- I can write an opinion essay about personal items to include in an emergency preparedness kit. (W.5.1, W.5.4, W.5.6, L.5.2e)
- I can provide kind, specific, and helpful feedback. (W.5.5)
These are the CCS Standards addressed in this lesson:
- W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- W.5.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
- W.5.1b: Provide logically ordered reasons that are supported by facts and details.
- W.5.1c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
- W.5.1d: Provide a concluding statement or section related to the opinion presented.
- W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
- L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- L.5.2e: Spell grade-appropriate words correctly, consulting references as needed
Daily Learning Targets
Ongoing Assessment
- End of Unit 3 Assessment: Writing an Opinion Essay: Personal Items for My Emergency Preparedness Kit (W.5.1, W.5.4, W.5.6,L.5.2e)
- Tracking Progress: Opinion Writing (W.1)
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Returning Mid-Unit 3 Assessments (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. End of Unit 3 Assessment: Writing an Opinion Essay: Personal Items for My Emergency Preparedness Kit (80 minutes) B. Peer Critique: Opinion Essays (20 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:
|
In Advance
- Provide feedback on students' Mid-Unit 3 Assessments in preparation for returning them in Opening A.
- Prepare:
- End of Unit 3 Assessment (see Assessment Overview and Resources).
- Technology necessary for students to word-process their essays (see Technology and Multimedia).
- 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.
- Work Times A and B: Prepare technology and tools necessary for students to word-process their essays, one device per student. If possible, choose word- processing tools with the suggestion/track changes function for students to track their revisions during the peer critique in Work Time B.
Supporting English Language Learners
Supports guided in part by CA ELD Standards5.I.A.4, 5.I.B.6, 5.I.C.10, 5.I.C.11, 5.I.C.12, 5.II.A.1, 5.II.A.2, 5.II.A.6, and 5.II.A.7
Important points in the lesson itself
- The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 3-5.
- 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.
- Allow students to review note-catchers, the Academic and Domain-Specific Word Walls, vocabulary logs, and other classroom resources.
- Ensure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves (see the Meeting Students' Needs column).
- After the assessment, ask students to discuss which assessment task was easiest, which was most difficult, and why.
Universal Design for Learning
- Multiple Means of Representation (MMR): To get the most informative data from the assessment, ensure that all students have access to the assessment directions and feel comfortable with the expectations. Continue to vary the ways in which you convey your expectations.
- Multiple Means of Action and Expression (MMAE): Continue to support those who may struggle with expressive language by providing sentence frames to help them organize their thoughts. Also, consider asking questions to guide self-monitoring and reflection.
- Multiple Means of Engagement (MME): Some students may need additional support with expectations and motivation in writing their opinion essay. Provide reassurance that they have worked hard and are prepared for this assessment
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- Do not preview vocabulary for this assessment lesson.
Materials
- Mid-Unit 3 Assessment: Research: Supplies to Include in an Emergency Preparedness Kit (from Lesson 2; one per student; returned with feedback during Opening A)
- End of Unit 3 Assessment: Writing an Opinion Essay: Personal Items for My Emergency Preparedness Kit (one per student and one to display; see Assessment Overview and Resources)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Opinion Writing Checklist (from Lesson 3; one per student)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Sticky notes (two different colors; two of each per student)
- Peer Critique anchor chart (begun in Module 1)
- Directions for peer critique (one to display)
- Tracking Progress folders (from Module 1; one per student)
- Tracking Progress: Opinion Writing: Module 4 (one per student)
- Sticky notes (eight 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 |
---|---|
A. Returning Mid-Unit 3 Assessments (5 minutes)
|
|
B. Reviewing Learning Targets (5 minutes)
|
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. End of Unit 3 Assessment: Writing an Opinion Essay: Personal Items for My Emergency Preparedness Kit (80 minutes)
|
|
B. Peer Critique: Opinion Essays (20 minutes)
|
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Tracking Progress (15 minutes)
|
|
Homework
Homework | Meeting Students' Needs |
---|---|
A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
|
Copyright © 2013-2024 by EL Education, New York, NY.