Science & Social Studies Topics-­‐Book Reviews BPS Gr1 Opinion Writing Unit 5 Secondary Texts BPS Gr1 Opinion Writing Unit Curious George by Margret Rey “Mother Doesn’t Want A Dog,” by Judith Viorst (poem) Book Reviews By Kids For Kids: spaghettibookclub.org Letters: Time For Kids First Grade Kit: “Exploring Writing” Reading Street Background Building Songbook: “Please Get Me A Pet” Green Eggs and Ham by Dr. Seuss I Wanna New Room by Karen Kaufman Orloff Cereal Boxes and Commercials (examples: Cap’n Crunch and Cap’n Crunch Babysitter) Magazine and Newspaper Movie Ads Family Travel & Restaurant Reviews written by Kids: kidstellit.com 6 Calendared Curriculum Map: Unit at a Glance Lesson (This unit is approximately 6 weeks or 29 sessions of instruction) Lesson Title Lesson 1 Introduction to Opinion Writing: Facts and Opinions Lesson 2 Fact or Opinion Review: Creating A Topics Chart Lesson 3 Opinion Text: What Does It Look Like? Lesson 4 What Does It Mean to Convince? Read Aloud and Story Mapping BPS Gr1 Opinion Writing Unit Long-­Term Learning Targets Supporting Learning (Based on 2011 MCF) Targets § I can write opinion pieces where I § I can recite the Facts and introduce the topic and state an Opinion Chant. opinion (W1.1). § I can work in student § I can work in pairs to follow pairs, categorizing items agreed upon rules for discussion on sentence strips as facts (SL1.1). or opinions. § I can write opinion pieces where I § I can recite the Fact and introduce the topic and state an Opinion Chant. opinion (W1.1). § I can write one fact and one opinion using the Topics chart. § I can write opinion pieces where I § I can learn the Persuasive introduce the topic and state an Writers Chant. opinion (W1.1). § I can explore a variety of text, making connections to the Opinion Writers and Facts and Opinion Chants. § I can describe the characters in a § I can listen to the story I story using key details (RS1.3). Wanna Iguana. § I can complete a whole class story map, identifying the main On-­Going Assessment Observation Checklist Observation Checklist Observation Checklist 7 Lesson 5 Lesson 6 Read Aloud, Story Mapping, Reasons and Examples Word Choice: Convincng Words and Linking Words •
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Lesson 7 Opinion Letter Writing §
I can describe the characters in a story using key details (RS1.3) • I can write opinion pieces where I introduce the topic, state an opinion, and supply a reason for the opinion (W1.1). •
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I can sort words into categories to gain a sense of what the categories mean (L1.5). I can use words and phrases §
acquired through conversations, reading, and being read to, to show simple relationships (L1.6). I can write opinion pieces where §
I introduce the topic and state an opinion (W1.1). §
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BPS Gr1 Opinion Writing Unit character, what the main character wants and what the main character says or does to convince others. I can listen to the story Earrings. I can complete individual story maps. I can identify reasons and examples that support persuasive opinion in the story. I can identify convincing and linking words when listening to text read aloud. I can listen to excerpts from Earrings and I Wanna Iguana. I can listen to Click, Clack, Moo: Cows That Type. I can brainstorm a list of topics. I can create individual lists of topics. Observation Checklist Written Product Observation Observation Checklist Anecdotal Note-­‐Taking Written Product 8 Lesson 8 Opinion Letter Writing: Using an OREO graphic organizer. Opinion Letter Writing: Choosing A Whole Class Topic §
Lesson 10 Opinion Letter Writing : Drafting §
Lesson 11 Opinion Letter Writing: Conferencing & Revising §
Lesson 9 Lesson 12 Opinion Letter Writing: Editing and Publishing BPS Gr1 Opinion Writing Unit I can describe the characters in a story using key details (RS1.3). §
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I can write opinion pieces where I introduce the topic and state an opinion (W1.1). §
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I can write opinion pieces where I introduce the topic and state an opinion (W1.1). I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). §
§ I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). §
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I can identify Parts of A Letter. I can learn how to use the OREO graphic organizer. I can participate in choosing a whole class topic with my peers. I can use the OREO Graphic Organizer as I write letters. I can compose a first draft of an opinion letter using my graphic organizer. I can work with a partner, collaborating in the revision process, using the Revision Checklist. I can confer with the teacher and revise letters as needed. Teacher Questioning/ Dialogue Student Response Observations Looking At Student Work Observations Looking At Student Work Performance on Individual Writing Samples Growth Over Time Participation In the Writing Process Skill in Revising & Editing I can show that I know the Performance on conventions of standard Individual Writing English capitalization, Samples punctuation and spelling Growth Over Time when writing, using the Participation in the 9 § I can show that I know the conventions of English grammar, capitalization, punctuation, and spelling when writing (L1.1, L1.2). § I can read grade-­‐level text orally with accuracy, appropriate rate, and expression (R1.4b). §
Lesson 13 Opinion Letter Writing: Student Share Lesson 14 Opinion Letter Writing: Choosing My Own Topic §
I can write opinion pieces where I introduce the topic and state an opinion (W1.1). Lesson 15 Opinion Letter Writing: First Draft §
I can write opinion pieces where §
I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). BPS Gr1 Opinion Writing Unit §
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Editing Checklist. Writing Process I can write my published Skill in Revising & copy of my letter using the Editing letter template. I can read my Opinion Letter to the intended audience. Performance on Individual Writing Samples Growth Over Time Participation in the Writing Process Skill in Revising/Editing I can choose my own topic. Performance on I can use a graphic Individual Writing organizer to make a plan Samples and organize my ideas. Growth Over Time Participation In the Writing Process I can compose a first draft Performance on of a letter using my Individual Writing graphic organizer. Samples Growth Over Time Participation In the Writing Process Skill in Revising and Editing 10 Lesson 16 Opinion Letter Writing: Conferencing and Revising §
I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Lesson 17 Opinion Letter Writing: Editing and Publishing §
I can show that I know the conventions of English grammar, capitalization, punctuation, and spelling when writing (L1.1, L1.2). Lesson 18 Opinion Letter Writing: Student Share §
I can read grade-­‐level text orally with accuracy, appropriate rate, and expression (R1.4b). Lesson 19 Introduction to Book Reviews: Summarizing A Story §
I can retell stories, including key details, and demonstrate understanding (RL1.2). BPS Gr1 Opinion Writing Unit I can work with a partner, collaborating in the revision process, using the Revision Checklist. § I can confer with teacher and revise letters as needed. § I can show that I know the conventions of standard English capitalization, punctuation and spelling when writing, using the Editing Checklist. § I can publish my letter using the letter template. § I can read my Opinion Letters to my classmates. §
§ I can summarize I Wanna Iguana. § I can listen to the story Don’t Let The Pigeon Drive the Bus. Performance on Individual Writing Samples Growth Over Time Participation in the Writing Process Performance on Individual Writing Samples Growth Over Time Participation in the Writing Process Skill in Revising & Editing Performance on Individual Writing Samples Growth Over Time Participation In the Writing Process Performance on Individual Writing Samples Growth Over Time Participation In the 11 Lesson 20 Whole Class Book Review…from Start to Finish §
I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Lesson 21 Book Review Organizer: Getting Started §
I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Lesson 22 Book Review: First Draft §
I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). BPS Gr1 Opinion Writing Unit § I can work in a group, collaborate with my peers and summarize the story. § I can listen to the read aloud Hey, Little Ant. § I can “share the pen,” completing a whole class Book Review of Hey, Little Ant. § I can organize, draft, revise, and edit my writing. § I can complete an individual Book Review Organizer. Writing Process Skill in Revising and Editing Performance on Individual Writing Samples Growth Over Time Participation in the Writing Process Skill in Revising & Editing Performance on Individual Writing Samples Growth Over Time Participation in the Writing Process Skill in Revising and Editing § I can use my Book Review Performance on Organizer to write my first Individual Writing draft. Samples Growth Over Time Participation in the Writing Process 12 Skill in Revising and Editing Lesson 23 Book Review: Revision §
I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Lesson 24 Book Review: Editing and Publishing §
I can show that I know the conventions of English grammar, capitalization, punctuation, and spelling when writing (L1.1, L1.2). Lesson 25 Book Review Organizer Part II: I Can Choose A Book to Review BPS Gr1 Opinion Writing Unit §
I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). § I can use the Revision Checklist to help me plan for revision. § I can listen to a second read aloud of Can I Keep Him? to find more information. § I can confer with partner and teacher to think critically about my writing. § I can show that I know the conventions of standard English capitalization, punctuation and spelling when writing, using the Editing Checklist. §
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I can choose a book to review. I can complete an individual Book Review Organizer. Participation in the Writing Process Skill in Revising and Editing Performance on Individual Writing Samples Growth Over Time Participation In the Writing Process Skill in Revising and Editing Performance on Individual Writing Samples Growth Over Time Participation in the 13 Lesson 26 Book Review: Drafting §
I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Lesson 27 Book Review: Conferencing and Revision §
I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Lesson 28 Book Review: Editing §
I can show that I know the conventions of English grammar, capitalization, punctuation, and spelling when writing (L1.1, L1.2). BPS Gr1 Opinion Writing Unit Writing Process Skill in Revising and Editing § I can draft a book review Performance on using my graphic Individual Writing organizer. Samples § I can add new thinking to Growth Over Time my Book Review as I draft. Participation in the Writing Process Skill in Revising/Editing § I can confer with my Performance on writing partner to think Individual Writing critically about my writing Samples and make revisions. Growth Over Time Participation in the Writing Process Skill in Revising and Editing § I can show that I know the Skill in Revising and conventions of standard Editing English capitalization, punctuation and spelling when writing, using the Editing Checklist. § I can match nouns and verbs. 14 Lesson 29 Book Review: Share and Writers Celebration §
I can read grade-­‐level text orally with accuracy, appropriate rate, and expression (R1.4b). §
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Optional On-­‐Demand Extensions Performance Task §
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I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). I can show that I know the conventions of English grammar, capitalization, punctuation, and spelling when writing (L1.1, L1.2). §
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I can share my book reviews with my classmates. I can celebrate my writing with my classmates and family. I can show what I’ve learned about Opinion Writing. I can show what I know about using Language Conventions. Performance on Individual Writing Samples Growth Over Time Participation In the Writing Process Skill in Revising and Editing BPS Gr1 Opinion Writing Unit 15 Gr1 Model Writing Unit: Opinion Writing Lesson 1: Introduction to Opinion Writing: Facts and Opinions Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can work in pairs to follow agreed upon rules for discussion (SL1.1). § I can write opinion pieces where I introduce the topic and state an opinion (W1.1). Supporting Learning Targets On-­Going Assessments § I can recite the Facts and Opinion Chant. § Observation Checklist § I can work in pairs, categorizing sentences strips as Facts or Opinions. Agenda Teaching Notes 1. Opening (20 minutes) Optional: Family Share Journal 2. Work Time (35 minutes) A Family Share Journal is used periodically in this unit. It captures 3. Closing and Assessment (5 minutes) snapshots of student learning with prompts, drawings, student and 4. Homework (3 minutes) parent responses. Preprinted labels can be used to expedite teacher prep time. The Family Share Journal can serve as tangible, creative evidence of two-­‐way communication between home and school. (This Journal is used in all curricular areas.) There is a stated connection to Reading Street unit 1.4 in this lesson. If you are not using Reading Street, determine another non-­‐fiction context that can replace this reference. Lesson Vocabulary Materials § Statements § Facts or Opinion Chant Anchor Chart (see Appendix) § Facts § Fact and Opinion picture sentence strips § Opinions § Facts and Opinion category toppers § Convince § Fact and Opinion T Chart: drawn on board or on chart paper BPS Gr1 Opinion Writing Unit 16 Index cards/sentence strips with vocabulary words printed on them Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Place index cards/sentence strips with vocabulary words on them in a students to restate the targets in their own words. prominent place to refer to in the § The teacher will then begin the lesson with an overview of the Opinion Writing Unit: future, and allowing students to use “Today we will begin a new unit of study, ‘Opinion Writing!’(Teacher holds up and reference themselves. vocabulary card: Convince.) “If you know what the word ‘convince’ means, raise your hand.” (The teacher will elicit a response from the students and then give a definition of the word convince, To get someone to agree with your way of thinking.) § Teacher: “When writers write to convince, they use both Facts and Opinions. We have written informational books, like our Dinosaur Facts book, after we read ‘Mr. Bones: Dinosaur Hunter’ (Reading Street, unit 1.4).” § Teacher: “Raise your hand and tell me one dinosaur Fact.” (The teacher can call on three to four students to state dinosaur facts.) Teacher: “ You just named several dinosaur facts!” Teacher continues, “If we were going to say, ‘What is a Fact?’ (Teacher holds up the vocabulary card. “We could say: ‘A fact is a true statement that you can prove.’ How do we know that a fact is a fact?” (Students may respond with answers like, ‘It’s in an encyclopedia,’ or, ‘I have seen it with my own eyes,’ or ‘I saw photographs of it in a book.’) § The Fact or Opinion Chant can be enhanced by the students and Teacher § Teacher: “ Now, let’s look at our next vocabulary word-­‐ (teacher holds up vocabulary creating body/hand movements to card-­‐ Opinion -­‐-­‐ and defines the word.) “An opinion is a statement, of what you think make this a kinesthetic experience. about someone or something. Does anyone have an opinion about dinosaurs?” (Teacher will elicit 3 to 4 responses, an example might be “Dinosaurs are scary creatures.”) § Teacher continues, “To write convincingly, writers use both Facts and Opinion. For an §
BPS Gr1 Opinion Writing Unit 17 Opinion to be believable or convincing, it needs to be backed up with reasons or facts. People have opinions about things, and these reasons are the ‘becauses’ behind the opinions that help others understand.” § Teacher: “Today we will learn the Fact or Opinion Chant.” See Appendix for the Chant. (The teacher will go through the chant, stanza by stanza, using call and response as the students learn the chant. After reciting the chant a few times, students will move into Work Time.) Work Time § Teacher: “Boys and girls you will notice on the whiteboard that we have a Fact and Opinion T Chart. We will pair off for partners, and each group of two will be given one sentence strip, which has a Fact or an Opinion. Partners, you will work together to decide where your sentence strip will be placed, Fact or Opinion. You will need to be able to explain what you think. Be prepared to come up to the front and read your sentence strip and place it in the correct column on the whiteboard. (Students are grouped in pairs. The teacher will distribute the sentence strips. The teacher will circulate and observe students as they read from their sentence strips and decide which heading they will place it under.) § After 5 minutes, the teacher will begin calling student pairs up to the whiteboard. After each student pair reads their sentence strip aloud, the class will chant:“ Fact or Opinion…Fact, Fact…. or Opinion?” If the pair states that the sentence strip is a Fact, the teacher will ask the student pair, “ How can you prove it? If the pair states that the sentence strip is an Opinion, the teacher will ask the student pair, “How do you know this is an Opinion?” § After all student pairs have read their sentence strips and placed them in the correct column of the T Chart, the teacher will summarize the learning targets. Closing and Assessment BPS Gr1 Opinion Writing Unit Meeting Students’ Needs § Modifications and accommodations according to the individual needs of the students. Meeting Students’ Needs 18 § Teacher: Today we learned the Facts or Opinion Chant and we were able to identify statements as Facts or Opinions. For Homework I’d like you to continue to think about Facts and Opinions. You will recite the Fact & Opinion Chant to a family member. Ask them to give you an example of a Fact and then an example of an Opinion. Homework § Recite the Fact and Opinion Chant at home. (A copy can be stapled in the Family Share Journal.) BPS Gr1 Opinion Writing Unit Perhaps print out the chart to give to students to bring home with them to help them with the chant. Meeting Students’ Needs 19 Gr1 Model Writing Unit: Opinion Writing Lesson 2: Facts or Opinion Review: Creating A Topics Chart Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion (W1.1). Supporting Learning Targets On-­Going Assessments § I can recite the Fact and Opinion Chant. § Observation Checklist § I can write at least one fact and one opinion using the Topics chart. Agenda Teaching Notes 1. Opening (10 minutes) Observation Checklist (see Appendix): The teacher will use this 2. Work Time (30 minutes) ongoing assessment tool, to monitor student progress toward 3. Closing and Assessment (5 minutes) reaching learning targets. Checklists and Anecdotal Note-­‐taking 4. Homework (3 minutes) helps the teacher recognize student-­‐learning needs, subsequently informing instruction. Front-­‐loading key vocabulary prior to the lesson can help students who have difficulty accessing language. A ten-­‐minute mini lesson while children are engaged in before schoolwork activities or breakfast is a practical use of teacher time for implementing interventions and support. Lesson Vocabulary Materials § Fact § Fact or Opinion Chant Anchor Chart § Topic § Fact and Opinion sentence strips (from the previous day) § Opinion § Chart Paper (for Topics List) § Purpose § Fact and Opinion Activity Sheet Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Front-­‐loading key vocabulary prior to BPS Gr1 Opinion Writing Unit 20 students to restate the targets in their own words. § Teacher: “During our last lesson, what did we learn from our Facts or Opinion Chant?” The teacher will probe, eliciting responses in which the students define facts and opinions, using the chant chart, or from memory. § Teacher: “Writers always write with a purpose. A purpose is the reason why you do something. Writers write to share what they think about something. When writing convincingly, a writer explains what they think about something in order to change people’s minds. That ‘something’ writers write about is called a Topic. Can you all say that word ‘Topic!’ (Teacher writes the word Topics on a chart paper.) § Teacher: “As you look at our Facts and Opinion T Chart, let’s see if we can name the topic after reading each sentence strip that we talked about yesterday. (Teacher and students will read each sentence strip and determine topics that for each statement.) § Examples from sentence strips: Dinosaurs are scary. Q: Topic? A: Scary Creatures, Dinosaurs. The Moon Festival is celebrated in China every year. Q: Topic? A: Holidays. § When all of the strips have been read, the teacher will say, “Now, we have a list of “Topics.” Let’s add a few more to the list. After a few more topics are added to the list, the teacher will proceed to Work Time. Work Time § Teacher: “We have a list of topics. Let’s read each topic aloud.” After this, the teacher adds, “Turn and tell a partner what topic you are interested in. If you’re interested in a topic not on the list, feel free to add it.” Teacher will circulate, listening in to students’ responses. Allowing for about a minute for students to share their topics, Teacher will then give the signal, saying, “One, two, three, eyes on me.” Students respond with: “One, two. Eyes on you.” § Teacher then calls on one or two students to share out on topics that they were interested in. BPS Gr1 Opinion Writing Unit §
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the lesson is helpful to many language learners: pre-­‐teach the vocabulary to the students who need support in language acquisition. Create vocabulary word cards that include visuals, such as pictures portraying the meaning of the word. Some students may need some more review or learning about what ‘purpose’ means. Use examples of purposes that pertain to a student’s life, such as what is the purpose of a school bus? What is the purpose of food? Meeting Students’ Needs The teacher will make modifications and accommodations according to the individual needs of the students. 21 Teacher: “Opinion writers have a topic that they know about. To convince others, writers have facts that go with their opinion.” Teacher holds up the Fact and Opinion activity sheet. Teacher continues: “You will choose a topic and write down at least one fact and one opinion on the activity sheet at your tables. If you can write more than that, great! Write as much as you can. We will come back to the carpet in a bit, and share our Facts and Opinions.” § As students begin the Activity Sheet, the teacher will use the Observation Checklist. The teacher will also support students who might have difficulty in choosing a topic or writing their fact or opinion. If/when students complete one Activity Sheet for a topic, they can move on to another topic and work on an Activity Sheet for that too. Closing and Assessment Upon direction from the Teacher, students will move to the carpet, ready to share their Activity Sheets. Teacher can arrange students with partners, or in small groups, to share their Activity Sheets with each other. The Teacher will move around the area, listening in and assessing students as they share. Homework Students will share their Fact and Opinion Activity Sheet with a family member at home. §
BPS Gr1 Opinion Writing Unit Meeting Students’ Needs Meeting Students’ Needs 22 Gr1 Model Writing Unit: Opinion Writing Lesson 3: Convincing Text: What Does It Look Like? Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion (W1.1). Supporting Learning Targets On-­Going Assessments § I can learn the Opinion Writers Chant. § Observation Checklist § I can explore a variety of opinion texts. § I can make connections to the Opinion Writers and Facts and Opinion Chants. Agenda Teaching Notes 1. Opening (15 minutes) The teacher will compile or create the following opinion text samples 2. Work Time (30 minutes) prior to teaching the lesson: “Mother Doesn’t Want A Dog,” by Judith Viorst (poem) 3. Closing and Assessment (30 minutes) done the following Book Reviews By Kids For Kids: spaghettibookclub.org day Letters: Time For Kids First Grade Kit: “Exploring Writing” 4. Homework Reading Street Background Building Songbook: “Please Get Me A Pet” Green Eggs and Ham by Dr. Seuss I Wanna New Room by Karen Kaufman Orloff Cereal Boxes and Commercials (examples: Cap’n Crunch and Cap’n Crunch Babysitter) Magazine and Newspaper Movie Ads Family Travel & Restaurant Reviews written by Kids: kidstellit.com BPS Gr1 Opinion Writing Unit The teacher can determine how many examples of text per table will be needed. In this lesson, students will be learning the Fact and Opinion Chant. Children can use body language to make learning multimodal. For opinion, children point to themselves/pat their chest. For fact, children make one hand flat palm up and one into a fist. Children then hit their fist hand into their flat hand (like a judge would hit a gavel). 23 The Teacher needs to make the connection that facts are presented in court to the judge, with no opinions. This body movement can be used at all times when talking about fact and opinion and can help learners who need movement breaks. Note that this lesson’s purpose is for students to explore the world of opinion text, looking at a variety of mediums. This knowledge will be used across the unit as students learn how to write letters and book reviews. Lesson Vocabulary Materials § Text § A variety of examples of opinion text: Book reviews; Books; § Book Reviews Letters; Poems; Cereal boxes (see Teaching Notes above) § Packaging products § Text Recording Sheet (see Appendix), this can be created on § Purpose chart paper (one for each small group), offering the possibility of doing a gallery share for the closing, or as an extension of this lesson to the next day. § Ipads/laptops Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § The teacher will make modifications and accommodations according to the students to restate the targets in their own words.
