- I can write Proof Paragraph 2 of my book review using evidence from the text to support a reason for my opinion. (RL.3.1, W.3.1b)
These are the CCS Standards addressed in this lesson:
- RL.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.
- 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.
Daily Learning Targets
Ongoing Assessment
- Proof Paragraph 2 of book review (RL.3.1, W.3.1b)
Agenda
Agenda | Teaching Notes |
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1. Opening A. The Painted Essay(r): Sorting and Color-Coding the Parts of Proof Paragraph 2 (15 minutes) B. Reviewing Learning Target (5 minutes) 2. Work Time A. Language Dive: Proof Paragraph 2 (15 minutes) B. Guided Practice: Writing Proof Paragraph 2 (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Complete Language Dive II: Model Book Review Practice in your Unit 2 homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Strategically pair students for work in Opening A.
- Review the Questions We Can Ask during a Language Dive anchor chart (from Unit 1, Lesson 7) as necessary.
- Preview the Language Dive Guide and consider how to invite conversation among students to address the questions and goals suggested under each sentence strip chunk (see supporting Materials). Select from the questions and goals provided to best meet your students' needs.
- Prepare the Organizing the Model: Proof Paragraph 2 strips (see supporting Materials).
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-2 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
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to work closely with essay structure, building on their understanding one paragraph at a time. In this lesson, students focus exclusively on Proof Paragraph 2 of their book review. Students continue to benefit from the color-coding system established in previous lessons for visual support.
- ELLs may find it challenging to keep pace with the class as they work through each sentence of the proof paragraph. Consider providing additional writing time between sentences to accommodate those who may need more time to process language. Alternatively, during the Closing and Assessment, consider working with a small group of students to complete any unfinished writing from Work Time.
Levels of support
For lighter support:
- Before Providing Additional Support during Work Time B, observe student work and allow students to grapple. Provide supportive Materials only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support.
For heavier support:
- During Work Time B, consider providing a paragraph frame for students to use as they write their Proof Paragraph 2. Omit only a few words. Students can complete the paragraph as a cloze exercise while focusing on comprehending the paragraph and its purpose within the essay structure.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students write Proof Paragraph 2 of their book review. Continue to use think-alouds, visual displays, and/or peer models to make these thought processes explicit. This allows students to see the model visually and also understand the thought processes behind it.
- Multiple Means of Action and Expression (MMAE): This lesson includes writing time, during which some students may need additional support building their writing stamina. Continue to support them in growing their persistence and effort by providing scaffolds that build an environment conducive to writing.
- Multiple Means of Engagement (MME): Continue to support students in feeling successful with writing by allowing them to celebrate writing goals. Consider chunking the writing block into smaller blocks with breaks at specific intervals. Celebrate students who meet their writing goals, whether for length of text or sustained writing time.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- evidence, proof paragraph (L)
Materials
- Organizing the Model: Proof Paragraph 2 strips (one set per pair)
- The Painted Essay(r) template (from Module 1; one per student)
- Model Book Review: Peter Pan in Kensington Gardens (from Lesson 8; one per student and one to display)
- Book Review anchor chart (begun in Lesson 9; added to during Opening A; see supporting Materials)
- Book Review anchor chart (example, for teacher reference)
- Language Dive Guide: Model Book Review, Proof Paragraph 2 Reason (for teacher reference)
- Questions We Can Ask during a Language Dive anchor chart (begun in Unit 1, Lesson 7)
- Language Dive Chunk Chart: Model Book Review, Proof Paragraph 2 Reason (for teacher reference)
- Language Dive Sentence Strip Chunks: Model Book Review, Proof Paragraph 2 Reason (one to display)
- Language Dive Note-catcher: Model Book Review, Proof Paragraph 2 Reason (one per student and one to display)
- Blue and red markers (one set per student)
- Opinion Writing Checklist (from Lesson 9; one per student and one to display)
- Book review (begun in Lesson 9; added to during Work Time B; one per student)
- Book Review Planning graphic organizer (from Lesson 9; one per student)
- Book Review Examples: Peter Pan (from Lesson 9; for teacher reference)
- Language Dive I: Model Book Review Practice (homework from Lesson 1o; one per student)
- Language Dive I: Model Book Review Practice (answers, for teacher reference)
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. The Painted Essay(r): Sorting and Color-Coding the Parts of Proof Paragraph 2 (15 minutes)
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B. Reviewing Learning Target (5 minutes)
"I can write Proof Paragraph 2 of my book review using evidence from the text to support a reason for my opinion."
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Work Time
Work Time | Meeting Students' Needs |
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A. Language Dive: Proof Paragraph 2 (15 minutes)
"How does our discussion add to your understanding of how to write your book review? I'll give you time to think and discuss with a partner." (Responses will vary.) "Who can explain why your classmate came up with that response? I'll give you time to think and write." (Responses will vary.) |
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B. Guided Practice: Writing Proof Paragraph 2 (20 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Complete Language Dive II: Model Book Review Practice in your Unit 2 homework. |
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