- I can write an invitational letter for my video PSA live launch. (RI.3.1, W.3.2, W.3.4, W.3.5)
- I can use abstract nouns. (L.3.1c)
- I can use commas and capital letters in a mailing address. (L.3.2b)
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.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
- W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- L.3.1c: Use abstract nouns (e.g., childhood).
- L..3.2b: Use commas in addresses
Daily Learning Targets
Ongoing Assessment
- Mid-Unit 3 Assessment: Writing an Invitational Letter (RI.3.1, W.3.2, W.3.4, W.3.5, L.3.1c, L.3.2b)
- Tracking Progress: Informative Writing (W.2)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Returning End of Unit 2 Assessment (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mid-Unit 3 Assessment: Writing an Invitational Letter (35 minutes) 3. Closing and Assessment A. Tracking Progress (15 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:
Assessment guidance:
Areas in which students may need additional support:
Down the road:
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In Advance
- Provide feedback on students' End of Unit 2 Assessments in preparation for returning them in Opening A.
- Gather Tracking Progress folders.
- 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.A.4, 3.I.B.6, 3.I.C.10, 3.I.C.12, 3.II.A.1, 3.II.B.4
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to demonstrate their content and language knowledge in writing a final draft of their invitational letter built on their preparation and practice in previous lessons.
- ELLs may find the assessment challenging. Encourage students to consult classroom resources and give them specific, positive feedback on the progress they've made learning English.
- Ensure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves (see the Meeting Students' Needs section).
Universal Design for Learning
- Multiple Means of Representation (MMR): To set themselves up for success for the mid-unit assessment, students need to generalize the skills that they learned from previous lessons. Similar to previous modules, before administering the assessment, activate their prior knowledge by recalling the learning targets from previous lessons. Also, present the directions for the assessment both visually and verbally and display a list of the assessment parts/steps.
- Multiple Means of Action and Expression (MMAE): Continue to support students in setting appropriate goals for their effort and the level of difficulty expected for the mid-unit assessment.
- Multiple Means of Engagement (MME): Continue to support students in limiting distractions during the mid-unit assessment. Also, continue to provide variation in time for completing the assessment as appropriate. Consider breaking the assessment into parts and offering breaks at certain times
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Do not preview vocabulary for this assessment lesson.
Materials
- End of Unit 2 Assessments (from Unit 2, Lesson 14; one per student; returned with feedback during Opening A)
- Mid-Unit 3 Assessment: Writing an Invitational Letter (one per student and one to display; see Assessment Overview and Resources)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Draft invitational letters (from Lesson 6; one per student)
- Invitational Letter Planning graphic organizer (completed in Lesson 5; one per student)
- Model invitational letter (from Lesson 5; one per student)
- Criteria for an Effective Invitational Letter anchor chart (begun in Lesson 5)
- Informative Writing Checklist (one per student; see Assessment Overview and Resources)
- Tracking Progress: Informative Writing (one per student)
- Tracking Progress folders (from Module 1; one per student)
- Sticky notes (three per student)
Materials from Previous Lessons
New Materials
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. Returning End of Unit 2 Assessment (5 minutes)
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B. Reviewing Learning Targets (5 minutes)
"I can write an invitational letter for my video PSA live launch." "I can use abstract nouns."
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Work Time
Work Time | Meeting Students' Needs |
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A. Mid-Unit 3 Assessment: Writing an Invitational Letter (35 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Tracking Progress (15 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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