individual needs of the students. § Teacher: “Opinion writers have a purpose when writing. We are going to learn the § Have the chant written up on chart Opinion Writer’s Chant today and this chant is about why writers write about their paper, on the whiteboard, for students to opinions. We will also look at different ways that writers use opinion text. We will look at see the words they are chanting. a letter, a poem, books, book reviews and, even cereal packaging!” § Also helpful is to have pre-­‐printed cards § Teacher: “Let’s begin with our chant. I will call out the line of the chant, and then you will (index cards) or sentence strips of the vocabulary words ready to refer to when respond by repeating that line. Here we go!” (This manner of chanting is called Call and introducing the word. Include visuals Response.)
for these words to give support to ELL § T: As an opinion writer,
students. BPS Gr1 Opinion Writing Unit 24 § S: As an opinion writer
§ T: I will p e r s u a d e someone.
§ S: I will p e r s u a d e someone.
§ T: I will c o n v I n c e someone
§ S: I will c o n v I n c e someone
§ T: About something,
§ S: About something
§ T: That’s important to me
§ S: That’s important to me.
§ T: Using facts and opinions, Facts, facts and opinions.
§ S: Using facts and opinions, facts, facts and opinions.
§ Teacher: Great job! Work Time § Teacher: “On each table there is a sample of opinion text. What is text? (Teacher gives students a brief time to do this quick turn and talk. Teacher can/should listen in to their responses, selecting student/s who can share out their thoughts. Then, after some students have shared their thoughts/guesses, the Teacher continues,) Text can have two meanings: Any written or printed words, like books, poems, signs. And also sending printed words to someone on a phone, as in a text message. Which meaning do you think I am using, when I say, “There are samples of opinion text on each table? “ (The teacher will then walk to each table holding up the text sample, giving a brief description of each… Book Review, Poem, Letter, Book & cereal box.) When holding up the cereal box the teacher will say: “A cereal box? Why would a cereal box be an example of text that convinces? (The teacher will give an explanation, if students are unable to make the connection of a company trying to convince people to buy their cereal. ) § “Group One will look at a poem. Group Two will look at a book review. Group Three will BPS Gr1 Opinion Writing Unit Meeting Students’ Needs § Teacher will provide support by reiterating the questions in the activity, then continuing to ask probing questions to get students thinking about: What is important to the writer? What does the writer want? What facts does the writer use to persuade someone? What opinions does the writer have that they wish to explain? § Examples: Why did the writer write the book review? Does the poet have clear ideas about how they feel? Why would an advertiser write these words on a 25 look at a letter. Group Four will look at a cereal box. Each group will discuss how the cereal box? writer is trying to convince someone about something that’s important to them. One § To support all learners, but especially friend in the group will fill out this Opinion Text Recording Sheet (Teacher holds up those that are visual learners, write the recording sheet.) First, write your names on the paper. Next look at the example of questions from the Persuasive Text ‘opinion text.’ Then answer these questions: What is important to the writer? What does Recording Sheet onto chart paper and the writer want? What facts does the writer use to convince someone? What opinions post prominently, so that students can does the writer use to persuade someone? look at it during the Work Time. § Teacher: “I will circle around to each group as you look at the text and fill out your Text Recording Sheets. We will come together in a circle and share in 20 minutes. § (The teacher will observe and support each group, noting the conversations the students are having; noting if students are able to identify facts and opinions in the text.) Closing and Assessment (Next Day) Meeting Students’ Needs This lesson needs Closure, however, by this time, the lesson has gone on for a while. We suggest that the Closing be done the following day, as an additional lesson. This way, students can become acquainted with all the mediums used for opinion writing. On day two, the Teacher will need to place the chart papers for each group on the walls of the classroom. Be sure to space the charts far enough apart so that the small groups can work together to read the chart and have a short discussion. Teacher will introduce the idea of a Gallery Share (looking at other groups’ work on the charts spaced around the room, sort of like an art gallery), where the small groups established the day before will travel to read the other groups’ charts, identifying what is the same and what is different about the texts. Give the groups approximately 6 minutes per chart (to read and discuss), then ask the groups to move on to the next chart, and so on until all the groups have moved through the “Gallery.” Once the groups have cycled through the gallery, ask students to come to the rug. The Teacher will engage the class with the following questions, “In what ways did the texts convince the reader? What are the similarities between the texts/ What are the differences?” The BPS Gr1 Opinion Writing Unit 26 Teacher can use Turn and Talk for each of the questions, or have the small groups report out to the rest of the class what they noticed. Teacher may scribe the findings of the class on chart paper. The teacher will assess students using the Observation Checklist.
Homework BPS Gr1 Opinion Writing Unit Meeting Students’ Needs 27 Gr1 Model Writing Unit: Opinion Writing Lesson 4: What Does It Mean to Convince? Read Aloud and Story Mapping Long-­Term Learning Targets (based on 2011 MCF) § I can describe the characters in a story using key details (RS1.3). Supporting Learning Targets On-­Going Assessments § I can listen to the story I Wanna Iguana by Karen Kaufman Observation Checklist Orloff. § I can complete a whole class story map, identifying the main character, what the main character wants, and what the main character says or does to convince others. Agenda Teaching Notes 1. Opening, includes Read Aloud (10 minutes) Pre-­‐read the story. Highlight Tier 2 vocabulary that will need to be 2. Work Time (20 minutes) defined: 3. Closing and Assessment (5 minutes) Sensitive: aware of and understanding the feelings of others. 4. Homework (3 minutes) Compassionate: showing concern about others Mature: older, grown-­‐up. Trial basis: to try something out, sample it; to see if it works out before keeping it. See Appendix pages for visual supports. Lesson Vocabulary Materials § Sensitive § I Wanna Iguana by Karen Kaufman Orloff § Compassionate § Opinion Text Story Map copies for students(Appendix) § Mature § Anchor Chart of Story Map § Trial basis (defined within the story) § I Wanna … Activity Sheet (Appendix) Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Teacher will make modifications and students to restate the targets in their own words. accommodations, according to the BPS Gr1 Opinion Writing Unit 28 § Teacher: During our last lesson, we looked at different examples of opinion text. Today, individual needs of the students. you will listen to the story I Wanna Iguana by Karen Kaufman Orloff. As I read the story I want you to think about: What is the topic of this story (you may need to review the vocabulary word ‘topic’ from Lesson 2)? Who is the main character? What does the main character want? What does the main character say or do convince others in the story? Another question to think about is, how is the main character using writing to convince? (Encourage students to pull in the learning about opinion text from the previous day’s lesson. § Teacher reads aloud I Wanna Iguana to the class. Work Time Meeting Students’ Needs § Teacher: “Today we are going to complete a Story Map together. Looking on this chart, § Frontloading key vocabulary prior to the what is the first thing that I should do? “ (Student response: Write my name.) lesson can help students who have § Teacher: “Let’s read the story map aloud together. “(Teacher points to the story map as difficulty-­‐accessing language. A ten-­‐
the students read each section aloud.) minute mini lesson while children are § The Teacher will then send off the students to complete the story map. Students could engaged in before schoolwork activities work in pairs, or independently. or breakfast is a practical use of teacher time for implementing interventions and support. § A pre-­‐read of the story can orient language learners. Closing and Assessment Meeting Students’ Needs § Teacher calls students back to the meeting area for the purpose of reviewing the work performed. Students should bring their maps with them. Teacher could ask questions like: What made Alex’s parents finally change their mind? (What does Alex say or do to convince his parents?) § As the students discuss all of Alex’s points of argument, the teacher will observe and note BPS Gr1 Opinion Writing Unit 29 student reasoning and comments, using the Story Map Anchor Chart. Homework I Wanna… Activity Sheet. Ask students to choose a pet that they would like to have, and then write three reasons why they should have the pet, using facts and evidence. BPS Gr1 Opinion Writing Unit Meeting Students’ Needs 30 Gr1 Model Writing Unit: Opinion Writing Lesson 5: Read Aloud, Story Mapping, and Exploring Reasons and Examples Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can describe the characters in a story using key details (RS1.3). § I can write opinion pieces where I introduce the topic, state an opinion, and supply a reason for the opinion (W1.1). Supporting Learning Targets On-­Going Assessments § I can listen to the story Earrings by Judith Viorst. Observation Checklist § I can complete individual story maps. Written Product § I can identify reasons and examples that support an opinion in the story. Agenda Teaching Notes 1. Opening (10 minutes) Pre-­‐read the story, and identify and highlight Tier 2-­‐3 Vocabulary. 2. Work Time (20 minutes) 3. Closing and Assessment (5 minutes) 4. Homework (3 minutes) Lesson Vocabulary Materials § Mature § Completed whole class story map on anchor chart § Premature § Earrings by Judith Viorst (helpful to have multiple copies) § Inappropriate § Opinion Text Story Map § Posture § (Homework) Family Share Activity Sheet Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § The teacher may choose to front load students to restate the targets in their own words. Tier 2 and 3 vocabulary words prior to § Teacher: “During our last lesson, I read I Wanna Iguana by Karen Kaufman Orloff. Then the read aloud, according to student we completed an Opinion Text Story Map together as a class. As I read the story, what needs. did I ask you to think about? (Student response: Who is the main character? What does § Mature: older, grown-­‐up the main character want? What does the main character say or do to help persuade § Premature: happening or done before others?) the usual or proper time; too early BPS Gr1 Opinion Writing Unit 31 § Teacher: During our read aloud today, I want you to think about these questions again. (The teacher can point to the Story Map on chart paper, as the students read the questions together.) § Teacher: “Our story today is about a girl who wants pierced ears. I will read the story Earrings by Judith Viorst. Then, you will go back to your tables and complete a Story Map. “ § After the read aloud, the teacher will direct the students to go back to their tables and complete the story map. Again, the Teacher decides whether to have students work collaboratively or independently. Work Time § The teacher will circulate around the room, observing students and asking questions that will promote detailed writing as well as provide support. Sample Questions: Does the main character give reasons why she wants pierced ears and earrings? What are they? § Teacher may reread some passages of the story aloud as he/she circulates around the room. Closing and Assessment § The Teacher asks some questions (such as: Explain what the girl says or does to persuade her parents to allow her to get pierced ears) to get students to provide some evidence from the story. A turn and talk to an elbow partner would be a good way to involve all children as well as offer opportunity for the teacher to listen in and assess for understanding. BPS Gr1 Opinion Writing Unit § Inappropriate: not proper; unacceptable. § Posture: how someone positions or holds their body. § See Appendix for visual support. § An engaging method to reinforce new vocabulary for all students is to ask students to repeat the definition to their neighbor, or ask students to turn to their neighbor and use the new word in a sentence that shows the meaning of the word. Teachers may need to model this. Meeting Students’ Needs § Teacher will make modifications and accommodations according to the individual needs of the students. § It may be beneficial for each table group to have a copy of Earrings by Judith Viorst, so they can go back into the text to find specific evidence as well as to have the spelling of the words. Meeting Students’ Needs § Teacher will support students by providing a word bank on the whiteboard or at each table. 32 § The teacher will assess students using the Observation Checklist. Homework Family Share Activity Sheet BPS Gr1 Opinion Writing Unit Meeting Students’ Needs 33 Gr1 Model Writing Unit: Opinion Writing Lesson 6: Word Choice: Convincing Words and Linking Words Long-­Term Learning Targets Addressed (based 2011 MCF) § I can sort words into categories to gain a sense of what the categories mean (L1.5). § I can use words and phrases acquired through conversations, reading, and being read to, to show simple relationships (L1.6). Supporting Learning Targets On-­Going Assessment § I can listen to excerpts from the stories Earrings by Judith Observation Checklist Anecdotal Note Taking Viorst and I Wanna Iguana. § I can identify words as convincing or linking words, in a whole class activity. Agenda Teaching Notes 1. Opening (15 minutes) You will need to create small signs for each student for this lesson. 2. Work Time (35 minutes) Using popsicle sticks, use a sharpie to write “Convincing” on a stick 3. Closing and Assessment (10 minutes) for each student. Do the same for Linking. You will need one sign for 4. Homework (3 minutes) each category for each student. You will also need to read through both Earrings and I Wanna Iguana to identify passages with: 1) convincing words/language and 2) linking words/phrases. These passages will be used in the Work Time for students to listen to them read aloud an identify words that are either convincing or linking. It may also be helpful to have some manipulatives (like K’Nex) to illustrate the concept of linking/connecting. This may be particularly helpful to language learners. Lesson Vocabulary Materials § Word Choice § Convincing Words and Linking Words signs that have been § Link(ing) created (see Teaching Notes) § Convincing Words/Linking Words lists (anchor chart) BPS Gr1 Opinion Writing Unit 34 Earrings by Judith Viorst I Wanna Iguana by Karen Kauffman Orloff Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Do a mini-­‐lesson prior to Writer’s students to restate the targets in their own words. Workshop, to introduce key concepts of § Teacher says: “Word choice is exactly what it seems: it’s the intentional choice of words the lesson to students who have to make the meaning you intend. Word Choice is important to writers. It is important difficulty accessing language. when trying to convince someone. The girl in Earrings used both convincing words and § If the teacher opts to pre-­‐teach key linking words when she gave reasons why she should have pierced ears. Today, we are concepts, include the Work Time going to start two lists: a Convincing Word List and a Linking Word List. We will use activity in pre-­‐teaching to students who these lists later when we write our own opinion letters. We can add words to these lists need support with language acquisition. any time we read or hear a word that we think would be a convincing or linking word. § Students may need a visual to help § Teacher continues, “There are a few words on the list to start us off. Let’s read these them understand what “linking” words words together:” do. Have some manipulatives ready to show how to connect one object to Convincing Word List Linking Word List another. could If…then first must and also next supposed to § Teacher begins: “You will each get two small signs on popsicle sticks. (The teacher will hold up a sign asking students to read it… Convincing. Then the teacher will hold up the Linking sign, asking students to read it. The mini signs should be distributed.) §
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BPS Gr1 Opinion Writing Unit 35 Teacher says, “I would like you to pick up your convincing word sign. I am going to read a few passages from Earrings and I Wanna Iguana. If you hear a word that sounds like it is convincing, hold your sign high up. We will add these convincing words to our list. § The teacher will read the following passages: “I want them,” and “I need them.” The teacher can determine how much conversation around the convincing words identified is needed, according to student response. The words want and need are written on the anchor chart. § Teacher says, “Listen carefully to the next passage: “I promise, I promise, I promise… (The word promise is written on the anchor chart for convincing words.) § Teacher then reads an excerpt from I Wanna Iguana: ”I would feed him every day.” “And I would make sure he had enough water.” “And I would clean his cage when it got messy.” “I’ll really, really, really, try to clean my room and the iguana’s cage.” During these readings, students should be responding and lifting the appropriate popsicle sign. Note who is able to recognize convincing words, and who is unable. § Teacher moves on with, “Next, we will look at Linking Words. Writers use linking words to connect opinions and reasons. Pick up your linking word sign and look on the back of it. Right there, there are linking words that I want you to listen for. When you hear a linking word, hold up your sign.” § Teacher reads from Earrings, “My mom and dad keep saying weird things like…Why?” “Because they’d make me look good.” “And because, furthermore, I’d be so proud wearing them.” And then Teacher reads from I Wanna Iguana, “I know you don’t think I should have Mikey Gulligan’s baby iguana when he moves, but here’s why I should.” Students should be raising their sticks for the linking words. § Teacher adds the Linking words to list/anchor chart. Word signs should be collected at the end of the lesson. Work Time Meeting Students’ Needs §
BPS Gr1 Opinion Writing Unit 36 Teacher says, “We’ve done a lot of work on understanding opinion, facts/evidence, reasons, and even some words that can help us. I’m going to give you some time to write on your own. Turn to your neighbor and tell them what you’re thinking about writing today.” § Students will have some ideas, many of them will involve writing letters involving opinions. There may be some students however, who wish to write in different genres (perhaps a personal narrative). This variety is acceptable. Be sure to conference with students to learn of their purpose (and that they understand purpose) and intended audience, as these are concepts introduced in earlier lessons in this unit. Purpose and audience are necessary to all writing tasks and projects. Closing and Assessment Teacher calls the students to the rug/meeting area and asks, “Sit with a partner (or two) and share your writing with them. I’d like all writers and listeners to pay attention to the linking words that are used in the writing that is shared. We will do a quick whole class share of the linking words in 6 minutes.” (The teacher will assess students using the Observation Checklist and circulating, listening in to the conversations.) Homework Convincing Words & Linking Words Activity Sheet Students will circle convincing words in a reading passage and draw a box around linking words (see Appendix for this passage and activity).
