Lesson Plan 1

Lesson Title: Introducing Opinion Writing

Content Area: Reading and Writing Grade: 3rd

Estimated Duration: 45 minutes

Standard: CCSS. ELA- Literacy. W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Objective:- Students will be able to define opinion writing and give examples of when or why it is

used. - Students will have the ability to identify writing which contains opinion statements.

Materials:- 3 different forms of exemplar text children to look at with groups

- Chart Paper- Markers

-- Paper bag

- White computer paper

Procedure:1) Put students into groups of threes so they can explore the mentor text that was

given to them on opinion writing. Allow 10-15 minutes for each person to real all 3-mentor text.

2) Within their groups, have students share what they notice about opinion writing, ask them to pay attention to the vocabulary, and the information that is included in this kind of writing. Allow students to discuss for 3-5 minutes.

3) Have an open discussion with class on what students notice about opinion writing. 4) On chart paper (labeled opinion writing), write down what students notice about

opinion writing. 5) As a class, come up with a definition on what opinion writing is. Use the

dictionary definition to help. 6) After developing a definition with the class, have students join you on the rug. 7) Explain to the class that you will be reading “The Perfect Pet” by Margie Palatini. 8) Ask students meaningful question throughout the story so that they are able to

grasp a better understanding of opinion writing. Relate writing back to the chart created with class.

Closure:At the of reading The Perfect Pet by Margie Palatini, the students will play a

game with their teacher. This game will help student identify opinion writing that is presented in the world on a daily basis. In a paper bag, the teacher will have different forms of writing written on pieces of paper, ex: News article, Diary/ journal writing, persuasive writing etc. The teacher will explain what these writing consist of, and it is the student’s job to vote on whether or not these forms of writing would have opinion statements/ writing within them. Teacher will allow students to vote yes or no by the raising of hands.

Assessment:Formative-Children will be informally assessed by what they contribute to the class discussion on opinion writing. For introductory lessons, teachers will assess children by asking meaningful questions and through heavy observation of student’s contribution to class.

Summative-At the end of the week, students will be asked to write a short 1 or 2 paragraph essays on their favorite food. This will allow them to use what they have learned throughout the week on opinion writing. Differentiation of Instruction: Having one form of opinion writing presented for children to explore would insist that all students would understand opinion writing after viewing one example. To differentiate instruction for this lesson, 3 different forms of opinion writing is presented for students to explore. Each of the examples are different and students can discuss the different aspects of each example. This will assist students as they think of ways to define opinion writing.

Lesson Plan 2Lesson Title: Vocabulary and Opinion Writing

Content Area: Reading and Writing Grade: 3rd

Estimated Duration: 45 minutes

Standard: CCSS. ELA- Literacy. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Objective:- Students will be able to identify vocabulary that is associated with opinion writing.

Materials:

-

-- Chart paper - markers - sentence strips with sentences from “I Hate My Cats”

- Work sheet containing yes and no column.- Sentence strips containing opinion and non-opinion statements for students. - glue sticks

Procedure:1) The teacher will first start the lesson by going over the definition that the class

came up with prior lesson.2) The teacher will than ask students to recall some forms of writing that contains

opinion statements. Allow students to come up with three examples (examples spoken about in prior lesson).

3) After reviewing the definition of opinion writing have students join you for a book on the rug.

4) Introduce the book that you will be reading to the class “I Hate My Cats” by Davide Cali. Explain that this is a book that also contains opinion writing, and she be used to help students understand what opinion writing looks like.

5) After reading the story, explain to the students that in your hand you hold sentence strips, that contain sentences that come straight out of the story.

6) Explain to the class, that as a class, they will sort the sentences that have strong opinion statements, from the ones that do not.

7) The teacher will be in-charge of reading the sentence strips and students will use response cards to determine whether or not the sentences contain and opinion or not.

8) The teacher will use chart paper the contains two columns to sort these sentences. Yes, for sentences that contain opinions statements and no for the sentences that do not.

