Sugimoto 2

Writing Lesson Plan: Opinion Writing

Name: Taylor Rae Sugimoto

Grade: 3rd Grade

Date: November 13, 14, 20, 21

Content Area: Writing

Duration: 4 Days
Materials needed:
- Thanks for Thanksgiving by Julie Marks
- whiteboard
- writers notebook
- folder paper
- publishing paper (square on the top for illustrations with lines below)
- colored pencils
- pencils
- pens (blue or black ink for publishing, red for correcting)
- post its
- opinion prompt sheet
- Elmo projector
- beginning transition words on green index cards
- continuing transition words on yellow index cards
- concluding transition words on red index cards
- traffic light transition poster (make your own)
- fill in the blank transition worksheet
- chart paper with revision sentences
- editing marks worksheet
- editing worksheet (to put on the Elmo)
- paper clips
- criteria chart

Guiding Questions:
What is an opinion?
What are the different parts of opinion writing?
How do we support our opinion?
How do we use transitions to organize our opinion writing?
How do we use editing marks to correct peers papers?
How do we publish an opinion writing piece?
Enduring understanding: Everyone has the right to express an opinion
and provide supporting evidence to help others understand why he/she feels
that way.

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Purpose of lesson:
To create an opinion piece about the students favorite holiday using the
writing process.
What component/s will be the
lesson focus?
- Opinion writing
- Writing process
- Holidays

Strategy or skill emphasis

- Prewriting: stating an opinion
based on a topic, writing reasons,
examples, and a concluding
statement that support the
opinion
- Drafting: organizing reasons and
examples using transition words,
writing a draft of the opinion
paper
- revising
- editing: using editing marks to
correct papers
- publishing: creating a polished,
final piece with a matching
illustration
- collaborating with peers and
giving constructive feedback
Language modalities to be used in this lesson:
Listening, Speaking, Writing, Reading, Discussing, Viewing
Critical Thinking Skills

Student Engagement Techniques

and Grouping

ACEI 3.3-Critical thinking, problem solving and

performance skills.

- understanding the concept and parts of an

opinion piece
- applying their understanding of opinion
writing by drafting an opinion piece
- analyzing and evaluating peers writing
pieces by looking at ideas and conventions
- creating a polished and published opinion
piece

ACEI 3.4-Active Engagement in Learning

- writing positive comments on other peers

work during the gallery walk
- discussing with side partners
- discussing with the whole class
- working with revising and editing groups

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of
learner

List type of
differentiation

Instructional
approach

(ELL, SPED, Accelerated

Learners, Striving learners, 504
students, reading)

(learning environment, content,

process, product, performance
task)

(Write the instructional

approach/accommodations that
will be used for these learners)

English Language
Learners

Process

Students will be given

more time to complete
each part of their draft.
After conferring with
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Students who do not

celebrate holidays

Content

his/her revising and

editing groups, the
teacher will correct the
students paper before
giving permission to
publish.
Students will be given a
prompt asking about their
favorite holiday that is
observed. For example,
students could write, My
favorite holiday is
Valentines Day because
people receive cards and
chocolates from others.

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

CCSS.ELA-Literacy.W.3.1a I can take a position and form an opinion.

-

Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.

CCSS.ELA-Literacy W.3.1c I can use linking words and phrases to connect my

opinion and reasons.
-

Use linking words and phrases (e.g., because, therefore, since, for example) to
connect opinion and reasons.

CCSS.ELA-Literacy.W.3.1d I can write a concluding statement or section.

-

Provide a concluding statement or section.

CCSS.ELA-Literacy.W.3.5 With guidance, I can create and stronger piece of writing by

revising.
- With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing.

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2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative
assessments to guide and assess student learning, including criteria). Write the teacher assessment
tool for each stage of the writing process. Include copies at the end of the document.

To gain evidence of students learning of the benchmarks, students will create an

opinion writing piece by going through the writing process. During the prewriting
process, students will introduce their opinions and list reasons and examples that
support their opinion. During the drafting stage, students will use transition words
to create connections between ideas. They will also focus on creating a concluding
statement that restates their opinion. I will use the student assessment data table
on page 19 as a tool to assess students growth and knowledge of these
benchmarks throughout the writing process. The assessment is based on the writing
criteria stated in the 4-3-2-1 rubric on page 17.

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3. Activities/Instructional Strategies
ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3:
Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI
3.5: Communication to foster learning

(List how you plan to build background knowledge and the sequence of
teaching students how to apply the writing process.)
Day 1 (60 minutes total)
Introduction (5 minutes)

1) Call students to the carpet and sit in rows.