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BPS Gr1 Opinion Writing Unit Meeting Students’ Needs Meeting Students’ Needs 37 Gr1 Model Writing Unit: Opinion Writing Lesson 7: Opinion Letter Writing Long-­Term learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion (W1.1). Supporting Learning Targets On-­Going Assessments § I can listen to the story Click, Clack, Moo: Cows That Type by Observations: Anecdotal Note-­‐taking; Student Product Doreen Cronin. Teacher will assess students using the Observation Checklist, looking § I can brainstorm a list of topics. at student work ,and noting student response to questions asked.
§ I can create my own list of topics. Agenda Teaching Notes 1. Opening (10 minutes) 2. Work Time (20 minutes) 3. Closing and Assessment (5 minutes) 4. Homework (3 minutes) Lesson Vocabulary Materials § Typewriter § Book-­Click, Clack, Moo: Cows That Type § Type § chart paper § Neutral party § Student Writing Paper, Folders or Notebooks (according to class § Ultimatum norms) § Family Share Notebooks: Prompt Labels, preprinted and placed in each notebook (see prompt in Closing) § Vocabulary Cards § Ipad or computer to show the YouTube video § Opinion Writers Chant from Lesson 3 (you may have created a chart for this) Opening Meeting Students’ Needs BPS Gr1 Opinion Writing Unit 38 Review the learning targets with students and clarify any vocabulary as needed. Ask students to restate the targets in their own words. § The teacher will recap previously read stories, highlighting how the characters convinced others. Teacher says, “You have listened to two stories in which the main characters were trying to convince others. How did Alex convince his mom in I Wanna Iguana? (students answer). § Teacher continues, “Turn to your partner/neighbor now and give them an example of how the girl tried to convince her parents to allow her to get pierced ears and earrings in the book Earrings.” (Teacher circulates, listening in.) After the students have shared with a partner, ask partnerships to share out (to the whole class) the examples. § Teacher says, “Today, you will listen to the story, Click, Clack, Moo: Cows That Type. Before I begin, raise your hand if you can tell me what the word ‘type’ means.” (After some discussion of the word type and typewriter, the teacher will access the link below on an Ipad/or laptop, giving the students a visual of a person typing. Oympia SM3 deluxe italic manual typewriter -­‐ YouTube § The teacher will read the story, Click, Clack, Moo: Cows That Type. § Next the teacher will ask a series of questions leading into the Work Time portion of the lesson: Who were the main characters in this story? What did they want? Why were electric blankets important to the cows and hens? Whom did the cows and hens have to convince? (Each question should be discussed, and perhaps some re-­‐reading may occur here.) § The teacher will lead a whole class brainstorming of a topics list on chart paper. The teacher could say something like, “The cows and hens wanted something that was important to them, as did Alex in I Wanna Iguana. These characters wrote convincing letters so they could get what they wanted. We are going to write our own convincing letters. To do that, we will begin by brainstorming a list of possible topics, a list of §
BPS Gr1 Opinion Writing Unit §
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Frontload vocabulary Pre-­‐read the story to students who need support in language acquisition Create vocabulary cards to use when introducing the new words. Use cognates (words having the same linguistic derivation, or, words coming from the same original word or root) whenever possible to support students who are ELL in acquiring new vocabulary. Cognates include: neutral/neutro 39 things that are important to us as a class. After we create this class list, you will go back to your tables and begin working on your own list of things you want to change, or of things that you want. This will be a list that you can choose a topic from later on. You will use this list to write your own letters.” § To prompt students, the teacher may say something like, “What is something that we might want to change? That can improve our lives here in first grade? Other ideas? One thing I’m thinking about is that some of our K2 friends are pretty nervous about moving up to first grade. We could convince them that First Grade is the best grade.”(Possible student responses: Longer Recess, Different Choices on the Lunch Menu, Having A Snack Time, First Grade is the Best) § As students brainstorm ideas for what they’d like to change or persuade people on, the teacher write the topics to the chart paper that has been prepared for this purpose. After the class has generated a list of 6-­‐10 topics, the teacher will stop the brainstorming session and move on to the Work Time assignment. Work Time Meeting Students’ Needs § Teacher may say, “Wow! We’ve created a class list of topics to choose from. Now we are § Some students might just get stuck, going to make it personal. It’s going to be all about you, your ideas, what you want, what trying to brainstorm their individual you want to change someone’s thinking about, something that’s important to you. As topics lists. To address this, the teacher you go back to your tables, let’s get a snap going and recite our Writers Chant that we can ask probing questions, such as, learned the other day.” Students snap fingers and go back to their tables reciting this “What are some things that you want to chant (from Lesson 3): do, that maybe your family has said you As a persuasive writer are not old enough?” or, “Are there I will persuade someone, places you would like visit for a family I will convince someone, vacation?” The teacher could have About something labeled photos/illustrations on each That’s Important to me… table, of places and things, to support BPS Gr1 Opinion Writing Unit 40 Using Facts and Opinions… Facts and Opinions, Using Facts and Opinions, Facts and Opinions. § Teacher directs students who have now moved to their tables, “Writers: you will now brainstorm your own topics. Try to get 4 or 5 topics on your papers. When you have finished, take out your Family Share Journals and write your answer to the prompt: Why did the cows and hens write letters to Farmer Brown?” § Students will write on available paper, or in notebooks, according to class norms. § As students begin creating their own lists of topics, the teacher will circulate around the room, observing and providing support. Closing and Assessment § The teacher will call the students back to the carpet with their notebooks (or papers) for a share. Teacher may say, “It looks like we’ve been doing a lot of great thinking around topics to write about! Writers, make groups of 3 or 4 and share your topics. You might find yourself thinking you’d like to add a topic that someone else thought of; do that! You might also find that listening to others’ topics makes you think of something new to add to your list; do that too!” § After a few minutes of small group sharing, Teacher may say, “Great job thinking together! During our next lesson, we will work to choose a topic from our class list and we’ll begin the next steps in writing a letter.” § Teacher will assess students using the Observation Checklist, looking at student work; noting student response to questions asked. Homework Family Share Journal Entry: Why did the cows and hens write letters to Farmer Brown? BPS Gr1 Opinion Writing Unit language learners. Meeting Students’ Needs Meeting Students’ Needs 41 BPS Gr1 Opinion Writing Unit 42 Gr1 Model Writing Unit: Opinion Writing Lesson 8: Opinion Letter Writing Using the OREO Graphic Organizer Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can describe the characters in a story using key details (RS1.3). Supporting Learning Targets On-­Going Assessments § I can identify the Parts of a Letter. Teacher Observation § I can learn how to use the OREO graphic organizer. Teacher Questioning/Dialogue
Agenda Teaching Notes 1. Opening (10 minutes) The Work Time in this lesson involves working as a class on the rug. 2. Work Time (20 minutes) Students will need to have stamina for this. There is some chanting 3. Closing and Assessment (5 minutes) work, which will serve to engage and give some opportunity for 4. Homework (3 minutes) movement. Teachers may consider adding hand or body movements for engagement as well as processing reasons. The Work Time is this lesson is concerned with giving practice time for students to use the OREO graphic organizer. In a sense, this is a reading lesson, as students will have to use examples and evidence from the text to fill in the graphic organizer. Having multiple copies of Earrings! available for students to access is encouraged. The Oreo sharing and eating at the end will be welcome and well-­‐
earned. Optional: Family Share Journal A Family Share Journal is used periodically in this unit. It captures snapshots of student learning with prompts, drawings, and student/parent responses. Preprinted labels can be used to expedite teacher prep time. The Journal goes home each night. The Family Share Journal can serve as tangible, creative evidence of two-­‐way communication between home and school. (This Journal is used in all BPS Gr1 Opinion Writing Unit 43 curricular areas. One day, it’s a writing share, on another day, it’s a math, or reading share.) Lesson Vocabulary Materials § Salutation/Greeting § Written Letter (from Click, Clack, Moo: Cows That Type) on § Body Anchor Chart (Parts of a letter labeled) § Closing § Earrings! by Judith Viorst (multiple copies) § Signature § Packages of Oreo cookies (if you have students who require gluten free products, there is a tasty Oreo-­‐like cookie available called K-­‐Toos made by Kinnikinnick) § OREO Chant Anchor Charts for students to use § OREO Graphic Organizer copied on Anchor Chart § Chart paper (to co-­‐construct the class letter about Earrings) § Family Share Journals with prompt labels (preprinted and applied at the top of a primary notebook page) Preprinted Label: Opinion Writing I learned how to use the OREO graphic organizer today. The word OREO helps me to remember: Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Parallel Teach (provided you have an extra set of adult hands in the students to restate the targets in their own words. classroom.) § Teacher begins the lesson with, “As I mentioned in the last lesson, we will be writing § Using assistive technology, the teacher our own convincing letters! Today, we will review Parts of a Letter and we will learn can provide an alternative graphic how to use a new graphic organizer that will help us write the letter. Let’s begin by organizer. reviewing the Parts of a Letter. (Students have written Friendly Letters during § IPad Apps: Popplet and Kidspiration BPS Gr1 Opinion Writing Unit 44 §
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previous units of study.) Look at the first letter written by the cows in Click, Clack, Moo. Here (pointing) it is displayed on an anchor chart, with each part labeled. During our last lesson, I read Click, Clack, Moo: Cows That Type. We learned that the cows and hens typed convincing letters. Let’s take a look at Parts of A Letter.” (The Teacher and students read each section and labeled Parts of a Letter.) The Teacher continues with, “Great job! Now, let’s focus on what we need to do to get ready to write our own letters. As writers, we know that graphic organizers help us get ready to write. We have used graphic organizers most recently in writing our informational books. Before I show you a new graphic organizer, let’s review what we already know about them. First, turn to your partner and tell them what graphic organizers help us do,” (Students share. Teacher circulates, listening in). “Great! We remember that a graphic organizer helps us plan what to write! Now tell your partner what graphic organizers can look like,” (Students share. Teacher circulates, listening in). After this quick review, Teacher may ask students to come up to the board and show what each graphic organizer looks like (i.e., web, T chart, etc.) so that there is a visual reference.
“Today we are going to use a different organizer. (The teacher holds up packages of Oreos and points to the OREO graphic organizer anchor chart, which has been placed prominently for the lesson.) Oreos are not just good for eating, the word Oreo can also help us to remember how to write a persuasive letter. At the end of this lesson, we will enjoy eating these cookies.” Teacher continues, “I’d like to teach you about the graphic organizer by using a new chant. Let’s get started with our OREO Chant. (The teacher and students will recite the OREO chant using the Call and Response method, used in earlier chants). OREO chant: T: O-­‐REO! BPS Gr1 Opinion Writing Unit 45 S: O-­‐REO! T: O -­‐ O – REO! S: O – O – REO! T: O – REO! S: O – REO! T: O-­‐ O –REO! S: O – O – REO! T: O write your Opinion! S: O write your Opinion! T: R write your Reason! S: R write your Reason! T: E give an Example! S: E give an Example! T: O restate your opinion. Say your opinion in another way (Clap. Clap.) Say your opinion in another way (Clap. Clap.) § S: O restate your opinion. Say your opinion in another way (Clap. Clap.) Say your opinion in another way (Clap. Clap.) § T: O-­‐REO! § S: O-­‐REO! § T: O -­‐ O – REO! § S: O – O – REO! § T: O – REO! § S: O – REO! § T: O-­‐ O –REO! § S: O – O – REO! Work Time §
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BPS Gr1 Opinion Writing Unit Meeting Students’ Needs 46 § Teacher says, “Wow! That was awesome! Now we will use the story Earrings to help us fill out the OREO graphic organizer. As we have discussed in the past, a graphic organizer helps us to organize our ideas, and plan our writing. Now imagine, the main character of Earrings writing a convincing letter to her parents. What is her topic? (Students respond with something like, “Pierced ears and earrings.”) Ok. Let’s work together to create the graphic organizer she would have made to write her letter right now. The girl’s Opinion is…” Teacher calls on students to fill in this on the class chart (they may say something like “I want to have pierced ears.”) § Teacher, “Great job! Now we’ll work in pairs to fill in the graphic organizer using Earrings! You will use the reasons and examples from the story and fill in the graphic organizer. While you are working, I will be coming around to work with you and help.” § Students can work on the rug, or move to tables to do this work. Students may need to use the book Earrings! to find reasons, examples, and evidence. Closing and Assessment § The students will enjoy the Oreo treats as they write in their Family Share Journals. Using the following prompt: I learned how to use the OREO graphic organizer today. The word OREO helps me to remember: Homework Family Share Journal: students will share about how the word OREO helps them to remember how to organize their ideas when writing an opinion letter. BPS Gr1 Opinion Writing Unit § Teacher points to appropriate lines on the chant anchor chart, as the students chant. Meeting Students’ Needs § Teacher will scribe for some students § Word Process graphic organizers and then staple into journal Meeting Students’ Needs 47 Gr1 Model Writing Unit: Opinion Writing Lesson 9: Opinion Letter Writing: Choosing A Whole Class Topic Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion (W1.1). Supporting Learning Targets On-­Going Assessments § I can participate in choosing a whole class topic with my peers. Looking at Student Work
§ I can use the OREO Graphic Organizer as I write letters. Observations Anecdotal Note-­‐Taking
Agenda Teaching Notes 1. Opening (5 minutes) The structure of the Opening involves quite a bit of Teacher-­‐Student 2. Work Time (20minutes) Q and A. You may want to change this up by asking questions of the 3. Closing and Assessment (5 minutes) class and then having students do a “turn and talk” to their elbow 4. Homework (3 minutes) partner. Lesson Vocabulary Materials § OREO Graphic Organizer § Whole Class OREO Graphic Organizer Anchor Chart § OREO Chant Anchor Chart § Word Banks on each table § Convincing and Linking Word Anchor Charts Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Small group review before students students to restate the targets in their own words. work independently § Teacher says, “Today we will choose a topic from our Topics List. (The teacher will ask for a volunteer to use the pointer as the class reads the list. Then, the teacher facilitates a decision by the class on the whole class topic, derived from this list.) § Teacher continues, “Now that we have our topic, we can review how to use our OREO Graphic Organizer.” (Together the students and Teacher recite the OREO Chant.) BPS Gr1 Opinion Writing Unit 48 §
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T: O-­‐REO! S: O-­‐REO! T: O -­‐ O – REO! S: O – O – REO! T: O – REO! S: O – REO! T: O-­‐ O –REO! S: O – O – REO! T: O write your Opinion! S: O write your Opinion! T: R write your Reason! S: R write your Reason! T: E give an Example! S: E give an Example! T: O restate your opinion. Say your opinion in another way (Clap. Clap.) Say your opinion in another way (Clap. Clap.) S: O restate your opinion. Say your opinion in another way (Clap. Clap.) Say your opinion in another way (Clap. Clap.) T: O-­‐REO! S: O-­‐REO! T: O -­‐ O – REO! S: O – O – REO! T: O – REO! S: O – REO! T: O-­‐ O –REO! S: O – O – REO! BPS Gr1 Opinion Writing Unit 49 Using the pointer, the teacher and students will read the OREO Graphic Organizer Anchor Chart. Teacher says something like, “As we look at our anchor chart, what is the first thing that we should do in getting ourselves organized to write a convincing letter?”(Student response: “Write our names.”) § Teacher: “What happens next?” (Student response: “Write the topic.”) § Teacher: What do we do after writing the topic? (Student response: “Write the date.”) § Teacher: “Then what do we do?” (Student response: “Write the greeting.”) § Teacher: “Now, when we come to the body of our letter, what will help us remember what to do?” (Student response: “OREO…Write our opinion.”) § Teacher: “What does the R and E stand for?” (Student response: Reason and Example.”) § Teacher: “Did Alex in I Wanna Iguana, only give his mom one reason and example of why he should be allowed to have a pet iguana? As you fill in your organizers, remember, to give three reasons and examples. § Teacher: “What does the last O in OREO stand for?” (Student response: “Restate your opinion.”) § Teacher: “And what does that mean?” (Student response: “Say your opinion in another way.”) § Teacher: “What are the last two things that we need to do using in using our organizer?” (Student response: “Write the closing and sign our names.”) § Teacher: “Every table has a Convincing Word List and a Linking Words List. As you use your OREO graphic Organizer, think about your word choice. Think about convincing words that you can use, as well as Linking Words when you connect your opinions and reasons why.” Work Time Meeting Students’ Needs §
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Students will go back to their tables and begin organizing their ideas as they fill in the OREO Graphic Organizer. The teacher will circulate around the students and tables, observing and assisting students as needed. Closing and Assessment Students will come back to the carpet with their writing folders and graphic organizers for a share. Assessment of student work is on-­‐going. Homework BPS Gr1 Opinion Writing Unit § The teacher will make modifications and accommodations according to the individual needs of the students. § Alternative graphic organizing tools § Assistive technology such as: Ipads, Popplet App; Kidspiration App Meeting Students’ Needs § Some students may need the teacher to physically, sit or stand near them during sharing time. § Some students may require help reading their organizer. Meeting Students’ Needs Dragon Software 51 Gr1 Model Writing Unit: Opinion Writing Lesson 10: Opinion Letter Writing: Drafting Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion (W1.1). Supporting Learning Targets On-­Going Assessment § I can compose a draft of my opinion letter using a graphic Anecdotal Note-­‐Taking organizer. Observations Looking at Student Work
Agenda Teaching Notes 1. Opening (10 minutes) Based on the positioning of this unit within the context of the year, 2. Work Time (25 minutes) students may have had a myriad of experiences using graphic 3. Closing and Assessment (5 minutes) organizers and writing friendly letters. The teacher can gauge time allotment for modeling as needed. Lesson Vocabulary Materials § Draft § Individual Student Graphic Organizers § Letter Writing Templates on Chart Paper § Student Letter Writing Sheets § OREO Graphic Organizer Anchor Chart/or copy with Document Camera Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Some students may feel overwhelmed, students to restate the targets in their own words. transferring information from the § The teacher will model how to use the OREO graphic organizer, to write the first draft organizer to the letter template. The of a letter. Chart paper, an overhead projector or a document camera can be used. The teacher can work with small groups of teacher will model writing the date, greeting, and first sentence of the body. students who may need guided support § Teacher says, “Today, we will write a first draft of our letters, using the OREO Graphic in getting started. The teacher might BPS Gr1 Opinion Writing Unit 52 §