Closure:At the end of the activity, students will be put into groups so that they can practice

sorting opinion sentences (not from the story) with their peers. Students will be given a folder which contains sentence strips in them and they with sort these sentence strips with a partner the same way sentences were sorted with teacher. They will be in charge of placing opinion sentences under the yes column of their work sheet and place sentences under no which do not contain opinion statements (using glue stick).

Assessment:Rubric1-( Beginning) Out of 6 sentences, students were only able to to place 1 sentence strip into the correct column.

2- (Developing) Out of 6 sentences, students were only able to place 3 sentence strips in the correct column.

3- (Accomplished)Out of 6 sentences, students were only able to lace 4/ 5 sentence strips in the correct column.

4- (Exemplary) Out of 6 sentences students were able to place all 6 sentences into the correct column.

Differentiation of Instruction: Before allowing students to practice sorting sentence strips with their peers, the teacher will use a new mentor text to assist students with identifying opinion statements. The teacher will model with the class how to go about sorting each sentence so that the students are able to complete the next activity effectively on their own.

Lesson Plan 3

Lesson Title: Writing Opinion Statements

Content Area: Reading and Writing Grade: 3rd

Estimated Duration: 45 minutes

Standard: CCSS. ELA- Literacy. W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.Objective:

- Students will be able to turn sentences into opinion statements.

Materials:- Chart paper- Markers- Work sheet

Procedure:1) Have students join you on the rug for an activity. 2) Review the definition of opinion writing. 3) Explain to students that we have learned about the vocabulary and the form of

opinion writing. As a class, we will now practice turning sentences into opinions or opinion statements.

4) On chart paper the teacher will have a two-column chart (not opinions/ opinions). On one side there will be sentences already written (not opinions). (these are sentences that students will assist with converting into opinion statements)

5) Go through each sentence on the not opinion side and have students participate with turning them into opinion statements.

6) Allow students to turn and talk about each sentence as you go through them. Closure:On 4 sheets of chart paper in the classroom, there will be a non-opinion sentence written at the top. Students will be given post-it notes and they will convert the sentences into an opinion statement for each sentence written on the chart papers. When they are done, they will stick it to the correct chart paper and the class will do a gallery walk. During this gallery walk, students will have to opportunity to see how their peers converted non opinion statements into opinion statements.

Assessment:Rubric1-( Beginning) Student was able to convert 1out of 4 sentences into opinion statements

2- (Developing) Student was able to convert 2 out of 4 sentences into opinion statements.

3- (Accomplished) Student was able to convert 3 out of 4 sentences into opinion statements.

4- (Exemplary) Student was able to convert all 4 sentences into opinion statements.

Differentiation of Instruction: Before converting sentences on their own, students will have the opportunity to practice converting non opinion sentences as a class. This is to assist students who may have a difficult time with converting sentences on their own. Modeling for students will assist them with creating their own opinion statements independently.

Lesson Plan 4

Lesson Title: Introducing Informative Writing

Content Area: Reading and Writing

Grade: 3rd

Estimated Duration: 45 minutes

Standard: CCSS. ELA- Literacy. W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Objective: - Students will be able to define what informative writing is and give examples of when or

why it is used. - Students will have the ability to identify writing which contains informative statements.

Materials:- 3 different forms of exemplar text children to look at with groups

-- Chart Paper- Markers- Paper bag- White computer paper

Procedure:1) Put students into groups of threes so they can explore the mentor text that was

given to them on informative writing. Allow 10-15 minutes for each person to real all 3-mentor text.

2) Within their groups, have students share what they notice about informative writing, ask them to pay attention to the vocabulary, and the information that is included in this kind of writing. Allow students to discuss for 3-5 minutes.

3) Have an open discussion with class on what students notice about informative writing.

4) On chart paper (labeled informative writing), write down what students notice about opinion writing.

5) As a class, come up with a definition on what informative writing is. Use the dictionary definition to help.