2) Ask students
a. What holiday are some people celebrating at the end of this month?
b. Talk to your side partner about what you like about Thanksgiving and
what your family does for Thanksgiving.
3) Walk around the room and listen to groups discussing the topic.
4) Call on students who would like to share what they discussed.

Building background (10 minutes)

5) Introduce the book, Thanks for Thanksgiving, to the students

6) Read the book out loud to the class
7) Tell students
a. I read you this book to get into the spirit of Thanksgiving, but more
importantly to get you to think about the favorite holiday you observe.
i. It does not have to be a holiday you celebrate. It can just be a
holiday that you know about or have heard of before.
8) Explain to students that they will be writing an opinion paper about their
favorite holiday
9) Pass out the prompt sheet to the front row and tell them to pass the prompts to
the back
a. Draw the OREO diagram on the whiteboard while they are passing back
the prompt sheet.
b. Write the I can statements on the board
i. I can use an OREO diagram to write an opinion
ii. I can write reasons and examples that support my opinion
iii. I can write a concluding statement
10)
Tell students the directions
a. Go back to your seats and open your writers notebook to the next clean
page.
b. Mrs. Fujii and I will go around and staple your prompt to the top of your
page.
11)
Walk around the room and staple the prompt into all of the notebooks.
a. The prompt is, What is your favorite holiday that you know about or
celebrate?

Part 1: Prewriting
Focus/Mini lesson (2 minutes)
12)

Explain to students the prewriting/brainstorming directions

a. You will have five minutes to brainstorm ideas about what your favorite
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holiday is, at least three reasons, and examples. To organize your ideas,
use the OREO diagram that is on the board to guide you.
i. Point at the diagram on the board and explain what each part of
the OREO stands for.
ii. Brainstorming is when you are jotting down your ideas. It does
not need to be in complete sentences, just key words that come to
mind.
iii. If you cant seem to choose your favorite holiday, make multiple
OREO diagrams and create reasons and examples for each holiday.
When we begin quick writing, then you can choose one holiday you
want to write about.
iv. The main thing is to write an opinion, list reasons, and list
examples that match your opinion.
b. Once five minutes it up, you will have ten minutes to quick write on the
right side of your paper.
c. Make sure you work very hard and write neatly because once you finish
quick writing, were going to have a gallery walk.
13)
Read the I can statements on the board together as a class
a. By the end of the day, youre going to reread these I can statements on
the board and ask yourself, Did I complete this today? How did I
complete it?
14)
Set the timer to five minutes and tell students to begin their
brainstorming.

Independent work (17 minutes)

15)
Walk around the classroom and monitor students opinions, reasons, and
ideas
16)
Stop students from brainstorming when the timer goes off
17)
Start the timer for ten minutes and tell students to begin quick writing on
the right side of the page
18)
Walk around the classroom and monitor students quick writes
19)
Stop students from quick writing when the timer goes off

Collaborative Group work (15 minutes)

20)

Explain to the class the directions and rules of the gallery walk
a. Keep your books open to your quick write page
b. You will have ten minutes to walk around the room and look at
everyones brainstorm and quick writes
c. When ten minutes is up, you will go back to your desk and grab two postits and a pencil
d. You will then go to two notebooks that you either enjoyed or want to
comment on and write them a positive note
e. Once you are done, sit back at your seat and wait for the others to finish
f. Remember this is a silent process
21)
Set the timer to five minutes and begin the gallery walk
22)
Walk around the room and read all of the quick writes
a. Write anecdotal notes about the brainstorm and quick write on a student
table grid
23)
Choose three notebooks that you would like to use as an example for the
class
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24)
Stop students when the timer goes off
25)
Remind students to grab post its, pencils, and to begin writing comments
26)
Walk around and write comments in books that are not receiving any
comments

Guided practice (7 minutes)

27)
Bring out and set up the Elmo projector
28)
Take the three exemplar notebooks from the students once everyone is
seated
29)
Put the exemplar notebooks on the Elmo
a. Ask the class
i. What evidence do you see that makes this an effective quick
write?
ii. Does this piece have an opinion, reasons, and examples? What
are they?
iii. How many reasons does this piece have?
b. Describe the positive aspects of each piece and one aspect to improve
i. What I like about ________s piece is that..