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Organizers. Why do we call this our ‘first draft’? (This should be a review for the support by saying something like, “What students as they have used the writing process previously. Student response: Because will we write first? Ok, look at your we will make changes when we revise.) organizer. Write the date on the first The Teacher continues, “You know when we write letters, our format (how we set it up line of your template paper.” And then on the paper) is different. Turn and tell your neighbor (partner) how you can use all of moving through the parts of a letter for your organized ideas from the graphic organizer and write it on the letter template?” the structure. (Students should be able to verbalize the steps. Allow a minute or so for students to § A modification to consider might be explain and listen to their partner. Teacher will circulate, listening in to determine combining the two organizers into one whether and who can verbalize the steps. Teacher uses this as an assessment for and using this as the basis for the lesson. understanding.) If you do this, create a new chart that Teacher says, “I’m going to demonstrate to you how to use the graphic organizer to integrates the organizers. write a letter. Now, I will look at my organizer, (The Teacher picks up organizer and § Also helpful for many students, is for the points to the date.) The first thing I want to write is the date. (The teacher writes the Teacher to present a (prepared draft) date on the chart paper.) letter to the class and use it as a model of Teacher says, “Next I will look back at my letter organizer, to see what I will write next. a letter. Be sure to have the class (The teacher points to the Greeting/Salutation.) Ok, it’s time for my Greeting, also identify (and underline with a colored called my Salutation. So I’m writing, ‘Dear First Graders,’ (The teacher writes ‘Dear marker) the opinion sentence. Then First Graders,’ on the chart paper.) Great job!” read through the letter with the class The teacher will then model writing the first sentence of the body, referencing the and identify the supporting reasons, OREO graphic organizer. This will now become an integration of two graphic numbering them 1,2,3, as a visual. This organizers: the letter organizer and the OREO organizer. This is the part that can be can show students how a letter has tricky for students. Basically the OREO becomes the body of the letter. Be sure to incorporated the information from the model each part of the OREO as a complete sentence. The teacher should model how to OREO graphic organizer. write sentences for the OREO components, and then wrap up the letter with the Closing. Teacher continues, “Now it’s your turn to write your own letters. As you go back to your tables, remember to do your best right now with your writing. That means that BPS Gr1 Opinion Writing Unit 53 we are working to hear the parts of words and use the word wall when we need it. As writers, we need to think about what we are writing and how we are writing our words.” Work Time Meeting Students’ Needs § Students will go back to their tables and begin writing their first draft of their letter. § Word processing as needed. § The teacher will circulate around the tables, observing and assisting students. Closing and Assessment Meeting Students’ Needs § Students will come back to the carpet with their first draft and writing folders. To begin, § Teacher/Para/Volunteers as scribe to the Teacher will ask students to turn and share their writing with a neighbor. Students meet individual needs. will share their work. § After the students share, the Teacher says, “Let’s talk about the process. What was hard about this? What was easy? Were you able to follow your plan and write your letters? Did you think of things that you might want to add?” (Students will share their reflections on the process.) Teacher listens and takes notes on the areas students are thinking of to do revisions. § Teacher finishes with, “During our next lesson, you will revise for changes you wish to make to make your letter clear and powerful.” § Teacher will look at student work before the next lesson in preparation for conferencing and revision. (Looking At Student Work record keeping hint: It is recommended that you keep a notebook for looking at student work and conferencing. Designate a few pages for each student. When you look at student work, any notes that you take can be written on post-­‐its and applied to that student’s page. Do the same with anecdotal note taking. There will be ample lines for additional note taking as you conference with each student. § As you are assessing their first drafts ask yourself these questions: o Did the student write a strong letter? (Where are areas of strength? Of weakness?) BPS Gr1 Opinion Writing Unit 54 o Did the student include strong reasons? (Perhaps there is only one strong reason. How can you help this student find other strong reasons?) o Did the student use words/phrases effectively? Did the student utilize linking words/phrases? o Did the student write complete sentences? Varied sentences? o Did the student demonstrate a command of standard English capitalization, punctuation and spelling? What areas of support are needed? (Save this for editing conferences.) § Jot down your observations on the Post Its. During a student conference, focus on just one area (otherwise you can overwhelm the writer). Start with the student rereading their letter. BPS Gr1 Opinion Writing Unit 55 Gr1 Model Writing Unit: Opinion Writing Lesson 11: Revising and Conferencing Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Supporting Learning Targets On-­Going Assessments § I can work with a partner, collaborating in the revision Participation in the Writing Process process, using the Revision Checklist. Skill in Revising or Editing Text § I can confer with the teacher and revise letters as needed. Performance on individual Writing Samples Growth Over Time Agenda Teaching Notes 1. Opening (10 minutes) The teacher will model with a student volunteer, how to use the 2. Work Time (20 minutes) Revision Checklist. Role-­‐play each step. During the revision process, 3. Closing and Assessment (5 minutes) each student will be given the name of their K2 partner, to whom 4. Homework (3 minutes) they will read their letter to during sharing day. This means that every student will revise their Salutation during the Work Time. For partners, you can use several options. If you have previously determined writing partners, continue to use these partners as they have established trust and work patterns. If partners have not been established, then the Teacher can make partners based on personality or on ability. Keep in mind that revision work requires trust and this will be the foundation for all good partnerships. Lesson Vocabulary Materials § Revision § Revision Checklist, (on chart paper) or use Overhead Projector/Document Camera BPS Gr1 Opinion Writing Unit 56 § Sample Letter § Caddies with tape, staplers, and sentence strips for students to add on to their letters during revision § Picture Dictionaries. Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Providing additional support during revision days (shared Paraprofessional, students to restate the targets in their own words. parent volunteers, student teacher) to: § The teacher will begin the lesson introducing how to use the Revision Checklist (which has been used previously) with a partner. The teacher will model how to work with a o Assist students in the revision partner to give feedback and revise using a sample letter on chart paper. process § Teacher says, “Today we will use a Revision Checklist, work with partners, and do o Step by step instructions, providing some conferencing about our writing. Everyone, you will find on your work tables, the support in small sequential steps name of your K2 buddy. This is the student you are writing your letter to.” §
Every table has a caddy with blank § Teacher continues, “Yesterday we drafted our letter. Now that we have our first draft strips to be used if adding to work; a of our letters, it’s time to revise! Turn and tell your writing partner why we might stapler, to staple that strip on your want to revise?” (Student responses might include: We might think of something else paper or tape. to write. We might think of a better way to say something. Maybe we decide to delete something. Or, we have the names of our buddies, so we can revise the greeting.) § Teacher says, “Today we will work with partners, using the Revision Checklist. “ (The Teacher will model partner work with a student volunteer.) “Both you and your partner will have a Revision Checklist and your first draft of your letter. The first step is to decide who will read first.” § Teacher continues, “Next, I want you to remember, always use your ‘honey’ words. These are words that are helpful, not hurtful, as we work together. Think of honey as ‘sweet words that help people.’ For example, after the first partner reads, the second partner can use words like, ‘I like how you…’ or, ‘I like the part where you wrote…. ‘ BPS Gr1 Opinion Writing Unit 57 §
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But as revising partners, we also need to remember that we are to be helpful, to help your partner write clearly and powerfully. Now let’s work together and look at the checklist. If you are the listening partner, it’s your job to read the checklist. You both have a responsibility to help one another as you go through the checklist. If something is not clear, instead of checking off, write a question mark in the check off box. (The student volunteer reads through their letter. Next the teacher reads the checklist. “Included the date,” s/he reads aloud. “Did you include the date?” s/he adds. The reader is also looking at the work to make sure they have included each point. “Ok, we can check it off,” models the Teacher. The following is an example of how this revision conference can go. “The Revision Checklist says, ‘Included the greeting.’ Did you include the greeting?” Yes, I see that you have that. But we need to include the name of your K2 buddy. Let’s add that in. Now it says, ‘Included three reasons and examples.’ “Are there 3? I only see two. We can’t check this off. Let’s think of another reason and an example. (The student volunteer adds a strip of paper, stapling it to the letter with the third reason and example.) The next, item on the Revision Checklist says, ‘I restated my opinion in a different way.’ Did you restate your opinion in a different way? Oh, Yes you did. Two more items to go! It says, ‘I included the closing and my signature. ‘ Did you include both? Oh, no! You forgot to sign your name! (The student volunteer signs their name.) Last point, the Checklist says, ‘My writing makes sense.’ In order to decide, I will need to read the entire letter through. (Teacher models this.) Yes, it makes sense.” Teacher moves out of the role-­‐playing to address the class, “After one student has their turn, going through the Revision Checklist, the partners switch and start again using the other partner’s letter. You may go back to your tables and begin. I will conference with student pairs. Let’s get started writers!” BPS Gr1 Opinion Writing Unit 58 Work Time Meeting Students’ Needs § Students will work in pairs, using the Revision Checklist. § Students will reread their pieces from the previous day with their writing partner. § The teacher will confer with students providing support in the revision process. During conferencing, the teacher will refer to the “Teacher Notebook.” (This notebook, referenced in Lesson 10, allows the teacher to maintain a systematic way of documenting anecdotal and conference notes, as well as a place to record teacher reflections. The Observation Checklist can be reduced in size and stapled either in the front of the notebook or the back. In this notebook there are pages designated for each student. The Teacher has looked at the student work on the previous day, placing Post-­‐
Its on each student page in the “Teacher Notebook,” with observations of revisions the BPS Gr1 Opinion Writing Unit 59 student might want to consider.) § The Teacher begins the conference by asking the student to reread their letter aloud. Next the teacher could give a compliment such as, “I like how you….” This gets the writer and the conference off to a positive start. The teacher can then focus on one area of revision based on teacher observations the day before. § During conferencing, it is important to remember you have 22 (or more) students to conference with. Some, students may not require as much time as others. Pace yourself accordingly. Always be mindful of the time. Try not to go off on tangents. Keep to the one teaching point you wish to make and let the student work on it. (If you determined the previous day, after looking at student work, what the focus point for each student will be, you are well on your way, of successfully working through conferencing with every student.) Closing and Assessment Meeting Students’ Needs Students share out from their tables, highlighting revisions that they made. § Visual Aides to communicate a T: How did working in pairs go today? response: What worked? o Smiley Face….I’m so happy because… (Students reflect. Students should be able to verbalize, positive and maybe negative o Question Mark,,,I’m thinking that interactions with peers; how their partner helped them; gave them ideas; helped them may I should have… think of a more persuasive way of writing an idea…) o Student pairs giving high fives Teacher will assess student work during conferencing. o We worked well together. Visual Aids to support the reluctant speaker: o We helped each other during work time! § These visual aids can be used to help support the student who is reluctant to speak during share and reflection time during the closing of a lesson. BPS Gr1 Opinion Writing Unit 60 ? I’m thinking that maybe I should have… Homework Meeting Students’ Needs BPS Gr1 Opinion Writing Unit 61 BPS Gr1 Opinion Writing Unit 62 Gr1 Model Writing Unit: Opinion Writing Lesson 12: Editing and Publishing Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). § I can show that I know the conventions of English grammar, capitalization, punctuation, and spelling when writing (L1.1, L1.2). Supporting Learning Targets On-­Going Assessments § I can capitalize dates and names of people. Participation in the Writing Process § I can spell untaught words phonetically, drawing on phonemic Skill in Revising or Editing Text awareness and spelling conventions. Performance on individual Writing Samples § I can use commas in dates and to separate single words in a Growth Over Time
series. § I can use the letter template to write my letter. § I can capitalize dates and names of people. § I can use end punctuation for sentences. Agenda Teaching Notes 1. Opening (10 minutes) Be sure to highlight the difference between Revision and Editing. It 2. Work Time (40 minutes) can help students to think of Revision as being about meaning and 3. Closing and Assessment (10 minutes) addressing questions like, ‘Is the meaning clear?’ or, ‘Does this makes 4. Homework (3 minutes) sense?’ Much of revision deals with these questions. This is also the time to build on the student writer’s sense of purpose and audience. ‘Will my readers know what I mean?’ is a good question to consider. Editing, on the other hand, is more about how the piece looks. This is attending to spelling, punctuation, and grammar. In order for a reader to comprehend the piece as it was intended, the piece must adhere to the conventions of standard English, which are the rules that readers and writers follow and understand. BPS Gr1 Opinion Writing Unit 63 Materials § Sample Letter on chart paper (see Opening for an example, or use your own) § Editing Checklist (see Appendix) § Document camera or overhead projector Special Decorative Paper that the letter can be printed on (this can be student created, with stamps and stamp pads or student designed borders. Students create a variety of bordered paper to be used during this unit of study.) § Teachers may create bordered paper from free borders websites. Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Step-­‐by-­‐step instruction; presenting the students to restate the targets in their own words. editing process in small sequential steps. § Teacher then introduces the lesson, “Today we are going to edit and publish our letters! § It can be helpful for the class to read the Let’s do some review to begin. What’s the difference between revising and editing? checklist aloud together from an Turn and tell your elbow partner. (Student response could go something like this: enlarged version (chart or from “Revising is making changes to words and sentences; adding or deleting words or overhead/document camera). sentences. Editing is working on spelling, punctuation, neatness in handwriting.”) Listen § Also helpful is to use students in to partner talk. You need to uncover any misunderstanding here as many times themselves to demonstrate how to use students can confuse revising and editing. the Editing Checklist. This Checklist has § Teacher continues, “We edit our work to make it easy to read, for the reader and for been previously introduced, so having a ourselves. You will use the Editing Checklist to guide you, as you read your letter.” student/s review this can be very § Teacher says, “Let me review for you how to use the Editing Checklist for your writing.” powerful and helpful to students who The teacher will model editing a sample letter using the editing checklist. This can be perhaps have had a hard time grasping done on chart paper, with an overhead projector, or a document camera. “Take a look at how to do it. Lesson Vocabulary § Editing § Publishing BPS Gr1 Opinion Writing Unit 64 §
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this sample letter I have here. The checklist reads, ‘I checked my spelling.’ How do we check spelling?” (Student response: “Looking at the word wall, looking on our word rings, looking at charts and words around the room; using spelling patterns.”) The Teacher continues with, “We use all of those strategies to help us spell words correctly. Another thing we need to remember, as we go through this letter, we need to look to see if our sentences begin with a capital letter. Remember that starting a new sentence with a capital letter tells the reader it’s a new sentence, a new thought. It’s important to keep in mind that writers use their words and their conventions, as instructions to the reader.” Teacher says, “In addition, we can make sure there are … (Teacher points to the spaces between words on the chart). We can also make sure there are…” (Teacher points to punctuation marks). Teacher says, “Let’s edit this letter (see below) together. Take a look at the letter, then turn to your partner and tell them what you notice needs changing.” (Students turn and talk, the teacher circulates, listening in, assessing, and clarifying editing points.) After a few minutes, have students share and edit the letter together as a class. If there are any missing pieces, be sure to highlight them for the students. “Now you can all go back your tables and begin to edit your own letters. After you edit your work, Letter Templates are on each table for your published work, which will be shared during our next lesson. BPS Gr1 Opinion Writing Unit 65 BPS Gr1 Opinion Writing Unit 66 Work Time § Students will use the Editing Checklist to edit their letters. The teacher will circulate around the room, providing student support. Closing and Assessment § After gathering the students in the meeting area, the Teacher can say, “How did our editing process go today?” Students can share out from tables, highlighting how they edited their letters. (Students do not necessarily need to return to the rug area to close every writing lesson. A brief ‘share out’ can suffice.) § The teacher will assess student learning through observation and looking at student work. BPS Gr1 Opinion Writing Unit Meeting Students’ Needs Word Processing Meeting Students’ Needs § Some students who are still struggling with knowing high frequency words may need individual word rings. (Word cards are laminated and placed on a ring. These cards can be reviewed with the student before they begin writing.) 67 Gr1 Model Writing Unit: Opinion Writing Lesson 13: Student Share Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can read grade-­‐level text orally with accuracy, appropriate rate, and expression (R1.4b). Supporting Learning Targets On-­Going Assessments § I can read my letter to the intended audience (Rising First Written Product Graders). Agenda Teaching Notes 1. Opening (5 minutes) Letters will be presented to the rising first graders. (During the 2. Work Time (30 minutes) revision lesson, students were given their K2 buddy names. Each 3. Closing and Assessment (10 minutes) student revised his or her salutation.) Grade 1 and K2 students will have on nametags. The teachers can have the children lined up alphabetically in a greeting/receiving line. The first grade one student, greets and welcomes their K2 partner, goes to the carpet and sits down and so on. When all of the children are seated, the student share can begin. There are several ways to present the letters to the younger students. o Have each Grade 1 and K2 student pairing have their own area to read the letter amongst themselves. Teachers will need to do some instruction ahead of time for how to work with a younger student, to help them see the print, and to read it aloud for meaning. This will be the shortest alternative (and possibly the most engaging as the alternative requires a lot of seat time), time-­‐wise. o Group pairings of students into small groups (about 4 groups BPS Gr1 Opinion Writing Unit 68 works well). Then have the Grade 1 students take turns reading aloud to the K2 students, one at a time. After each reading, use a focus question to get the students talking about the writing. This alternative would be best served by having an adult facilitator. o Plan additional time for this alternative, because is allows every student to read his or her letter aloud, one by one. (The first student reads to his/her buddy, then hands the letter to their buddy and sits back on the carpet.) Lesson Vocabulary Materials § Opinion Letters § Name tags § Refreshments Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask students to restate the targets in their own words. § Teacher says something like, “We will present our letters today to the rising First Graders. They are our audience. As authors of these opinion letters, let’s remember why we’ve written these letters. Turn to your neighbor and tell them: What is your purpose? (Student response: to convince the rising First Graders that First Grade is the best!) Work Time Meeting Students’ Needs § Rising First Graders are invited into the classroom. Grade 1 and K2 students will have § Teacher will provide support for on nametags. The teachers can have the children lined up alphabetically in a students who may need help in greeting/receiving line. The first grade one student, greets and welcomes their K2 presentation. partner, goes to the carpet and sits down and so on. When all of the children are seated, the student share can begin. See alternative shares, above, in Teaching Notes. BPS Gr1 Opinion Writing Unit 69 § Students and guests will share in refreshments. Closing and Assessment After the Rising First Graders return to their classroom, the students will reflect on their sharing time. Teachers may do a group share, or have students reflect in their Family Share Journal (or other journal they use for this purpose). BPS Gr1 Opinion Writing Unit Meeting Students’ Needs § Teacher will use visual aids to support students who are reluctant to speak, see Appendix. 70 Gr1 Model Writing Unit: Opinion Writing Lesson 14: Opinion Letter Writing: I Can Choose My Own Topic Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion (W1.1). Supporting Learning Targets On-­Going Assessments § I can choose my own topic. Student Response § I can use a graphic organizer to make a plan and organize my Participation ideas. Observation Looking At Student Work Agenda Teaching Notes 1. Opening (10 minutes) This lesson moves students to begin more independent construction 2. Work Time (25 minutes) of opinion letters. In the last few lessons, students created letters 3. Closing and Assessment (5-­‐10 minutes) that were centered on the same topic. In these next few lessons, students use their own topics and determined audiences. While this allows for choice (very engaging to the student), the choice involves managing a variety of topics for the teacher. Lesson Vocabulary Materials § Meaningful § OREO Graphic Organizers § Passionate § Student Topics List (in Writing Folders) § Audience § Graphic Organizer Anchor Chart § Convincing and Linking Word Lists on each table Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Conference with small group of students students to restate the targets in their own words. prior to the lesson to determine § Gather students in the meeting area with their Writing Folders. individual topics. § Teacher might say, “We’ve been doing a great job on opinion/argument writing! Today, § This lesson moves quickly from selecting BPS Gr1 Opinion Writing Unit 71 we will begin to work on another letter. This time everyone will decide upon their own topic and audience. Last week, we made a class list of topics. Then everyone went back to tables and created your own lists. Open your folders and take out your list. Great! Now, take a few moments and read your list to yourself. Look up when you’re done. (After a minute, continues with, ) Great! The next step in our writing is to decide upon a topic that is meaningful to you. I’d like you to choose something that you are really ‘passionate’ about, what does that mean?” (Discuss and define this vocabulary word.) § Teacher continues with some variation of, “Some writers wrote about wanting a particular pet, others wanted to play a sport. Whatever you decide to write about, it has to be…Let’s Chant that Opinion Writer’s Chant…. “(Students and teacher recite the Opinion Writer’s Chant see Lesson 3 and Appendix for reference.) § After the Opinion Writers Chant, the Teacher directs the students, “Wonderful! It’s time for you to decide upon your topic. Turn and tell your neighbor what topic you’re thinking of and why you’ve chosen it.” § After some talk, the Teacher says, “Great! You’ve got a topic, now you need to decide who your audience is. Turn again to your neighbor and tell them who your letter will be written to.” (Teacher will need to circulate and help students do this.) § After several minutes or so, the Teacher will move the students to use their knowledge of OREO graphic organizer to start working with their topic. Teacher directs students to sing the OREO chant. o OREO Chant: o O-­‐REO o O -­‐ O – REO o O – REO o O-­‐ O –REO o O write your opinion BPS Gr1 Opinion Writing Unit topics, determining audience, to using the OREO graphic organizer. This may need to be chunked into smaller “bites” for the whole class, or for some. § Cognates include: audience/audiencia 72 o R write your reason o E give an example o O restate your opinion. Say your opinion in another way (Clap. Clap.) o Say your opinion in another way (Clap. Clap.) o O-­‐REO. o O -­‐ O -­‐ REO o O – REO. Work Time Meeting Students’ Needs § The students will use their OREO graphic organizers, as they complete the prewriting § Assist small groups of students in a activity of organizing their ideas. guided work-­‐through, to complete the § The teacher will circulate around the room, observing and providing support to students graphic organizer. (Going through the as needed. organizer, step by step…”What do we do first.) Some students need the extra confidence booster of support. Once they feel confident they can complete it independently. Closing and Assessment Meeting Students’ Needs § Students will come back to the carpet to share their work. The teacher will make modifications and accommodations according to the student’s § Teacher might say, “How was writing and organizing your ideas different today, from when we did the whole class topic a few days ago? Did you have more ideas about your individual needs. topic?” (Student Reflection: Student responses should reflect their ability to distinguish what inherently occurs during the collaborative and independent prewriting/brainstorming process. Student responses may be something like, “It was harder because I had to think of all the ideas myself,” or, “I know everything about first grade now…so it was easy!” or, “ I could think of a lot reasons why first grade is the best!” or, “It was easier when we worked together,” or,“I didn’t know where to start!” or, BPS Gr1 Opinion Writing Unit 73 “It took me a while to get started…I needed help.” § Teacher will assess student learning through observations, student response and written work. § Note: It is important for the Teacher to take in everything as the student journeys through the writing process. Carrying around a teacher notebook helps you keep track of student learning, jotted on Post Its, placing them in the teacher notebook, with a few pages designated for each student (or whatever method of documentation works for you). You want to observe how the student approaches his/her work. Are they self-­‐
