- I can use a comma to separate an introductory element from the rest of the sentence. (L.5.2b)
- I can write an introductory paragraph for my essay giving context on the issue and clearly stating my opinion. (W.5.1b, W.5.4, W.5.9b)
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.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.5.9b: Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"").
- L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- L.5.2b: Use a comma to separate an introductory element from the rest of the sentence.
Daily Learning Targets
Ongoing Assessment
- Introduction to Opinion Essay (W.5.1a)
Agenda
Agenda | Teaching Notes |
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1. Opening A. The Painted Essay(r): Sorting and Color-Coding the Parts of an Introductory Paragraph (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Language Dive II: Model Essay: Branch Rickey (15 minutes) B. Independent Writing: Drafting an Introduction (25 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Choose and respond to an opinion QuickWrite prompt from your Unit 2 Homework. B. Complete the Language Dive II Practice: Model Essay: Branch Rickey in your Unit 2 Homework. C. 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 where students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Strategically pair students for work in Opening A with at least one strong reader per pair.
- Review the Opinion Writing Checklist from Lesson 9 to familiarize yourself with what will be required of students over the remainder of the unit.
- Review Questions We Can Ask during a Language Dive anchor chart as needed (begun in Unit 1, Lesson 3).
- Preview the Language Dive Guide and consider how to invite conversation among students to address the language goals suggested under each sentence strip chunk (see supporting Materials). Select from the questions and goals provided to best meet your students' needs.
- 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 5.I.C.10, 5.I.C.11, 5.I.C.12, 5.II.A.1, 5.II.A.2, 5.II.C.6, and 5.II.C.7
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 the introductory paragraph for their opinion essay. Students continue to benefit from the color-coding system established in previous lessons for visual support. Additionally, the whole class Language Dive during Work Time A is particularly supportive of ELLs.
- ELLs may find it challenging to keep pace with the class as they work through each sentence of the introductory paragraph. Additionally, they may find it challenging to determine the most relevant context with which to open their paragraph. Consider working with a small group after working with the class and help them create their introductions together. The group can begin writing as an interactive writing experience and finish independently.
Levels of support
For lighter support:
- As students write their introductory paragraphs during Work Time B, encourage them to use varying introductory elements to introduce their sentences. Invite them to refer to the Introductory Elements chart for concrete examples they can use.
For heavier support:
- Consider creating index cards with sentence frames that include introductory elements and corresponding images about Jackie Robinson. For example, on one index card, draw a picture of Jackie Robinson meeting Branch Rickey. On the top of this index card, write, "In 1945, Jackie Robinson met _____." During Work Time B, students can talk in pairs to fill in the blank and identify the introductory element, and then write the sentence on their Introductory Elements handout. Remind students to add a comma after the introductory element. (Example: Partner A: "In 1945, Jackie Robinson met Branch Rickey." Partner B: "'In 1945,' is the introductory element." Both students then write the sentence, underlining In 945, as the introductory element.) This allows students explicit practice writing sentences with introductory elements before writing their own in their essays.
Universal Design for Learning
- Multiple Means of Representation (MMR): This lesson offers a variety of visual anchors to cue students' thinking. Continue to support students by creating additional or individual anchor charts for reference and charting student responses during whole class discussions to aid with comprehension.
- 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 student responses.
- Multiple Means of Engagement (MME): Continue to remind students of the goal for the work they are doing with their writing. 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)
- introductory paragraph (L)
- segregation, discrimination, racism, color barrier, factors, success, most important (W)
Materials
- Organizing the Model: Introductory Paragraph (one strip per pair)
- Painted Essay(r) template (from Module 1, Unit 2, Lesson 12; one per student)
- Colored pencils (red, green; one of each per student)
- Model Essay: Branch Rickey (from Lesson 9; one per student and one to display)
- Characteristics of Opinion Essays anchor chart (new; co-created with students during Opening A)
- Characteristics of Opinion Essays anchor chart (example, for teacher reference)
- Directions for Opinion Essay (from Lesson 9; one per student and one to display)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Language Dive Guide II: Model Essay: Branch Rickey (for teacher reference)
- Questions We Can Ask during a Language Dive anchor chart (begun in Unit 1, Lesson 3)
- Language Dive Chunk Chart II: Model Essay: Branch Rickey (for teacher reference)
- Language Dive Sentence Strip Chunks II: Model Essay: Branch Rickey (one to display)
- Language Dive II: Model Essay: Branch Rickey note-catcher (one per student and one to display)
- Opinion Writing Planning graphic organizer (from Lesson 10; one per student and one to display)
- Opinion Writing Checklist (from Lesson 9; one per student and one to display)
- Paper (lined; one piece per student)
- Domain-Specific Word Wall (begun in Unit 1, Lesson 1)
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 an Introductory Paragraph (10 minutes)
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B. Reviewing Learning Targets (5 minutes)
"I can use a comma to separate an introductory element from the rest of the sentence." "I can write an introductory paragraph for my essay giving context on the issue and clearly stating my opinion."
"What is an introductory paragraph? What is the purpose of it?" (the paragraph that opens a piece of writing and helps the reader understand what the writing will be about)
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Work Time
Work Time | Meeting Students' Needs |
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A. Language Dive II: Model Essay: Branch Rickey (15 minutes)
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B. Independent Writing: Drafting an Introduction (25 minutes)
"Are there any specific criteria that you should be aware of and list in that column on the checklist?" (Responses will vary, but may include: Briefly explain what social change Jackie Robinson was fighting for in the introduction.)
"What do we mean by rules of writing in the following characteristic: L.5.1: My words and sentences follow the rules of writing?" (conventions and grammar)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
"What did you do to work toward becoming an effective learner as you worked today?" (Responses will vary.) "What were your challenges as you worked today?" (Responses will vary.) "What were your successes?" (Responses will vary.)
"Can you give an example?" (Responses will vary.) |
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Homework
Homework | Meeting Students' Needs |
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