- I can plan an opinion essay that states an opinion and has reasons that are supported by facts and details. (RI.3.1, W.3.1a, W.3.1b)
These are the CCS Standards addressed in this lesson:
- RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
- W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
- W.3.1b: Provide reasons that support the opinion.
Daily Learning Targets
Ongoing Assessment
- Color-coded Research Note-catcher: Water Pollution (RI.3.1, W.3.1a, W.3.1b)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Back-to-Back and Face-to-Face Protocol: Importance of Protecting Our Water Supply (5minutes) B. Reviewing Learning Target (5 minutes) 2. Work Time A. Guided Practice: Planning an Opinion Essay (20 minutes) B. Independent Practice: Planning an Opinion Essay (20 minutes) 3. Closing and Assessment A. Research Reading Share (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Prepare the research reading share using the Independent Reading: Sample Plans or your own independent reading routine (see the Tools page).
- Post: Learning targets and applicable anchor charts (see materials list)
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-3 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.C.10, 3.I.C.11, 3.I.C.12, 3.II.A.1, 3.II.A.2, 3.II.C.6, 3.II.C.7
Important points in the lesson itself
- The basic design of this lesson supports ELLs by providing guided practice with planning an essay before inviting students to do so independently; using the familiar Painted Essay color-coding system to help students connect information on their note-catchers with the corresponding paragraph on the model essay; and providing extensive opportunity for oral language development through turn and talks.
- ELLs may find it challenging to identify the most relevant information to include in each paragraph during Work Time B without a corresponding model paragraph to refer to, as they had during Work Time A. Consider outlining each section of the research note-catcher in the color of its corresponding paragraph. (Example: The Issue box would be outlined in red to correspond with the introductory paragraph, the Impact box would be outlined in yellow to correspond with Proof Paragraph 1, etc.) See Meeting Students' Needs.
Levels of support
For lighter support:
- Encourage students to provide evidence from each paragraph to support their description of what that paragraph is about in Work Time A, using linking words and phrases to do so. (Example response: Proof Paragraph 1 describes how access to water affects people around the world. For example,it says, "... 1 billion people have to walk at least 15 minutes to get their freshwater for the day!")
For heavier support:
- Consider enlarging the Research Note-catcher: Access to Water and displaying it next to the enlarged model opinion essay (see Lesson 5, "For heavier support") during Work Time B. Model and think aloud the process for underlining information in the research note-catcher that corresponds with information in the introductory paragraph, using the enlarged research note-catcher and enlarged model opinion essay to do so. See Meeting Students' Needs in Work Time B for more information. Based on student need, consider modeling this process for other paragraphs as well.
Universal Design for Learning
- Multiple Means of Representation (MMR): To facilitate effective learning during this lesson, ensure that all students have access to the directions for each activity and feel comfortable with the expectations. Continue to vary the ways in which you convey expectations for each activity or task. Consider engaging in a clarifying discussion about the directions and creating a visual display of the steps for each activity.
- Multiple Means of Action and Expression (MMAE): Continue to support a range of fine motor abilities and writing needs by offering students options for writing utensils. Also consider supporting students' expressive skills by offering partial dictation of their responses.
- Multiple Means of Engagement (MME): Continue to remind students of the goal for the work they are doing with their writing. Recall that returning to the learning goals lifts up their value and relevance to students.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- focus statement (L)
- protect, affects, solve (W)
Materials
- Opinion Essay: Water Pollution Prompt (from Lesson 1; one per student and one to display)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Working to Contribute to a Better World anchor chart (begun in Module 1)
- Research note-catchers (one per student):
- Access to Water (from Unit 1, Lesson 7)
- Water Pollution (from Unit 1, Lesson 11)
- Model Opinion Essay: Access to Water (from Lesson 5; one per student and one to display)
- Colored pencils (red, yellow, blue, green; one of each per student)
- Independent Reading: Sample Plans (for teacher reference; see the Tools page)
- Language Dive Practice: Model Opinion Essay (homework from Lesson 5; one per student)
- Language Dive Practice: Model Opinion Essay (answers, for teacher reference)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Back-to-Back and Face-to-Face Protocol: Importance of Protecting Our Water Supply (5minutes)
"Why should we protect our water supply?" (We should protect our water supply so all people can have access to clean water; clean water is a basic necessity for all people)
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B. Reviewing Learning Target (5 minutes)
"I can plan an opinion essay that states an opinion and has reasons that are supported by facts and details."
"Which of these habits of character do you think this essay will help us to practice? Why?" (Working to Contribute to a Better World, because we are writing an essay that will help educate others about an environmental issue and give solutions to help solve this issue, which is helping to take care of the environment)
"Which specific habits do you think we will be most focused on? Why?" (taking care of and improving the environment and applying our learning to help the environment, because the content of our essay will work toward both of these) |
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Work Time
Work Time | Meeting Students' Needs |
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A. Guided Practice: Planning an Opinion Essay (20 minutes)
"Reread the Model Opinion Essay: Access to Water. What sentence answers the research question: 'Why must we act now to protect our water supply?'" (We must act now to make sure that everyone has the water they need!)
"Reread the Model Opinion Essay: Access to Water. What is the first proof paragraph about?" (It describes how access to water affects people around the world.) |
"Red represents the introduction. Can you identify the introduction on the enlarged model essay and explain its purpose?"Continue with each color, solidifying the structure of the Painted Essay before students work with each paragraph in pairs.
"I noticed that the essay says, 'Did you know that on average, each person in North America uses 550 liters of water every day? But in other parts of the world, people use only 140, 70, or even as little as 10 liters of water a day.' In my research note-catcher, I wrote, 'Water isn't distributed across the world equally, so some people and places have a lot, while others have very little.' Even though this is worded differently, it contains the same information, so I will underline it. Do you see any other information that is the same?" |
B. Independent Practice: Planning an Opinion Essay (20 minutes)
"Say a focus statement that answers the research question, focused on water pollution." (Responses will vary, but may include: We must act now to protect our water supply.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Research Reading Share (10 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
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