starters? Do they look lost? Can they write on the lines or will they need an adaptation of the graphic organizer? When the student responds to questions, during the Opening, Work Time or Closing, you are listening attentively and recording responses that are indicative of student strength, progress and/or challenge. As you gather all of this data, it will give you a big picture of where the student is. Using both the conference notes and looking at student work will enable the Teacher to determine next steps for each individual student as well as the next steps for whole class instruction. BPS Gr1 Opinion Writing Unit 74 Gr1 Model Writing Unit: Opinion Writing Lesson 15: Opinion Letter Writing-­First Draft Long-­Term Learning Targets Address (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Supporting Learning Targets On-­Going Assessments § I can compose a first draft of a letter using my graphic Student Response organizer. Participation Observation Looking At Student Work
Agenda Teaching Notes 1. Opening (10 minutes) 2. Work Time (30 minutes) 3. Closing and Assessment (5 minutes) Lesson Vocabulary Materials § Writing Folders § Letter Templates Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Teacher/Para/Volunteer as scribe § Word Processing students to restate the targets in their own words. § Dragon Software § Teacher may begin with, “Yesterday, we all chose a topic, organized our ideas, and § The previous day’s lesson may have planned out our writing using the OREO graphic organizer. We accomplished a lot! been chunked into smaller “bites” for What is our next step in the writing process?” (Student response: Drafting!) students. Move students along, § Teacher resumes with, “Let’s remember what we need to do for drafting. Turn and tell according to their need. your neighbor what you remember about drafting our last letters. What things do we need to look out for?” (Students discuss with their neighbor. Some students may refer BPS Gr1 Opinion Writing Unit 75 to trying to integrate the OREO graphic organizer. Some may remember that they needed to be clearer with their reasons.) § Teacher says, “Tell your partner what you’ll be doing first with your writing today. When you’re done, go to your tables and begin work. Letter Templates are on tables. “ Work Time § As the students begin writing their first draft, the teacher will circulate and support students as needed. § For some students, the transferring of information from one document to another can be a challenge. The teacher can support students who are struggling with this, by working with small groups, giving step-­‐by-­‐step instruction, and working on one section at a time. The teacher can also encourage students who are noticing some misspellings or punctuation omissions, to correct them-­‐“Good writers are constantly editing.” Closing and Assessment § Students will come back to the carpet to share their work. § Teacher can ask, “What was different this time, as drafted?” (Students reflect on the process by doing a turn and talk. Teacher listens in to conversation.) § Teacher will assess student learning through observations, student response and written work. Homework BPS Gr1 Opinion Writing Unit Meeting Students’ Needs § Step-­‐by-­‐step instruction: present use of graphic organizer in small sequential steps. Meeting Students’ Needs § Visual aids to help the reluctant speaker. See appendix page. Meeting Students’ Needs 76 BPS Gr1 Opinion Writing Unit 77 Gr1 Model Writing Unit: Opinion Writing Lesson 16: Opinion Letter Writing: Conferencing and Revising Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Supporting Learning Targets On-­Going Assessments § I can work with a partner, collaborating in the revision process, Student Response using the Revision Checklist. Participation § I can confer with the Teacher and revise letters as needed. Observation Looking At Student Work
Agenda Teaching Notes 1. Opening (10 minutes) Conferencing takes time. Management of time is key in seeing all of 2. Work Time (30 minutes) the student pairs. Paraprofessionals/Student 3. Closing and Assessment (5-­‐10 minutes) Teachers/Librarians/Parent Volunteers can be strategically helpful. During conferencing, you can focus on one area. Start with the student rereading their letter. Next, ask the student,” What can you add to make your reasons clear, so that the reader understands why…” If the focus is on word choice, brainstorm convincing words during conferencing or use the Convincing Words List Anchor Chart. Remember, you have “looked at student work” the day before, and took anecdotal notes in preparation of your conferencing time with each student. This will aid you in strategically grouping students for revision conferences with yourself, as well as with other teaching professionals. Lesson Vocabulary Materials BPS Gr1 Opinion Writing Unit 78 § Revision Checklist Anchor Chart § Student writing (Writing Folders) § Caddies with tape, staplers and sentence strips for students to add on during revision § Convincing Words and Linking Words Anchor Charts § Chart Paper/markers Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Teacher will make accommodations and students to restate the targets in their own words. modifications according to the § Teacher may introduce the lesson with, “Yesterday, we wrote the first draft of our individual needs of the students. letters. What is our next step in the writing process? (Student Response: Revision.) § Additional staff support: push-­‐in by the That’s right, we’re ready to do some revision! OT during this time. § Teacher may say, “We will work with our writing partners again, using the Revision §
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Word Choice Purpose Checklist. Let’s read the anchor chart aloud together. (Students read the checklist in unison, as a student points to the items.) § Teacher continues with, “As you go back to your tables, I want you to think about Word Choice. Remember that you are writing a convincing letter. You will need to remember the Convincing Words and the Linking Words from some lessons we have already done. Look now at the anchor charts for these words. These charts are great tools to use while we’re thinking about making our writing be as clear and convincing as possible.” Work Time Meeting Students’ Needs § Students go back to their tables, working in pairs, revising their letters. The teacher will Paraprofessionals/Student Teachers/Parent Volunteers conference with student pairs focusing on: o Reasons and Examples o How convincing is the letter? o Audience o Word Choice § When conferring about Audience, the Teacher might ask the student, “Who is the BPS Gr1 Opinion Writing Unit 79 audience for this letter? “ (Student response: My K2 buddy.) “K2 students haven’t experienced First Grade. Our routines, books, materials, schedules…there are many things that we do that are so different from what they do. And that has quite a few of our K2 friends nervous about First Grade. How can you write for your audience? Remember that they are curious and nervous. What type of experiences have you written about, that can reassure the K2 audience? What have you written, that will convince them, that first grade is exciting and the best?” § When conferring about Word Choice, the Teacher might consider if the student is relying on writing simple sentences (perhaps thinking that “my audience is a K2 student, so I want to make it easy for him/her to read this letter…”). The Teacher could explain the importance of Word Choice for this particular audience (which is using words that K2 students can read but also including rich challenging vocabulary that is interesting, relevant, and purposeful). It would be useful to have identified some new mentor text for this purpose. In addition, it important to note that mentors are present in the classroom itself. Identify some phrases/sentences that students have used that can be used as models for the other students. Create your own class set of mentor persuasive words/phrases and linking words/phrases that students use or create. Closing and Assessment Meeting Students’ Needs § Students will come back to the carpet to share their work. § The Teacher will use this share as a time to focus students on how Word Choice is connected to the Purpose of the piece. The Teacher will create a T chart, with Purpose labeled on the left side, Word Choice on the right. The Teacher has conferred with a variety of students and should have ideas for which students to prompt for examples. Using selected students, ask for their purpose (e.g., Convincing my brother to lend me his basketball) and then for some of the powerful words used in their letter. By writing the purpose and the word choice on the T chart, the Teacher is capturing the writing of the BPS Gr1 Opinion Writing Unit 80 students and channeling it to inform all students. § To extend this work, ask the whole class to think of one powerful word they can add to their writing. Homework BPS Gr1 Opinion Writing Unit Meeting Students’ Needs 81 Gr1 Model Writing Unit: Opinion Writing Lesson 17: Opinion Letter Writing: Editing and Publishing Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can show that I know the conventions of English grammar, capitalization, punctuation, and spelling when writing (L1.1, L1.2).
Supporting Learning Targets On-­Going Assessments § I can spell untaught words phonetically. Student Response § I can demonstrate command of the conventions of Standard Participation English capitalization, punctuation and spelling when writing, Observation using the Editing Checklist.
Looking At Student Work
Agenda Teaching Notes 1. Opening (10 minutes) During the Opening of this lesson, spelling strategies are referenced. 2. Work Time (30 minutes) This Opening presumes that students have already used these 3. Closing and Assessment (10 minutes) strategies and this is a review in order to aid transference of the strategies into their writing. If you have not done this prerequisite work, then review strategies what have been taught. Lesson Vocabulary Materials § Conventions Individual white boards, dry erase markers, and wipes (could be tissues) Letter Template/published copy Editing Checklist OREO graphic Organizers (students may start a new piece if finished)
Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Teacher will make accommodations and students to restate the targets in their own words. modifications according to the individual § Teacher introduces the work of the day, “Today we edit and publish! As you know needs of the students. from writing we’ve done before, Editing is working on spelling, punctuation, and § Assistive technology: some students will capitalization. In other words, we are going to pay attention to the language word process their final copies, BPS Gr1 Opinion Writing Unit 82 §
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conventions. Today we’re going to focus on our spelling. When we write, and we are trying to spell words, what strategies will help us? Turn to your neighbor and tell them what you do.” (Student responses will vary from “stretching out our word,” “listening to the different sounds in the word,” to “finding spelling patterns.”) Once the students have shared with their neighbor, have them share out the strategies they use. Teacher continues, “Before we begin editing today, we are going to take a look at some tricky words that came up in our writing this week. We are going to review a few strategies that can help us, as we edit our work for spelling.” (The teacher will choose two words that students may have had trouble spelling. The teacher will model how to stretch out the word, separating each sound, then writing each letter down as each sound is verbalized. ) “Boys and girls, when you do your DIBELS assessment in the Fall there is a section where you complete what’s called ‘phonemic segmentation.’ For example, tell me the sounds you hear in the word ‘mop.’ (The students say ‘mop’ and segment the sounds.) What you’re doing is cutting the word up. That’s what segmentation means. To do this, you say the sounds of each letter in the word: m-­‐o-­‐p. Write down the sounds you hear in the word ‘mop’ right now on your white board.” (Students write. Teacher scans the rug area and monitors this activity.) Teacher continues, “We can use this same strategy of segmenting sounds, separating the sounds you hear, to help you spell other words.” “Let’s try another word. For example, a writer was trying to convince his parents to allow him to walk to the corner store by himself. He wanted to use the word ‘independent.’ Say the word ‘independent’ to yourself, segment the sounds, and then spell the word as you hear it on your white board. You can work with your neighbor if you’d like. “ (Students segment each sound.) Teacher continues, “I heard a student say that another strategy is using spelling patterns that you already know. For example, spell the word ‘come’ on your white BPS Gr1 Opinion Writing Unit completing editing on the computer. § Cognates include: convention/convencion 83 board now. (Student Response-­‐C-­‐O-­‐M-­‐E.) Now try the word ‘some,’ knowing that it is in the same word family as ‘come.’ This is a spelling pattern. “ (Students spell s-­‐o-­‐m-­‐e . A student may notice that the words rhyme.) § Teacher continues, “Now, spell ‘boy,’(Students spell b-­‐o-­‐y); then spell ‘enjoy’ on your white boards.” Teacher and students may continue with this for a bit. § Teacher then directs students to move to the work of the day, using the Editing Checklist. “You will use these strategies today as you edit, remembering to use the Editing Checklist to guide you. After you edit your work, Letter Templates are on each table for your published work, which will be shared during our next lesson. If you finish early, you can begin a new letter, starting with the graphic organizer.”
Work Time § Students will go back to their tables to edit their work. The teacher will circulate and support students as needed. § As you observe students, notice the following: How do the students begin their work? Do they start at the beginning of the letter? Or do they begin with the body? Either way is acceptable, but the strategy of tackling the body first may appeal to other writers who are stuck. Going right to the ‘heart’ of the matter may help some students. Do they refer to the checklist? Do they systematically check off after they have edited each item represented on the checklist? As you observe, provide support to the students by guiding them along as they go through the editing process. Closing and Assessment § Teacher may say, “Writers, please place your work in your folders and get out your Family Share Journal “(or other notebook used for student reflections.) The Teacher continues with, “After editing two letters, what are your thoughts? I have some questions to frame your thinking: How did editing go for you? What words did you work on today? What spelling strategy did you use to solve it? ” (Students will write in their BPS Gr1 Opinion Writing Unit Meeting Students’ Needs § Step-­‐by-­‐step instruction: present editing in small sequential steps. Meeting Students’ Needs § Write the framing questions on whiteboard/chart paper for all students to be able to reference. 84 Journals which the Teacher will read afterwards. These reflections will serve as a formative assessment for the Teacher.) This will help the classroom teacher, as you make adjustments to your teaching practices. It may inform how you pair students, and determine next steps for instruction. Allotting time for student reflection helps the students make sense of what they’re doing.) Homework Students on benchmark/advanced learners can be given homework where they use checklists to revise and edit a letter. They can make revisions and edits on the letter as needed and mark off the checklists. Meeting Students’ Needs BPS Gr1 Opinion Writing Unit 85 Gr1 Model Writing Unit: Opinion Writing Lesson 18: Opinion Letter Writing-­Student Share Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can read my letter aloud to my peers. Supporting Learning Targets On-­Going Assessments § I can read my letter aloud to my peers. Student Response Participation Observation Looking At Student Work Agenda Teaching Notes 1. Opening (5 minutes) § Students have chosen their own topics. After the student share, 2. Work Time (25 minutes) have envelopes available, for students to mail out or hand deliver 3. Closing and Assessment (5 minutes) their letters. 4. Homework (3 minutes) § Students will also need to be given a quick lesson on how to address an envelope. This should be done after the Work Time/Share. § The Teacher will need to make copies of student letters for the Writing Gallery at the end of the unit celebration. Lesson Vocabulary Materials § Author’s Purpose Letters Envelopes Stamps Snacks Chart paper/markers Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask students to restate the targets in their own words. BPS Gr1 Opinion Writing Unit 86 § Teacher begins the lesson with something like, “Today we will share our letters. As authors, you each have your own purpose in writing your letters. An author’s purpose in writing an opinion letter is to convince the reader/your audience of something (that’s important to you), using reasons and evidence/to support your thinking. Whether it’s to convince your parents, the principal, or a sibling…do we stop at just writing our letters? What do we need to do now that we’ve written them? Turn and tell your neighbor what you think our next step is with our letters.” (The students should make a connection with writing and achieving a purpose. To do that the letter must get into the hands of the intended audience.) Work Time § The students will share their work, reading their letters aloud to one another, in small groups or pairs. Each group/pairing should discuss (or even write using the T chart from Lesson 16’s Closing) the following questions each student reads their letter: o What was the author’s purpose? o How was this writer effective? Give evidence of convincing language. Closing and Assessment § Teacher gathers students at the meeting area to show everyone how to address a letter. “Writers, now that you’ve been able to learn the contents of other letters, it’s time to send the letters to their intended audience. It’s time to address the letters so that they can be mailed and delivered! I’d like you to think now about what information is needed to get a letter somewhere. Tell your neighbor what information is necessary. (Students turn and talk.) Eliciting responses from the class, the Teacher will compose a list of necessary information for an address. The Teacher will then show the students how to prioritize the information (which should go on first or on top, then next, and so on.) Homework § In the case of delivering letters to people in the home, students will hand deliver as Homework. BPS Gr1 Opinion Writing Unit Meeting Students’ Needs § The teacher will provide support to students during presentation as needed. Meeting Students’ Needs Meeting Students’ Needs 87 BPS Gr1 Opinion Writing Unit 88 Gr1 Model Writing Unit: Opinion Writing Lesson 19: Introduction to Book Reviews: Summarizing A Story Long-­Term Learning Targets (based on 2011 MCF) § I can retell stories, including key details, and demonstrate understanding (RL1.2). Supporting Learning Targets On-­Going Assessments § I can read Book Reviews and find patterns to define the genre. Student Response § I can listen to the story Don’t Let the Pigeon Drive the Bus (or Participation perhaps to a re-­‐read of it if this book has already been read). Observation § I can work in a small group, collaborating with my peers in Looking At Student Work