6) After developing a definition with the class, have students join you on the rug.

7) Explain to the class that you will be reading “In November” by Cynthia Rylant.8) Ask students meaningful question throughout the story so that they are able to

grasp a better understanding of informative writing. Relate writing back to the chart created with class.

Closure:At the of reading In November by Cynthia Rylant, the students will play a game

with their teacher. This game will help student identify informative writing that is presented in the world on a daily basis. In a paper bag, the teacher will have different forms of writing written on pieces of paper, ex: News article, Diary/ journal writing, cooking directions etc. The teacher will explain what these writing consist of, and it is the student’s job to vote on whether or not these forms of writing would have informative statements/ writing within them. Teacher will allow students to vote yes or no by the raising of hands.

Assessment:Children will be informally assessed by what they contribute to the class discussion on informative writing. For introductory lessons, teachers will assess children by asking meaningful questions and through heavy observation of student’s contribution to class.

Summative-At the end of the week, students will be asked to write a short 1 or 2 paragraph essay on a topic of their choice. This will allow them to use what they have learned throughout the week on informative writing.

Differentiation of Instruction: Having one form of informative writing presented for children to explore would insist that all students would understand informative writing after viewing one example. To differentiate instruction for this lesson, 3 different forms of informative writing is presented for students to explore. Each of the examples are different and students can discuss the different aspects of each example. This will assist students as they think of ways to define informative writing.

Lesson Plan 5

Lesson Title: Vocabulary and Informative Writing

Content Area: Reading and Writing Grade: 3rd

Estimated Duration: 45 minutes

Standard: CCSS. ELA- Literacy. W.3.2c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Objective:- Students will be able to identify vocabulary/ phrases through literature which is

associated with informative/ explanatory writing.

Materials:

-

-- Chart paper - markers - sentence strips with sentences from “In November” by Cynthia Rylant - Work sheet containing yes and no column.

- Sentence strips containing opinion and non-opinion statements for students. - glue sticks

Procedure:1) The teacher will first start the lesson by going over the definition that the class

came up with prior lesson on informative writing.2) The teacher will than ask students to recall some forms of writing that contains

informative writing or statements. Allow students to come up with three examples (examples spoken about in prior lesson).

3) After reviewing the definition of informative writing have students join you for a book on the rug.

4) Introduce the book that you will be reading to the class “In November” by Cynthia Rylant Explain that this is a book that also contains informative writing, and she be used to help students understand what informative writing looks like.

5) After reading the story, explain to the students that in your hand you hold sentence strips, that contain sentences that come straight out of the story.

6) Explain to the class, that as a class, they will sort the sentences that have strong Informative statements, from the ones that do not.

7) The teacher will be in charge of reading the sentence strips and students will use response cards to determine whether or not the sentences contain informative writing.

8) The teacher will use chart paper the contains two columns to sort these sentences. Yes, for sentences that contain informative statements and no for the sentences that do not.

Closure:At the end of the activity, students will be put into groups so that they can practice sorting informative sentences (not from the story) with their peers. Students will be given a folder which contains sentence strips in them and they with sort these sentence strips with a partner the same way sentences were sorted with teacher. They will be in charge of placing informative sentences under the yes column of their work sheet and place sentences under no which do not contain informative statements (using glue stick).Assessment:Rubric1-( Beginning) Out of 6 sentences, students were only able to place 1 sentence strip into the correct column.

2- (Developing) Out of 6 sentences, students were only able to place 3 sentence strips in the correct column.

3- (Accomplished)Out of 6 sentences, students were only able to lace 4/ 5 sentence strips in the correct column.

4- (Exemplary) Out of 6 sentences students were able to place all 6 sentences into the correct column.

Differentiation of Instruction:

Before allowing students to practice sorting sentence strips with their peers, the teacher will use a new mentor text to assist students with identifying informative statements. The teacher will model with the class how to go about sorting each sentence so that the students are able to complete the next activity effectively on their own.