- I can revise my informative essay about my freaky frog to include simple, compound, and complex sentences. (W.3.2a, W.3.2d, W.3.4, W.3.5, W.3.6, W.3.10, L.3.1h, L.3.1i, L.3.6)
- I can revise my informative essay about my freaky frog using teacher feedback. (W.3.2, W.3.5, W.3.10)
These are the CCS Standards addressed in this lesson:
- W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
- W.3.2d: Provide a concluding statement or section.
- 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.
- W.3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
- W.3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.3.1h: Use coordinating and subordinating conjunctions.
- L.3.1i: Produce simple, compound, and complex sentences.
- L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Daily Learning Targets
Ongoing Assessment
- End of Unit 3 Assessment, Parts I and II (W.3.2a, W.3.2d, W.3.4, W.3.5, W.3.6, W.3.10, L.3.1h, L.3.1i, L.3.6)
- Tracking Progress: Informative Writing recording form (W.3.2)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mini Lesson: Simple, Compound, and Complex Sentences (15 minutes) B. End of Unit 3 Assessment, Part I: Informative Essay: Revising and Editing a Description of My Freaky Frog (20 minutes) C. End of Unit 3 Assessment, Part II: Answering Selected Response Questions (15 minutes) 3. Closing and Assessment A. Tracking Progress (5 minutes) 4. Homework A. Select one or more of the Simple, Compound and Complex Sentences practices in your Homework Resources to complete. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas where students may need additional support:
Assessment Guidance:
Down the road:
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In Advance
- Be prepared to provide teacher feedback on the Mid-Unit 3 Assessment in this lesson.
- Post: Learning targets.
Tech and Multimedia
- Work Time C: Students could write their final draft straight into an online book using sites such as My Storybook or flipsnack.
- Work Time C: Students complete their final drafts in a word processing document, for example a Google Doc using Speech to Text facilities activated on devices, or using an app or software like Dictation.io.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.A.1, 3.I.B.6, 3.I.C.10, 3.II.A.1, 3.II.B.4, 3.II.B.5, 3.II.C.6.
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to demonstrate their content and language knowledge in a final draft built on their preparation and practice in previous lessons. They self-assess at the end of the lesson in order to celebrate their successes and chart a course for the future.
- ELLs may find the End of Unit 3 Assessment challenging, as it may be a big leap from the heavily scaffolded classroom interaction for some ELLs. Before they begin, encourage students to do their best and congratulate them on the progress they've made learning English. Point out some specific examples.
- Make sure ELLs understand the assessment directions. Answer any questions they may have. See additional support in the lesson.
- After the assessment, ask students to discuss what was easiest and what was most difficult on the assessment, and why. To facilitate this discussion, prepare a concise rubric of the elements of the assessment and allow students to rank the difficulty level of these elements on a Likert scale.
- Reinforce the concept of simple, compound, and complex sentences. Example: Encourage students to find samples of these sentence types in their complex texts. Underline a pair of simple sentences in the student's informative writing that could benefit from conversion to a compound or complex sentence. Perhaps provide a conversion hint (e.g., "Use and" or "Use when") to support students.
- To illustrate how simple sentences can be combined to create compound and complex sentences, write simple sentences on cardstock strips and model combining them using linking words written on different cardstock strips.
Universal Design for Learning
- Multiple Means of Representation (MMR): To set themselves up for success for the assessment, students need to generalize the skills that they learned from the previous sessions. Similar to Modules 1 and 2, before administering the assessment, activate their prior knowledge by recalling the learning targets from the previous lessons. Also present the directions for the assessment both visually and verbally and display a map of the assessment parts.
- 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 assessment. Appropriate goal-setting supports development of executive skills and strategies. Offer scaffolds for students, such as a checklist with three goals or reminders for the assessment.
- Multiple Means of Engagement (MME): The End of Unit 3 Assessment may be a big leap from the heavily scaffolded classroom interaction for students who need additional support. Before they begin, remind students of all that they have learned during the pre- and re-teaching groups they have participated in and encourage them to do their best.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- coordinating and subordinating conjunctions (L)
Materials
- End of Unit 3 Assessment, Part I: Revising and Editing an Informative Essay about a Freaky Frog (one per student; see Assessment Overview and Resources)
- Poison Dart Frog Simple Sentence Example (one for display)
- Simple, Compound, and Complex Sentences (one per student and one to display)
- Different-colored markers (three per student)
- Criteria: Simple, Compound, and Complex Sentences (one per student and one to display)
- Mid-Unit 3 Assessment (returned with feedback during Work Time B; one per student)
- Informative Writing Checklist (from Lesson 3; one per student)
- Working to Become Effective Learners anchor chart (from Module 1)
- Informative Essay about a Freaky Frog (one per student; completed throughout Unit 3)
- End of Unit 3 Assessment, Part II (one per student; see Assessment Overview and Resources)
- Tracking Progress: Informative Writing recording form (one per student)
- Evidence flags or 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 |
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A. Reviewing Learning Targets (5 minutes)
"I can revise my informative essay about my freaky frog to include simple, compound, and complex sentences."
"I can revise my informative essay about my freaky frog using teacher feedback."
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Work Time
Work Time | Meeting Students' Needs |
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A. Mini Lesson: Simple, Compound, and Complex Sentences (15 minutes)
"What is wrong with this writing? How does it sound when it is read aloud? Is it easy to read?" (The sentences are all very short, so it is challenging to read; it sounds very choppy as it stops and starts.) "Remember your audience for your Freaky Frog book. Does this sound like something a third- or fourth-grader would enjoy reading? Why or why not?" (No, because the language doesn't flow smoothly. It might annoy readers.)
"Is this a simple, compound, or complex sentence? How do you know?"
"Why do you think I want to see a variety of different types of sentences?" (It can make writing more interesting and easier to read.) |
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B. End of Unit 3 Assessment, Part I: Informative Essay: Revising and Editing a Description of My Freaky Frog (20 minutes)
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C. End of Unit 3 Assessment, Part II: Answering Selected Response Questions (15 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Tracking Progress (5 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Select one or more of the Simple, Compound, and Complex Sentences practices in your Homework Resources to complete. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
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