summarizing a story. Agenda Teaching Notes Session 1: This lesson can be made into at least 2 sessions, especially if you 1. Opening: (10 minutes) choose to spend time studying and analyzing the genre of Book 2. Work Time; (20 minutes) Reviews. When beginning a genre study, writers spend time learning 3. Closing and Assessment: (10 minutes) what the ingredients of the genre are by studying the genre. It is Session 2: suggested that Teachers locate samples of student work, by either 1. Opening (15 minutes) enlisting the work of older students in the school (your school may 2. Work Time (20 minutes) have a newspaper that publishes student written book or movie 3. Closing and Assessment (10 minutes) reviews), or by accessing a website such as: 4. Homework (3 minutes) http://teacher.scholastic.com/activities/swyar/browse.asp. Display the student work on document camera. Then read the text aloud to the students. Read through a few reviews, good and not so good. Ask students what patterns they perceive (what do all of these reviews contain, or have in common?). These patterns will become the list of required ingredients for the genre. Also work with students to determine which reviews are more successful and then create a list of successful attributes for the genre. Keep these reviews on hand for future “mining,” so that you and the students can study them further, BPS Gr1 Opinion Writing Unit 89 to define genre nuances, as well as language patterns that occur. As this work continues into session (or day) 2, it involves constructing a list of necessary ingredients for a Book Review. From this list, the Teacher spends time with the students reading loud a story, and modeling how to make a summary for small groups. It is possible that the class has already a background in summary. If this is so, then this portion can be minimized. Students will be working in small groups (or 3 to 4) to practice summarization. These groups should be organized ahead of time. Groups do not need to be ability based since the story will be read aloud to the students. Lesson Vocabulary Materials § Summarize § Chart paper/markers § Summary (plot summary) § Don’t Let The Pigeon Drive the Bus by Mo Willems § Genre § “Let’s Summarize” Activity Sheet, as Anchor Chart and as individual sheets for each group Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Pre-­‐read the story to students who need support in language acquisition. students to restate the targets in their own words. § This lesson asks for a new text to be § Session 1: Teacher launches the lesson connecting to past work of the unit, “We’ve been introduced to the students for the working very hard on our opinion writing! We’ve learned how to write letters to purpose of learning how to summarize. convince people to do something. Letters are a ‘kind’ of writing convincingly. Today we This could also be accomplished by will take what we know and move it forward into another kind of writing (or genre): using a beloved text or any text that is Book Reviews. Book Reviews are a way for writers to share what they think about familiar to the students. books. We write Book Reviews to share our opinions about a book that we have read. We try to persuade others to read or sometimes not read a particular book. We can write Book Reviews for each other. We can also write Book Reviews for other classes to read. BPS Gr1 Opinion Writing Unit 90 Have you ever read a really good book and you wanted to tell someone about it? These books are the books that you can’t stop thinking or talking about! “ (The teacher can explain about one time s/he shared a book he/she read to a friend or family member.) “Turn and tell your neighbor the title of a book that you just couldn’t wait to talk about or share with someone!” (Students share titles.) § The lesson continues with a class analysis of sample book reviews. This can be done through small groups that use copies of the samples being studied. As mentioned in the Teacher Notes above, read through a number of book reviews (preferably written by students) to determine what constitutes a book review. You and the class will be generating a list of attributes that are noticed by reading/studying other book reviews. Chart this list. Study the student book reviews also to determine which samples are more successful than the others. What makes these reviews better? Make a list of these attributes. If you have had students work in small inquiry groups, pull them together at the end of the session to share their findings and compare thinking with the rest of the class. Chart the findings to be used in the next session as well as subsequent lessons. § For homework, ask students to ask siblings, caregivers, or other adults for book reviews they may have. It is also suggested that if you have a class newsletter, to give advance notice to parents/caregivers so that they can be looking for reviews for more than just this one night of homework. § Session 2: Teacher continues, “When we write Book Reviews, it’s kind of like us talking about a book in our writing. Let’s think together now. Based on what we learned about Book Reviews yesterday, If you want someone to read and enjoy a book, what information do book reviewers give their audience? Turn and talk to your neighbor and tell them some of the things that would be important in a Book Review.” (Students share, while teacher circulates, listening in, and encouraging students to use the information learned from the day before. Many students may refer to the list created during Session BPS Gr1 Opinion Writing Unit 91 1. Basic Book Review information could include: Book title, author, genre, short synopsis of the story, and reasons why the book should be read.) § Teacher continues, with, “As we have learned, Book Reviews need to have some kind of explanation about what happens in the book. We call this a plot summary. Today will be learning how to make a summary of a story. This is called ‘to summarize.’ When we summarize a story, we don’t tell the whole story. We tell the most important or main pieces of a story in our own words. Let’s practice with a story we know well: I Wanna Iguana. Turn and tell a neighbor your summary of I Wanna Iguana. (Students share their summaries, Teacher listening to check for understanding. Review if necessary.) § Teacher may say, “Great job! Sounds like we know the basics of a summary. I have a chart here to help us. It has listed all the important parts of a story that can help a summary.” (The Teacher will display the Anchor Chart Summarizing for Book Reviews, discussing with the students, key elements in summarizing fiction and nonfiction.) BPS Gr1 Opinion Writing Unit 92 BPS Gr1 Opinion Writing Unit 93 § Teacher says, “Today you will listen to the story Don’t Let the Pigeon Drive the Bus. Then, you will go back to your tables working in small groups and summarize the story.” § The teacher reads the story. Work Time Meeting Students’ Needs § The teacher displays the Let’s Summarize Activity Sheet Anchor Chart for all to see. § Frontload vocabulary prior to teaching “Here’s a chart that you will be filling out now about the book. “ (Teacher has the lesson to students we need support previously made groupings of 3 to 4 students to do this work, as well as smaller in language acquisition. versions of this chart to be filled out by the groups.) § To practice more summarization, choose a few familiar stories to summarize, such as fairytales, Dr. Seuss stories, or even Curious George stories. Students can work in small groups to write summaries for these stories and then share with the whole class for checking purposes. BPS Gr1 Opinion Writing Unit 94 § Teacher says, “Take a look at our Let’s Summarize activity sheet.” (The teacher points to each box, as the students read the chart aloud.) § Teacher continues, “You remember when we summarized I Wanna Iguana, we did not retell the entire story. Every table has one Let’s Summarize Activity sheet. You will work together to fill it out. We will come back to the carpet and share our summaries in 20 minutes. (As the students work collaboratively on their activity sheets, the teacher will circulate and provide support as needed. Some support may be needed with collaborative work. Previous work with collaborative learning will be accessed here. If there has been no collaborative learning prior to this, this should be reviewed with the students.) Closing and Assessment Meeting Students’ Needs § Teacher pulls students to the meeting area so that each group can share their summary § The teacher can use visual aids to with the class. support students who are reluctant § Teacher asks, “When we summarize a story, does it work for the audience to give the speakers. ending away? Turn to your neighbor and tell them what you think and why. (Student Reflection) § The teacher will assess the students through observations, student response and written work. Homework Meeting Students’ Needs BPS Gr1 Opinion Writing Unit 95 Gr1 Model Writing Unit: Opinion Writing Lesson 20: Whole Class Book Review From Start to Finish Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Supporting Learning Targets On-­Going Assessments § I can listen to the story Hey, Little Ant . Participation in the Writing Process § I can collaborate with my peers, completing a whole class Book Performance on individual Writing Samples Review Organizer. Growth Over Time § I can share “the pen” as the whole class completes a Book Review. Agenda Teaching Notes 1. Opening (15 minutes) Work Time Options: Anchor Chart Template, Document Camera or 2. Work Time (35 minutes) Overhead Projector. 3. Closing and Assessment (10 minutes) For this lesson, the student should decide who their audience is. They can choose between the K2 teachers and the K2 students. Once the edited review is rewritten for publishing, the students can invite the K2 teachers in to read their Book Review. This lesson is lengthy. You may wish to do this lesson in two parts: the Book Review Chart on day one; and draft, revise, and edit the class Book Review the next day. Lesson Vocabulary Materials § Speck Hey, Little Ant by Phillip and Hannah Hoose § Crook Book Review Organizer Anchor Chart (create chart below on chart § Nest mates paper)
§ Summarize § Recommendation BPS Gr1 Opinion Writing Unit 96 Meeting Students’ Needs § Frontload vocabulary (pre-­‐teach) to facilitate comprehension. § Pre-­‐read the story to students who need support in language acquisition. § In Hey, Little Ant, there is an idiom, “Read my lips” used. Explain to the students that this is an idiom. An idiom is a phrase where the words together have a meaning that is different from the dictionary definitions of the individual words. This can make idioms hard for all learners, and especially for ELL students to understand. Work Time Meeting Students’ Needs § Teacher may say something like, “To begin our Book Review, we need to think about our § Paraprofessionals/Student Teachers can model using the Book Review audience. Who will read this book review? Who would be interested in knowing about Organizer with a small group of the book?” (This is an authentic question. The students can decide who their audience students who will be: K2 teachers? K2 students?) Ask students to turn and discuss this with their neighbor, as Teacher circulates, listening in, and supporting when necessary. § Teacher continues, “Now that we have decided who our audience will be, what do we want to say about the book? Tell your neighbor what we decided yesterday regarding what goes into a Book Review.” (Students discuss this. Teacher listens in to assess for understanding of prior work.) “We will need to organize our ideas. We will share the pen today, so I will ask for a few volunteers as we work. (Volunteers are selected.) What information should we include on this organizer? (Student response-­‐ Title and author of Opening § Review the learning targets with students and clarify any vocabulary as needed. Ask students to restate the targets in their own words. § Teacher may begin with, “When we began our unit on Opinion Writing, we talked about different examples of convincing text. Today, we will work together, sharing the pen, to complete a Book Review, after I read the story Hey, Little Ant by Phillip and Hannah Hoose. (The teacher will read the story.) BPS Gr1 Opinion Writing Unit 97 §
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the book. This is written by a student volunteer, supported by Teacher.) Teacher says, “What other information on this organizer should we write? Remember, our audience is…(whoever the class selected).” This is written by another student volunteer. Teacher says, “And what’s our purpose as authors?”(Student response: To convince them why or why not, they should read Hey, Little Ant.) “Ok…so what’s next? (Student response: tell them a little bit about the story. Summarize the story. Students summarize the story and the teacher writes this.) Teacher, “Now we have our title, author, and summary. What else is necessary for a Book Review? (Student response: Our opinion about the book, with three reasons. The teacher and/or student volunteer can write in this part.) Teacher says, “Do you notice something about this that is familiar? Isn’t this similar to the OREO that we used for our letters? It’s opinion with reasons, and evidence. What’s the last thing we need to do with the OREO?” (Students respond with, ‘Restate your opinion!’) “That’s right, restate your opinion, which in a Book Review is called a recommendation.” §
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BPS Gr1 Opinion Writing Unit need more support with organization visually. This graphic organizer can be altered. One way to do this is to take a paper and fold it in fourths. (Teacher folds the paper in fourths and opens/horizontally positioned.) Then each “box” can be labeled. An Anchor Chart that shows the stages of the Writing Process is helpful for students to refer to over time. Make the chart have arrows that connect the 98 stages, creating a cycle. BPS Gr1 Opinion Writing Unit 99 § Teacher, “Now that we’ve made the chart for our Book Review, what would be the next step in writing our Book Review? Think about what we’ve done before in opinion writing as well as how we work whenever we’re writing.” (Student response: write a first draft.) § Teacher, “Yes! We will draft! We will use the Book Review template. (The teacher will display a prewritten book review anchor chart.) “We will follow the writing process. What comes next after we’ve written our first draft? (Student response: Revision.) § The students and Teacher will read the anchor chart aloud together. Afterwards, the teacher will display the Book Review Revision Checklist. Revisions are made. BPS Gr1 Opinion Writing Unit 100 §
Teacher then asks, “What are the next steps in the writing process? (Student response: BPS Gr1 Opinion Writing Unit 101 Editing and Publishing.) After we use the Book Review Revision Checklist, we will use the editing checklist. Then will be ready be able to write our final copy of our Book Review.” BPS Gr1 Opinion Writing Unit 102 Closing and Assessment BPS Gr1 Opinion Writing Unit Meeting Students’ Needs 103 § Teacher draws students together and says, “Let’s invite the K2 teachers in to share our § The Paraprofessionals/Student book review when we’re done. Perhaps our review will convince them to borrow our Teachers will have sample copies of the book and read it to their students.” templates, revision and editing checklist § Teacher will assess student learning through observation and student response during available for students who need step-­‐
the “Share the Pen” activities. by-­‐step instruction. Gr1 Model Writing Unit: Opinion Writing Lesson 21: Book Review Organizer: Getting Started Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Supporting Learning Targets On-­Going Assessments § I can listen to the story Can I Keep Him? by Steven Kellogg. Participation in the Writing Process § I can work with a partner to organize my ideas using the Book Performance on individual Writing Samples Review Organizer. Growth Over Time
§ I can explain my opinion of the book Can I Keep Him? to my partner. Agenda Teaching Notes 1. Opening (15 minutes) This lesson involves moving students toward independence by 2. Work Time (35 minutes) having them work with a partner to write a Book Review. This is a 3. Closing and Assessment (10 minutes) necessary step in the Gradual Release of Responsibility model. Note that the Book Review Organizer is divided into 6 sections: 1) Naming the title, 2) author, 3) a summary, 4) the writer’s opinion, 5) three reasons why the book was liked or disliked, and 6) the recommendation. BPS Gr1 Opinion Writing Unit 104 Lesson Vocabulary Materials § Can I Keep Him? by Steven Kellogg § Book Review Organizer § Chart paper/markers Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Pre-­‐read story to students who need BPS Gr1 Opinion Writing Unit 105 students to restate the targets in their own words. § Teacher may begin with, “Yesterday we wrote a Book Review as a class. Today you will be working with a partner to write a new Book Review. I will read the story Can I Keep Him? This will be the book you will be reviewing with your partner. After you listen to the story, we will begin our book reviews.” (The teacher reads the story.) Work Time § After reading Can I Keep Him? to the class, create a T chart with the class to organize thinking. On one side, chart the reasons why they liked the book, on the other side of the T chart, list the reasons why they didn’t like the book. This can work as a visual aid for the students as they write their independent book reviews. § Teacher may say, “Remember writers, our audience will be (whatever your class has decided from the day before). Let’s read our anchor chart together. We start by writing….(Teacher will point to the Book Review Organizer Anchor Chart.) The Title of the Book. Next, we write the author’s name, …” (After reviewing the Anchor Chart, the students go back to their desks with their partner and begin organizing their ideas.) Closing and Assessment Students will return to the carpet and sit with their partner. They will bring organizers and folders, ready to share. The teacher could then ask some student-­‐partners to share their summaries of the story. Other student-­‐partners can be asked to share their opinions/reasons/examples. As the students share, the teacher is jotting notes, (either in the teacher notebook or on Post-­‐Its, that will later be placed in the teacher notebook), documenting student progress in summarizing, writing opinions and reasoning. Homework BPS Gr1 Opinion Writing Unit support in language acquisition. § Students can work with an established writing partner, or new Teacher-­‐selected partner. Be sure that this configuration is pre-­‐planned. Meeting Students’ Needs § Pull students who are in need together to sit with you (Teacher) to work on step-­‐by-­‐step instruction using the Book Review Organizer. Meeting Students’ Needs Meeting Students’ Needs 106 Gr1 Model Writing Unit: Opinion Writing Lesson 22: Book Review: Drafting Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Supporting Learning Targets On-­Going Assessments § I can compose a first draft of a book review with my partner, Participation in the Writing Process using my graphic organizer. Performance on individual Writing Samples Growth Over Time Agenda Teaching Notes 1. Opening (5 minutes) This lesson is the next step in the process of students becoming more 2. Work Time (30 minutes) independent in writing Book Reviews. The Sentence Starter Book 3. Closing and Assessment (3 minutes) Review template supports students as they work with a partner. 4. Homework (3 minutes) Make sure you have sufficient copies of the Sentence Starter Book Review template. Lesson Vocabulary Materials § Sentence Starter § Copy of Can I Keep Him? by Steven Kellogg § Sentence Starter Book Review Template, enlarged for class use § Sentence Starter Book Review Templates for each partnership (see Appendix) Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § The teacher will make modifications and students to restate the targets in their own words. accommodations according to the § Teacher may say, “We’re moving right along with learning to write Book Reviews! individual needs of the students. Yesterday we began working with our partners to organize our thinking about Can I § An alternative graphic organizer: Ipad Keep Him? Today, you will work with your partner to write the first draft of your Book Apps: Popplet and Kidspiration Review using the graphic organizers. To help you write the Book Review I made some BPS Gr1 Opinion Writing Unit 107 Book review templates that have sentence starters. This way you will know how to get started.” (Teacher hands out Sentence Starters Book Review templates, one to each partnership.) “Let’s take a look at this paper together. I’d like you to look at it with your partner right now, and notice what it helps you to do. Turn and talk with your partner about the Sentence Starter Book Review sheet.” (Students turn and talk.) § After about a minute or two, Teacher can say, “What are you and your partner noticing about this sheet? How can it help you write a Book Review?” (Students respond, sharing their noticings. Teacher may use the enlarged version of the template (on chart paper, or on document camera) and point to various parts. “And how can this paper help you write your Book Review?” (Students respond.) § Teacher finishes this segment with, “So your task is to fill in the parts of this sheet with your partner. For additional help, use the anchor charts that are hanging up.” Work Time Meeting Students’ Needs § The students will move with their partners to writing areas, writing the first draft of § You may need to work with the small their Book Reviews. The teacher will circulate to support students. group from the day before, or a new group, to support their composition. Use step-­‐by-­‐step instructions, to provide sequencing. Closing and Assessment Meeting Students’ Needs The Teacher calls for all students’ attention from wherever they are in the room (no need to call students back to rug area) to discuss Homework assignment (below). Teacher will look at student work before the next lesson in preparation for conferencing and revision. Homework Meeting Students’ Needs Students will compile a list of books that they would like to review themselves (see Appendix for this form). Direct students to select books that have been either read aloud to the class or BPS Gr1 Opinion Writing Unit 108 used in Guided Reading. (This will limit the range of books. Limiting the book choice will also ensure that the books are available for students to use in future lessons.) BPS Gr1 Opinion Writing Unit 109 Gr1 Model Writing Unit: Opinion Writing Lesson 23: Book Reviews: Revision Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Supporting Learning Targets On-­Going Assessments § I can use the Revision Checklist to help me plan for revision. Participation in the Writing Process § I can listen to a second read aloud of Can I Keep Him? to find Performance on individual Writing Samples more information for my Book Review. Growth Over Time
§ I can confer with my partner and the teacher to think critically about my writing. § I can share my revisions with the class in a Gallery Walk. Agenda Teaching Notes 1. Opening (10 minutes) Students should come to the rug and sit next to their partners from 2. Work Time (20 minutes) the day before. They will be constructing their revision plan together 3. Closing and Assessment (10 minutes) during the Opening. During Work Time, the partners will be working together to make changes to their draft. In the Closing/Share, students will engage in a “Gallery Walk Protocol.” A “Gallery Walk” is a way to set out student work for all to see and explore, without the usual “share into the circle” oral sharing. If this is a new protocol to the students, it is worth it to explain the purpose and steps of the protocol. You can explain that a “Gallery Walk” is like going to a museum (gallery) and looking at a piece of artwork while the artist is there to explain. Going on a “Gallery Walk” is a way to learn what others have done with their work by looking at it. BPS Gr1 Opinion Writing Unit 110 Materials § Student Book Review drafts (one per partnership) § Revision Checklist/Anchor Chart and Student Copies § Caddies with tape, staplers and sentence strips for students to add on during revision § Picture dictionaries (optional, may help with Word Choice) Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Paraprofessionals/Volunteers to students to restate the targets in their own words. support students during revision. § Teacher may say, “Yesterday you worked with your writing partner to draft your Book Review of Can I Keep Him? As I look at the Anchor Chart for the Writing Process (teacher points to this chart) I realize that I have to do what next?” (Students will respond with: Revise!) “Yes! That’s right! Today we’ll be working to revise our drafts. I’d like you to read over the Revision Checklist and talk to your partner about what you think you’ll need to work on today.” (Students turn and talk, referring to the Revision Checklist Anchor Chart, which is easy for them to read at the rug. Teacher moves around and listens in to the partners and their plans for revision. It is likely that the students realize that they will need to work on gathering more reasons and working on whether their writing makes sense. Hence, the teacher will read aloud the text again to help them add on to their writing. ) § Teacher continues with, “I heard a lot of you planning to work on gathering more reasons and evidence. Others said they plan to work on making their writing make sense. Writers of Book Reviews need to know the book deeply. To help build your knowledge of this book, I will read the story Can I Keep Him? aloud to you all again today. We’ll do this now. I want to you to listen closely so you can get more information that you can use in your Book Reviews.” (Teacher reads aloud Can I Keep Him? During the reading, plan periodic and strategic pauses for partners to discuss the merits of adding this information on to their Book Review.) § The Teacher resumes, “Now that you have more knowledge of the book, it’s time to get Lesson Vocabulary § Gallery Walk BPS Gr1 Opinion Writing Unit 111 to work revising! Writing partners, let’s move off to our work areas and begin today’s work. Remember to get your writing folders!” Work Time § Partnerships will work to revise their Book Review draft. If partnerships complete adding on information about the book, the Teacher can direct these partnerships to begin considering Word Choice. Closing and Assessment Instruct students to set out their writing, complete with whatever changes they have made, on a desk so that it can be shared with the other students. To do this sharing, use the “Gallery Walk Protocol.” This protocol involves asking one partner to remain at the desk with the writing, while the other partner walks to the other desks to observe what revisions have been made. The partner who remains behind with the work will explain to other students what changes were made and why. Once the students have cycled through the “stations,” the partners will return to their partner and tell them what they observed/noticed. The purpose of this is to instill understanding of revision, as well as to push writers to try something they may not have considered previously. Homework BPS Gr1 Opinion Writing Unit Meeting Students’ Needs § Push in with OT staff during Writer’s Workshop. Meeting Students’ Needs Meeting Students’ Needs 112 Gr1 Model Writing Unit: Opinion Writing Lesson 24: Book Reviews: Editing and Publishing Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can show that I know the conventions of English grammar, capitalization, punctuation, and spelling when writing (L1.1, L1.2). Supporting Learning Targets On-­Going Assessments § I can use the editing checklist to help me edit my Book Review. Participation in the Writing Process § I can demonstrate command of the conventions of Standard Performance on individual Writing Samples English capitalization, punctuation and spelling when writing. Growth Over Time § I can use all the resources in the room to help me spell words. § I can use the Book Review template to write the published copy of my review. Agenda Teaching Notes 1. Opening (10 minutes) 2. Work Time (30 minutes) 3. Closing and Assessment (5 minutes) 4. Homework (3 minutes) Lesson Vocabulary Materials § Resources § Revised Book Reviews § Peer Editing Checklists (laminated copies will last longer) § Book Review Templates Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Dragon-­‐assistive Technology is helpful students to restate the targets in their own words. to edit and produce published copy. § Teacher may say, “We’ve been moving right along on writing our partner Book Reviews! Yesterday we did some great work on Revision, and today we will move forward to do some editing and publishing. We have a great tool for doing this work: it’s the Editing Checklist. Let’s start today by reviewing the checklist with your writing partner. I’m BPS Gr1 Opinion Writing Unit 113 passing out the Editing Checklists, so each partner take one. When you and your partner have a checklist, read through it together to remember what you need to work on.” BPS Gr1 Opinion Writing Unit 114 §
Teacher continues with, “As you edit together today, I would like you to pay close attention to your spelling. Let’s talk a bit about spelling strategies. We have our own knowledge of how to spell. But we have other resources in this room that you can use for spelling. Turn to your partner and tell them what we have in this room that can help BPS Gr1 Opinion Writing Unit 115 writers spell.” (Students turn and talk, while Teacher circulates and listens in, sometimes prompting if students forget the resources at hand.) § Students may say things like: o use personal word walls; o use the classroom word wall; o check out our anchor charts around the room for the words; o use glossaries that are found in our reading books; o each table has a picture dictionary § Teacher directs students to get to work, “Ok, let’s get to work! After you have edited your work, use the Book Review templates for your published copy.” Work Time § Students will go to their tables, working with their partners to edit their Book Reviews. § The Teacher will circulate to support students as needed. Closing and Assessment Do a “Whip Around” share of editing issues that partners worked on for the day. To do this, have partners share what was the principal issue they worked on for the writing period. For example, one partnership may have worked on spelling of a particular word, another could have worked on being sure to capitalize the beginning of every sentence. This kind of share emphasizes accountability as well as an inventory for both the Teacher and students for all that occurred during the Work Time. Homework Enrichment Opportunity: Students can be given homework where they use checklists to revise and edit a letter. They can make revisions and edits on the letter as needed and mark off the checklists. BPS Gr1 Opinion Writing Unit Meeting Students’ Needs § The teacher will make modifications and accommodations according to the individual needs of the students. § Push-­‐in from OT staff to provide support. Meeting Students’ Needs Meeting Students’ Needs 116 BPS Gr1 Opinion Writing Unit 117 Gr1 Model Writing Unit: Opinion Writing Lesson 25: Book Review: I Can Choose My Own Book to Review Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Supporting Learning Targets On-­Going Assessments § I can choose a book to review. Participation in the Writing Process § I can organize my ideas using the Book Review Organizers. Performance on individual Writing Samples Growth Over Time
Agenda Teaching Notes 1. Opening (10 minutes) 2. Work Time (20 minutes) 3. Closing and Assessment (5 minutes) Lesson Vocabulary Materials § Student copies of books they are reviewing (students will select from Read Aloud books and Guided Reading books) § Book Review Organizers § Writing Process Anchor Chart (see Appendix). This chart can be enlarged and cut to form a circle and then mounted on cardboard and/or laminated. § Clothespins with each student’s name written on it with a Sharpie Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Support turn and talk conversations students to restate the targets in their own words. interjecting questions that can help the § Teacher may begin, “We have learned a lot about writing by writing letters and book indecisive student. Giving suggestions BPS Gr1 Opinion Writing Unit 118 reviews. This week we will push ourselves and learn to write book reviews on our own. (You will still have your writing partner to think with.) To do this, everyone will need to choose a book that they really like. You’ll be writing a book review on it. You will be able to choose from the books we have read aloud so far this year (Teacher can list the book titles, holding up the books while doing so.) or, from books that you have read in your Guided Reading group. The idea here is that it is a book that you have read and understood, and one that we have available here in the classroom. Last week for Homework you wrote down some ideas for this. Open your writing folders and take out the book list that you made. Turn and talk to a partner about the book that you would like to review, and share why you want to write a review about that book.” (Teacher circulates, listening in to the book ideas, and supporting students who are hesitant.) § Teacher continues, “You have such great ideas for your Books Reviews! I’m sure you can’t wait to get going on them! Before you do, let’s review the steps we take to write a Book Review. Tell your neighbor what you need to do first to get ready to write.” (Students turn and talk, explaining that they will need to plan and organize using the Book Review Organizer.) § Teacher refocuses the students with, “Wonderful! You’re all remembering that we need to use the Book Review Organizer! There is one for each of you at your work tables. But I have one more question: What do you do when you’ve finished the Organizer? We’re all moving more and more toward being independent. When writers finish one step of the writing process, they move onto the next. When you finish your Organizer, and you’ve made sure that you have everything you need (you can check in with your writing partner on this), you can look at the Writing Process Anchor Chart and remember that the next step is to draft. I have put the Book Review drafting paper (both kinds, one with the sentence starters and the one without) in the Writing Center area. Just let me know if you’re ready to draft.” BPS Gr1 Opinion Writing Unit of some books that you know the student(s) enjoyed can also be helpful. 119 Work Time § The teacher will circulate and support students as needed. Closing and Assessment Students will come back to the carpet. Sharing where each student is in the Writing Process can help students internalize the process, as well as act as a management tool for teachers. Using the Writing Process Anchor Chart that you’ve created (preferably in large circle form), have students one at a time, take the clothespin with their name on it and attach it to the circle on the stage of the process they are in. For example, if a student has moved on to “Drafting” that’s where they attach their clothespin. In this way, everyone can see where everyone is. Teachers can plan for small group instruction as well as plan for partnering.
Homework BPS Gr1 Opinion Writing Unit Meeting Students’ Needs § Meet with small group, prior to lesson, planning which book from their list they would like to review and why. Be sure that the student has a clear understanding of the text and that it is available in the room. § During Work Time, give step-­‐by-­‐ step small group support in using the Book Review Organizer. § Offering the two kinds of paper (one that has the sentence starters, the other has just lines on it) is helpful, but guide students who struggle or who are language leaners to use the sentence starters paper for drafting. Meeting Students’ Needs Meeting Students’ Needs 120 BPS Gr1 Opinion Writing Unit 121 Gr1 Model Writing Unit: Opinion Writing Lesson 26: Book Review: Drafting Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Supporting Learning Targets On-­Going Assessments § I can draft a book review using my graphic organizer. Participation in the Writing Process § I can add new thinking to my Book Review as I draft. Performance on individual Book Review Organizers Growth Over Time
Agenda Teaching Notes 1. Opening (10 minutes) In the Opening section of this lesson, the Teacher explicitly references 2. Work Time (30 minutes) her/his own writing of a Book Review. It is extremely informative for 3. Closing and Assessment (5 minutes) a teacher to do their own writing in the genre being studied in class. Teachers will experience some of the same issues students do, giving insight into both the process of writing as well as a working knowledge of particular strategies. We advise teachers to engage in this practice. Teachers may desire to use their own graphic organizer and draft to illustrate drafting and revision strategies. Lesson Vocabulary Materials § Teacher writing (Book Review Organizer and draft Book Review) that shows additional thinking/information that occurred during the act of drafting § Document camera or overhead projector § Student graphic organizers § Book Review Templates (for the first draft) § Sentence starter templates (See Appendix) Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § The teacher will provide sentence BPS Gr1 Opinion Writing Unit 122 students to restate the targets in their own words. starters for students who need support in language acquisition. (A template § The Teacher may begin with, “I’m looking at the Writing Process Anchor Chart right with sentence starters in place provides now and I see that most of you have finished your Organizer and are ready to draft your a structure to practice writing and Book Review. We’ve learned that we can use the Organizer to help us draft. Today I speaking in complete sentences.) also want to introduce the idea that writers also add in their thinking as they use organizers to draft. “ § The Teacher continues, getting to the main point of the lesson, “Yesterday I was writing my own Book Review. I had filled out the Organizer and was using it to help me draft. I found myself reading and writing what I had planned into my draft, but I also found myself adding in some thinking I was having right then as I was writing. Here, let me show you. (Teachers can use their own writing here as a model. Use a document camera or overhead projector to show this writing.) Here is my Organizer filled out. Here’s my draft. I copied what I had on my Organizer, but I also added on some new thinking I was having at the moment of drafting. Turn to your neighbor and point out the difference between the Organizer and the draft.” (Students turn and talk, Teacher listens in to the conversations, looking to hear students noticing the new additions.) § Teacher continues with, “I heard you all talking about how there is more information in the draft than there is on the Organizer. (Teacher can get specific regarding the actual content of the draft here.) As writers, we plan for our draft. But also as writers we push ourselves to think about our topic more, using the plan as the starting place for the draft. Today as you draft, I’d like you all to try and do this. I will be moving around, reminding you to do this and helping you too. Let’s get the paper we need to do this work. Remember it’s in the Writing Center.” Work Time Meeting Students’ Needs § Students move to their tables in an orderly fashion. Students should be sitting/working § Assistive technology for students who may need support in language next to their writing partner so as to get ideas and support. The Teacher will move BPS Gr1 Opinion Writing Unit 123 among the students, supporting students in their efforts to draft. Look for student(s) acquisition. § Push-­‐in from OT staff to provide writing who are adding on new thinking/information to their draft. When this occurs, you may support. want to do a “mid-­‐workshop interruption” and call for students’ attention while you highlight what this writer has done. Having the student share what they did and how they did it is especially powerful to the other students. Closing and Assessment Meeting Students’ Needs § Teacher calls the students back to the carpet to share their work. There are two options for this sharing. 1) To highlight the follow-­‐through of the teaching point in the lesson (adding on current thinking to the Organizer words), ask several students that have done this to share their work with the class. 2) Have all students read aloud their writing to someone they usually don’t work with. This will allow for some fresh thinking. § Be sure to remind students to move their clothespin to the appropriate stage of the writing process on the Writing Process Anchor Chart. § In preparation for the next lesson, Teacher will look at student work in their writing folders. (Looking At Student Work record keeping hint: you may want to keep a notebook for looking at student work and conferring. Designate a few pages for each student. When you look at student work, any notes that you take can be written on post-­‐its and applied to that student’s page in your notebook. Do the same with anecdotal note-­‐taking. There will be ample lines for additional note-­‐taking as you confer with each student.) As you are assessing their drafts of the Book Reviews ask yourself: o Did the student write a convincing review? o Did the student include a summary of the story? o Did the student write too much, too little or just enough to spark the readers interest? o Did the student write three clear reasons why they liked the book? BPS Gr1 Opinion Writing Unit 124 o What language conventions are strong for this student? What language conventions need attention? Homework BPS Gr1 Opinion Writing Unit Meeting Students’ Needs 125 Gr1 Model Writing Unit: Opinion Writing Lesson 27: Book Reviews: Conferencing and Revision Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). Supporting Learning Targets On-­Going Assessments § I can use my Revision Checklist as I revise my first draft. Participation in the Writing Process § I can confer with my writing partner to think critically about my Performance on individual Writing Samples writing. Growth Over Time § I can give feedback to my partner about their draft. Agenda Teaching Notes 1. Opening (10 minutes) Conferencing takes time. Management of time is key in seeing all of 2. Work Time (35 minutes) the student pairs. Paraprofessionals/Student teachers/Parent 3. Closing and Assessment (10 minutes) Volunteers can be strategically helpful on revision days. During conferencing, you can focus on one area. Start with the student rereading their book review. Next, ask the student,” What can you add to make your reasons clear, so that the reader understands why…”; If the focus is on word choice, brainstorm persuasive words during conferencing or look at the Convincing Word List Anchor Chart. Whatever the focus is during your conferencing, you have already done the legwork by looking at each students first draft, prior to the lesson. (Teacher Selection of student pairs: the teacher is aware of student strengths, challenges and personality dynamics. The teacher will want to optimize student learning, providing all students the opportunity to participate and feel included. The teacher will also consider, prior student achievement, work habits and leadership skills.) Student selection of student pairs: is an option for some work, BPS Gr1 Opinion Writing Unit 126 however the teacher must be aware of the risk of students choosing their best friends; some students feeling left out or excluded; socializing rather than focused learning. Lesson Vocabulary Materials § Feedback § Student drafts § Revision Checklist/Anchor Chart § Chart paper/markers (or use chalkboard/whiteboard) § Post-­‐its § Caddies with tape, staplers and sentence strips for students to add on during revision Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Paraprofessionals/Volunteers can students to restate the targets in their own words. support student-­‐partners during § Teacher begins the lesson with, “I see that many of you are ready to revise your Books revision conferences. Review today. As we have done in the past, we will use the Revision Checklist. However, § Provide sentence starters to partners to I’d like to make a change in how we use it. “ (Here Teacher writes on chart use when doing the revision conference. paper/chalkboard/whiteboard: ‘Steps for Revision’) “When writers revise, they take Some sentence starters could be: time first to revise themselves. That’s step number one in revision. So, the very first o I like how you … thing you will do today is to sit down with your draft and the Revision Checklist and do o When you write (insert words)… I that checking on your own.” (Teacher writes, ‘Step 1: Self revise using the Revision can really see what you mean. Checklist.’) o I’m not sure what you mean by … § The Teacher continues, “Good writers also know that they need help to make sure that o Can you please tell me what you they have been clear in that writing. Writers work with others to get what we call mean here? feedback on our writing. Feedback is what other people think. We will work with our o Can you explain more about this part BPS Gr1 Opinion Writing Unit 127 writing partners today to read the drafts and give feedback to each other. This is Step 2 for revision.” (Teacher writes on chart/board: ‘Step 2: Revise with your writing §
partner.’) § Teacher elaborates with, “I am going to demonstrate to you right now how this feedback can go.” (Teacher asks for a volunteer to role-­‐play a writing partnership. It is possible for the Teacher to have already selected a student who is willing to do this demonstration. This student and Teacher will become writing partners for this part of the lesson. The student will play the part of the writer who is sharing their work, the Teacher will be the ‘perfect partner,’ and demonstrate how to give helpful and supportive feedback.) § Teacher continues with, “The first thing the partnership needs to do is read the text. I’m going to ask that all partners read their partner’s writing aloud. This will do two things: a) the writer will hear someone else read it aloud, and b) the reader will be able to really understand the writing. Often times while the reading aloud is going on, a writer will realize that they did not write what they meant. And so the writer has to make changes to the draft to correct that. Let’s demonstrate it now.” § (Teacher and role-­‐playing student sit elbow to elbow to conduct the revision conference.) The Teacher reads the draft aloud, pausing to allow student writer to respond and to possibly add on or change the wording. If this happens, the Teacher will use post-­‐its to write down the new additions/changes. Once the piece has been read aloud, then the Teacher will tell the student writer what s/he thinks about the writing (the feedback). It is important to demonstrate supportive feedback. Begin with a compliment about the writing: be sure that this is a true compliment. Explain why/how this aspect works well. Then select one aspect of the draft that needs work, identify it aloud and make some suggestions as to how to make changes. Essentially, the Teacher is demonstrating how to do a conference (researching, using a compliment, selecting a BPS Gr1 Opinion Writing Unit of the book? Teacher will be active moving around the room to support how to give feedback. 128 teaching point, and teaching). Be sure that the feedback is captured on post-­‐its (either the Teacher or the writer must write down what needs to be changed/revised). Work Time § Students will work with their established writing partners and use the steps demonstrated in the lesson. § Often times when rereading with a peer, students will have an “Aha!” moment, realizing that they have more to say or that they might want to delete sentences that don’t really support their opinion. Closing and Assessment In the Family Share Journal (or other medium used for student reflections), ask student to reflect upon this revision conferring. You can give them a sentence stem like, “Today I worked with my writing partner to revise. I learned…” Or use questions like, “What changes did you make in your writing today?” “How did your partner help you realize you needed to make changes to your draft?” Homework BPS Gr1 Opinion Writing Unit Meeting Students’ Needs § Push-­‐in from OT staff supporting students as needed. Meeting Students’ Needs Meeting Students’ Needs 129 Gr1 Model Writing Unit: Opinion Writing Lesson 28: Book Reviews: Editing and Publishing Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can show that I know the conventions of English grammar, capitalization, punctuation, and spelling when writing (L1.1, L1.2). Supporting Learning Targets On-­Going Assessments § I can use the editing checklist as I edit my Book Review. Participation in the Writing Process § I can demonstrate command of the conventions of Standard Performance on individual Writing Samples English capitalization, punctuation and spelling when writing, Growth Over Time using the Editing Checklist. § I can match nouns and verbs as I edit. § I can use the Book Review template to write the published copy of my review. Agenda Teaching Notes 1. Opening (10 minutes) Students will edit, with a focus on matching nouns and verbs. There 2. Work Time (20 minutes) are two editing checklists included on the Appendix pages. The 3. Closing and Assessment (10 minutes) teacher can choose to adapt checklists according to any additional editing focus. Lesson Vocabulary Materials § Nouns § Revised Book Reviews § Subject § Peer Editing Checklist (see Appendix for Checklist) § Verbs § Book Review Templates § Plural § Curious George Book Review on chart or on overhead/document § Singular camera to practice editing (below) Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § For the noun/subject – verb matching students to restate the targets in their own words. lesson, students may need visuals to BPS Gr1 Opinion Writing Unit 130 § Teacher may begin with lesson with, “Let’s start by remembering what Nouns are. Turn understand the concept of singular and and tell your neighbor what you know about nouns and give them an example.” plural. BrainPop has some good videos (Students turn and talk. Teacher listens in. This can be used as an assessment to that can enhance instruction. determine who remembers what nouns are.) “Great! We know that nouns are words § Small group step-­‐by-­‐step instruction, that name a person, a place or a thing.” A ‘subject’ is the noun that the sentence is about.” providing sequential steps in editing. The Teacher may want to write a sentence on the board such as, ‘I eat pizza’ or ‘My brother reads on the couch’ and have volunteers identify the subject or subjects in each. Explain that a subject can be singular and name one thing, or can be plural and name more than one thing. § Teacher continues with, “Let’s do the same thing with the word ‘Verb.’ Tell your neighbor what a verb is and give an example of one.” (Students turn and talk.) If necessary, remind students that a verb is a word that describes an action. Write a sentence on the chart/board such as, ‘They run to the playground’ or ‘He eats an apple.’ Have volunteers identify the verb in each sentence. Then write a sentence using the same verb but with singular and plural subjects, such as ‘He likes computers’ and ‘They like computers.’ Ask, “How are the verbs alike and different?“ Explain to students that singular subjects are used with singular verbs and plural subjects are used with plural verbs. § In addition, write sentences that contain singular subjects and singular verbs. For example, you may want to write the sentence, “The girl sings a song.” Have students identify the subject and verb. Be sure to point out the s at the end of the verb. Explain that when a subject is singular, we usually add an s or e-­s to the end of the verb to make it singular, when working in the present tense. (Note that this is a general rule and there are some exceptions. Also note that if a verb ends in y, sometimes we use -­i-­e-­s to make it singular.) § The Teacher may also write different sentences together, such as “He misses his friend” BPS Gr1 Opinion Writing Unit 131 or “The dog plays outside,” pointing out the singular subject and singular verb in each. Then explain that when the subject is “I” or “you,” we do NOT add an s or e-­s. Write examples on the board, such as “I write a letter” or “You sit down.” § Then the Teacher says, “We are going to take a look at a book review and edit it together. We are going to share the pen in editing. (The teacher displays a chart or displayed document with a book review of a Curious George book. The teacher and students share the pen, editing the book review, with a focus on nouns and verbs matching. The teacher and students read through each sentence, editing for noun and verb matching.) BPS Gr1 Opinion Writing Unit 132 § After this class edit, the Teacher will send students off to edit their own writing. Teacher should encourage students to work with their writing partner to do this work. Work Time Meeting Students’ Needs § Students will go back to the tables, working in student pairs as they edit their book § The teacher will make modifications reviews. and accommodations according to the § The teacher will circulate, supporting students especially with the noun/subject – verb individual needs of the students. matching. § Push-­‐in from OT staff to support students as needed. Closing and Assessment Meeting Students’ Needs As an Exit Ticket, ask students to write several sentences (on a post-­‐it) using what they have § Use sentence starters to assist language learners. learned about singular subjects and verbs. Teachers could tape these post-­‐its into their Teacher record-­‐keeping. Homework Meeting Students’ Needs BPS Gr1 Opinion Writing Unit 133 First Grade Model Writing Unit: Opinion Writing Lesson 29: Writers Celebrate Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can read grade-­‐level text orally with accuracy, appropriate rate, and expression (R1.4b). Supporting Learning Targets On-­Going Assessments § I can celebrate my accomplishments as a persuasive writer, Student Work reading my book review. Teacher Reflection Observations Student Reflection Agenda Teaching Notes 1. Opening (5 minutes) There is Teacher and student prep time that must be considered as 2. Student Share(20-­‐30 minutes) you prepare for this celebration. While there are many ways to 3. Closing and Assessment (10 minutes) celebrate the publishing of writing products, consideration should be given to: time; ability to sustain student attention; and individual student need for acknowledgement. Using student response groups is a suggestion for how a Teacher can use time wisely, ensure that students’ and guests’ attention span limits are honored, as well as providing individualized acknowledgement of achievement. The students and the Teacher will have had a conversation on the day before the celebration to review the plan and choose one piece to read and one piece to display (either the independent Letter or the Book Review). From this information, the Teacher needs to create response groups for the celebration. Be sure to mix Letters and Book Reviews as well as topics to make for variety. The audience/guests for the celebration should be determined by the Teacher and the BPS Gr1 Opinion Writing Unit 134 students. If the audience is a class, then be sure to evenly distribute the guests among the student response groups. If the guests are parents, do the same. Students will be sharing their piece by reading it aloud to the assembled student group and guests. Each student response group should have 4 to 5 writers in it. Each student’s share should take roughly 3 minutes. There will be some response work in addition to this. Overall, it should take about 20 minutes for the group response. Lesson Vocabulary Materials § Published Book Reviews and Letters § Unit Mentor Texts § Student Choices of Books reviewed § Refreshments Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Create sentence starter sheets that will students to restate the targets in their own words. not only facilitate responses from the § The Teacher will have previously created student response groups and communicated audience, but will also serve to support the configurations to the students, so they know whom they are working with and where all students. in the room their group will be working. It is suggested that the groups be seated o I really liked how you … around tables. There will need to be room to accommodate the guest(s) and additional o You have very strong reasons for chairs may need to be borrowed. Since there will be approximately 4 to 5 response your opinion. I can see this groups going simultaneously, it is advised that the locations of the groups be spaced with volume in mind. All students should be directed to use “inside voices.” convincing …(fill in who would be § All students and guests should begin together in the meeting area. This is to focus the convinced) celebration and lay the ground rules. The Teacher may say, “The boys and girls have o Your Book Review has convinced me been engaged in an exciting unit of study of Opinion Writing over the past six weeks. to try this book. The reason that The children will share their writing with you today, as well as what they have learned BPS Gr1 Opinion Writing Unit 135 about this powerful type of writing. Students have written both letters and book convinced me was … reviews. Each student has selected one piece to share with the audience today. Students o I was persuaded when you wrote … and guests will be working in ‘Response Groups.’ Each group will be made up of o An example of clear writing is when between 4 to 5 student writers along with a number of our guests. Writers will take you … turns reading their pieces aloud. When it is your turn as a writer, you will 1) introduce § The teacher will provide support to yourself, 2) explain why you selected this particular piece of writing to share today, and students in presentation as needed. 3) explain what you’ve learned about Opinion Writing. Then you will read your piece aloud to your audience. When the writer has finished, the audience will respond. I’ve created some sentence starters to get the responses going.” (Teacher has prepared copies of sentence starters, see ‘Meeting Student Needs.’ These have been placed on the tables where the groups will meet. It may be helpful to review these prompts before starting the sharing.) Student Share Meeting Students’ Needs § Upon cue, students and guests will move off to their various locations. The first task of § Printed and copied step-­‐by-­‐step list of the group is to determine who will read first and so on. Teachers may wish to create a moves for the Response Groups: step-­‐by-­‐step list of moves to help the group move through the share. This list can be o Determine the order of the share; given to each group to act as the protocol for the share. o First writer begins and: Ø Introduces themselves Ø Explains why this piece was chosen to share Ø Lists and explains what was learned about Opinion Writing Ø Reads aloud the piece Ø Audience responds to the reading using the sentence starters Ø All audience members should give a response BPS Gr1 Opinion Writing Unit 136 Closing and Assessment Meeting Students’ Needs Once the sharing in the response groups has been completed, students and invited guests § Use sentence starters to support all students and guests in this reflection. share refreshments while viewing other student pieces of Opinion Writing. (Teacher can have these pieces ready to be viewed by creating posters of work, attaching the writing to bulletin boards, arranging in bins or baskets.) Then, at the end of the period, being sure to have at least 5 minutes dedicated to reflection, gather students and guests together, or get everyone’s attention to explain that everyone will be writing a reflection. Family Share Journals, or other means of reflection, can be used by the class. The guests can be provided with paper and pencils. Ask all share participants to reflect on the following: List 3 things you learned today, about Opinion Writing and/or about sharing. Then explain each being sure to use details and specific examples. Homework Meeting Students’ Needs BPS Gr1 Opinion Writing Unit 137 Gr1 Model Writing Unit: Opinion Writing On-­Demand Performance Task Long-­Term Learning Targets Addressed (based on 2011 MCF) § I can write opinion pieces where I introduce the topic and state an opinion, supply a reason for the opinion, and provide a sense of closure (W1.1). § I can show that I know the conventions of English grammar, capitalization, punctuation, and spelling when writing (L1.1, L1.2). Supporting Learning Targets On-­Going Assessments Agenda Teaching Notes 1. Opening (5 minutes) Now that the unit has come to close, it is helpful for teachers and 2. Work Time (30 minutes) students to assess learning on an independent basis. These outcomes 3. Closing (3 minutes) show what a student truly can do on their own during one class period. Keep in mind that the previous pieces involved peer and teacher supports. This task may be completed days or even a week after the unit is completed. To begin, the Teacher will need to select an appropriate task for the students. (See Appendix for suggested prompts.) Consider explaining the assignment and the prompt the day before administering the task. This way, students will have time to think about their response and plan for their writing. Lesson Vocabulary Materials § Paper for students to write on Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Remind students to use the resources in students to restate the targets in their own words. the room (such as the sentence starters § Teacher will explain the performance task and the purpose for doing this writing. It is and anchor charts). BPS Gr1 Opinion Writing Unit 138 recommended that the Teacher be honest and clear in defining the purpose. (The § Write the prompts on the board or on purpose of this writing is for the Teacher to see what everyone has learned about chart paper and be sure that all Opinion Writing, and how to Draft, Revise, and Edit. With this information, the Teacher students can see to reference them. can plan for future lessons for the class and for individuals.) § The Teacher may also give the students a choice of topics they wish to write about for this task. This can aid in the “I don’t know what to write” syndrome, as well as promote engagement. § Teachers may give limited support during this writing. If a student should ask for support in finding an idea, remembering the structure, or anything that was learned in the unit, the Teacher may guide students to “use your strategies” that were highlighted in the unit (such as using the anchor charts, utilizing the chants). § Administration of this task may include the following: Ø Define purpose and the prompt(s) Ø Highlight the strategies used throughout the unit, refer to anchor charts Ø Be sure that there is enough time for students to write. Ask students not to work with a partner for this writing. Explain, too, that the Writing Process will be followed. Students will a) plan, b) draft, c) revise, d) edit. Students may use a separate sheet of paper for planning but do everything else on the same paper. Student work should show the revisions and editing. Ø Review the choices for the topic with the students. Ask students to turn and tell their partner/neighbor what their topic is and how they plan to write about it. This will activate some students in determining their topic as well as give students a chance to plan and explain their writing plan. In effect, this is a rehearsal for the students. Work Time Meeting Students’ Needs § When students have finished sharing their topic and plan with their partner, set students off on their task with paper (or it may already be distributed on tables/desks). The BPS Gr1 Opinion Writing Unit 139 Teacher may ask students to begin their work when they are ready, to minimize the wait time for those that have finished (this will create a “staggered start”) explaining to their partner. § Teacher will support the writing minimally, reminding students to use their writing strategies, to revise, and to edit. The Teacher should circulate actively, encouraging and reminding students. Be sure to read over the shoulders of students and in effect, be an active proctor. When/if the Teacher sees that a student isn’t revising or editing, gently prod the student to do so. § Students do not need to rewrite their drafts. Closing and Assessment Meeting Students’ Needs Teacher may elect to pull students back to the meeting area, or have a quick share from the work-­‐tables. Homework Meeting Students’ Needs BPS Gr1 Opinion Writing Unit 140 Appendices BPS Gr1 Opinion Writing Unit 141 The Writing Process BPS Gr1 Opinion Writing Unit 142 BPS Gr1 Opinion Writing Unit 143 Glossary of Terms
TERM
DEFINITION
Audience
Author’s purpose
Book review
Conventions
Draft
The person who reads the writing.
Edit
Example
Facts
Fiction
Genre
Nonfiction
Opinion
Persuade
Pre-writing
Revise
Summary
Why the author wrote what he/she did.
A text in which the writer explains their opinion about a book.
The rules and practices about something (e.g., spelling conventions).
When the writer composes (often using the ideas from the pre-writing stage). Also, the actual
text that was written.
Reading a draft and making changes to spelling, punctuation, capitalization, and grammar.
A piece of evidence that a writer uses to support opinion.
Information that can be proven to be true.
Stories which are imagined by the writer.
A kind or type of writing that has characteristics that sets it apart rom others
Text that shows and explains real facts and information about a topic.
Statements about what one thinks about someone or something.
To cause someone to do something through reasoning or argument.
The first stage in the writing process, in which the writer prepares to write (brainstorms,
planning, and organizing ideas in a logical order).
Making a change in a text (includes adding or deleting words/phrases/sentences, and
rearranging the order of words/phrases/sentences).
A short description of the most important events or facts in a text. An overview of a text.
BPS Gr1 Opinion Writing Unit 144 BPS Gr1 Opinion Writing Unit 145 OPINION WRITER CHANT As an Opinion writer… I will PERSUADE someone, I will CONVINCE someone, About something, That’s important to me, Using Facts and opinions, Facts and Opinions… Using Facts and Opinions. Sharon Robinson-­‐Byrd, 2014 BPS Gr1 Opinion Writing Unit 146 BPS Gr1 Opinion Writing Unit Student can identify opinions. Student can name at least 2 examples of opinion writing. Student can complete an opinion writing story map. Student can listen to a Read Aloud and identify convincing language. Student participates in whole class topic brainstorm. Student actively participates in whole class writing. Student actively listens to Read Aloud. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Student can identify facts Opinion Writing Observation Checklist 147 BPS Gr1 Opinion Writing Unit Student can compose first draft using a graphic organizer. Student can revise work with support. Student can edit work with support. Student can summarize a story. Student can use a Graphic Organizer to write a Book Review. Student has exhibited growth over time in learning and production. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Student can use a Graphic Organizer. Opinion Writing Observation Checklist 148 Name:____________________ Topic: Date: Greeting: Opinion: Reason and Example 1: Reason and Example 2: Reason and Example 3: Opinion (restate) Closing BPS Gr1 Opinion Writing Unit Opinion Letter Writing OREO 149 BPS Gr1 Opinion Writing Unit 150 Name:____________________________________________________ Opinion Text Story Map Who is the main character? Draw a picture. What does the main character want? What does the main character say or do to help convince others in the story? BPS Gr1 Opinion Writing Unit 151 Name:____________________________________________________ Homework Opinion Writing Family Share Today we read Earrings by Judith Viorst. Ask your child: What did the girl say to convince her parents to let her have her ears pierced? Student Share: Write one example of something the girl said she would do to get pierced ears. Draw a picture. Parent Share: Share with your child a time when you convinced someone. Please write a few sentences describing this time. BPS Gr1 Opinion Writing Unit 152 Name:____________________________________________________ Family Share Activity Sheet We listened to the story Earrings by Judith Viorst. The main character desperately tries to convince her parents to allow her to get pierced ears and earrings. Family Share about a time in your childhood when you had to convince your parents about something you really wanted. (Your child can write as you tell the story, and/or draw a picture.) ________________________________________________________________________________________________________________________
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________________________________________________________________________________________________________________________ BPS Gr1 Opinion Writing Unit 153 Name:____________________________________________________ We read a story, I Wanna Iguana by Karen Kaufman Orloff. Alex gave many reasons why his parents should allow him to have a pet iguana. Think of a pet that you would like to have. Write 3 reasons why you should have the pet. Then give a fact (evidence) for every reason. I Wanna… Draw a picture of the pet you would like to have. I want this pet because… 1. 2. 3. Facts/Evidence, one for each reason 1. 2. 3. BPS Gr1 Opinion Writing Unit 154 Names of Group Members:____________________ Opinion Text Recording Sheet What is important to the writer? What does the writer want? What Facts (or Evidence) does the writer use to convince readers? 1. 2. 3. What reasons does the writer use to convince readers? 1. 2. 3. BPS Gr1 Opinion Writing Unit 155 Name:____________________ Opinion Letter Writing OREO Topic: Date: Greeting: Opinion: Reason and Example 1: Reason and Example 2: Reason and Example 3: Opinion (restate) Closing BPS Gr1 Opinion Writing Unit 156 Sensitive: having a quick appreciation of others. A sensitive person feels for others right away, when someone is sad, happy or hurt. Alex, the main character in our story today, wants to convince his mom, that he is a sensitive person. BPS Gr1 Opinion Writing Unit 157 Compassionate: showing concern for others. Alex, the main character in the story, wants to convince his mom, that he shows concern for others; that he is compassionate. Mature: older, grown-­up. BPS Gr1 Opinion Writing Unit 158 Alex, the main character in the story wants to convince his mom, that he is mature, grown-­up in how he acts. The girl in the story, Earrings, wants to convince her parents that she is mature, grown-­up in how she acts. BPS Gr1 Opinion Writing Unit 159 Trial basis: to try something out before keeping it. The company will allow me to have the treadmill, on a trial basis. I can try it out first. If I like it, I will pay for it and keep it. BPS Gr1 Opinion Writing Unit 160 Premature: before the usual or proper time, too early. It is premature for this girl to wear make-­up. In the story, Earrings, the girls parents think wearing earrings is premature, too early, for their daughter. BPS Gr1 Opinion Writing Unit 161 Inappropriate: not proper, unacceptable, not ok. It is inappropriate for the dog to stand on the kitchen table. In the story Earrings, the girl’s parents think that it is inappropriate for a young girl to have pierced ears and wear earrings. BPS Gr1 Opinion Writing Unit 162 Posture: how someone positions or holds their body. The girl in the middle picture has good posture. In the story Earrings, the girl says, that if she gets pierced ears, it will improve her posture. BPS Gr1 Opinion Writing Unit 163 CONVINCING WORDS LINKING WORDS best most always important want very really should must BPS Gr1 Opinion Writing Unit If…then first next and but because also furthermore (from Earrings) 164 Convincing and Linking Word Signs Word Lists Construction Paper Popsicle Sticks Glue The teacher can use this activity to support vocabulary development. BPS Gr1 Opinion Writing Unit 165 Convincing Words Linking Words would must could should really never always safe responsible but and because if…then first also next Read the passage below. Draw a circle around Convincing Words. Draw a rectangle around Linking Words. I really want a skateboard for my birthday, but my mom thinks skateboards aren’t safe. Two of my best friends have skateboards and they never got hurt. I promised my mom that I would wear a helmet, elbow pads, and kneepads. I also promised, that I would take a safety class, if there was such a thing for skateboarders. I am always safe. I never got hurt on my bike. I never got hurt using my rollerblades. I am strong, tough, careful and responsible. I have to come up with a way to convince my mom! I’m almost seven and I must have a skateboard! BPS Gr1 Opinion Writing Unit 166 BPS Gr1 Opinion Writing Unit I’m so happy because… 167 ? BPS Gr1 Opinion Writing Unit 168 I’m thinking that maybe I should have… BPS Gr1 Opinion Writing Unit 169 We worked well together! We helped each other during work time. BPS Gr1 Opinion Writing Unit 170 Name ____________________________________________ Books I Would Like to Review Title Author 1. 2. 3. 4. 5. 6. 7. 8. BPS Gr1 Opinion Writing Unit 171 Below is the “Sentence Starter Book Review Template” from Lesson 22 Name ________________________________________________________________________________ Book Review
The book I am reviewing is _______________________________________________________________________________________________________________. This book was written by, ________________________________________________________. The story was about ______________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________. I thought this book was ______________________________________________________________ because, __________________________________________ _________________________________________________________________________________________________________________________________________________. Also, __________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ Another reason why ________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________. BPS Gr1 Opinion Writing Unit 172 I think you ___________________________________________________________________________________________________________________________________. NAME __________________________________________________________________________________________ (Noun and Verb Match) BOOK REVIEW I am reviewing Curious George Goes to an Ice Cream Shop, by H.A. Reyes. This is a story about a monkey named George. He go to an ice cream shop. Funny thing happen and the shop owner get mad at George. This story is hilarious! I like this story because George is always curious about everthings and get into trouble. BPS Gr1 Opinion Writing Unit 173 He hop on the counter. He tries to scoop ice cream. He make the customers laugh. George even made me laugh! This is a funny story! I think you should read this book! BPS Gr1 Opinion Writing Unit 174 BPS Gr1 Opinion Writing Unit 175 BPS Gr1 Opinion Writing Unit 176 BPS Gr1 Opinion Writing Unit 177 BPS Gr1 Opinion Writing Unit 178 BPS Gr1 Opinion Writing Unit 179 BPS Gr1 Opinion Writing Unit 180 BPS Gr1 Opinion Writing Unit 181