Closure: (2 minutes)

30)
Instruct students to put their writers notebook in their desk
31)
Talk to their side partners about whether they accomplished the I can
statements on the board
32)
Ask students to share what they discussed
33)
Tell students that they will continue the writing process tomorrow by
creating a draft of their quick writes

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Day 2 (60 minutes total)

Part 2: Drafting
Introduction (3 minutes)

1) Call students to the carpet

2) Divide the class into three groups and make each group sit in a circle
3) Write I can statements on the board while students are arranging themselves
into groups
a. I can create a draft that has an opinion, three reasons, examples, and a
concluding statement
b. I can use transition words to connect my ideas
4) Read the I can statements together with the students
a. By the end of today, you will look at these I can statements again and
ask yourself if you accomplished and learned these I can statements.
5) Pass out the transition words to the students
a. Give the first group the green transition cards
b. Give the second group the yellow transition cards
c. Give the third group the red transition cards

Building background (5 minutes)

6) Instruct students
a. Each of you has a different word written on your index card.
b. I put you into groups because all of the words in your group have
something in common.
c. I want you to work together with your group members to think of what
is the commonality, or what do all of your words have in common.
d. You have three minutes to come up with an idea with your group
members.
7) Set the timer for three minutes and tell students to begin
8) Walk around to other groups and listen to their discussions
a. Offer guiding questions to groups if necessary
i. How would you use these words in a sentence?
ii. Does it have to do with time?
iii. When would you use these words in an essay?
iv. Is it beginning or ending something?

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Focus/Mini lesson (7 minutes)

9) Bring students attentions toward the front of the classroom

10)
Ask students for their ideas and what they discussed with their group
members
11)
Explain that all of these words can be used in the beginning of a
sentence to tell the reader when something is happening and in what order
its happening
12)
Define transition words
a. Transition words are used in sentences to connect one idea to
another.
b. It gives the reader a heads up to what is coming up next in the
writing.
c. Its also important to use transition words in speaking. For example, if
you were trying to tell your friend how to make a peanut butter
sandwich, how would you let him know what step comes first, second,
and last? You say First I get to pieces of bread. Then I put the peanut
butter on the bread. And Finally I put the two pieces of bread together.
First, then, and finally are all transition words.
13)
Explain the different groups of transition words
a. Tell the green group to read off their words one by one to the rest of
the class
i. Explain to students that the words in the green group are used
in the beginning of the essay, and it is used to start the
beginning of an idea
b. Tell the yellow group to read off their words one by one to the rest of
the class
i. Explain to students that the words in the yellow group are used
in the middle of the essay, and it is used to connect one idea to
another idea.
c. Tell the red group to read off their words one by one to the rest of the
class
i. Explain to students that the words in the red group are used at
the end of the essay, and it is used to let readers know the last
or final idea.
14)
Show students the traffic light transition poster and explain the
different traffic light symbols
a. green light transitions are words that start off an idea, or says what is
first
b. yellow light transitions are words that connect one idea to another
c. and red light transitions are words that is the last idea, or conclude the
ideas in an essay
15)
Read with students out loud all of the transition words starting from
the green words

Guided practice (10 minutes)

16)
Explain to students that the class is going to do an activity together
17)
Pass out the activity sheet to the class
18)
Read the activity together as a class
19)
Tell students to talk to their side partner about where they think green
transition, yellow transition, and red transition words belong in the sentence.
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a. Take out and start the Elmo while the class is discussing
20)
Ask students where they believe the transitions should be placed and
write it on the paper that is under the Elmo projector
a. Why do you think that transition should be added in there?
b. Is that reason the first, second, or third reason?

Independent work (30 minutes)

21)
Instruct students to begin drafting their paper about their favorite
holiday
a. Today, we will use your planning/brainstorming ideas that you
completed yesterday to create our draft. A draft is your rough draft of
your final paper. Its not perfect, but it uses complete sentences and
states your opinion, three reasons, and examples.
b. By the end of today, we can say that we know how to state an opinion
and give reasons and examples that support our opinion. We also know
how to connect these ideas by using transition words.
22)
Pass out folder paper to students
a. Inform students that Mrs. Fujii and I will be looking for the three
reasons that are connected by transition words in your drafts
23)
Allow students to work on their drafts until the end of the period
24)
Walk around, monitor students progress, and answer questions

Closure: (3 minutes)

25)
Stop students from writing five minutes before the writing block is over
26)
Ask students to raise their hands and say a sentence from their draft
that uses a transition word or phrase
a. Give students positive reinforcement
b. Regarding todays writing skills: What are the different types of
transitions?
c. What is drafting?
27)
Tell students to put their drafts in their writing folders and their
writers notebook in their folder.
28)
Talk to their side partners about whether they accomplished the I can
statements on the board
29)
Ask students to share what they discussed
30)
Let students know that we will continue to revise, edit, and publish
their papers next week Wednesday.

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Day 3
Drafting Stage (review)
Introduction (3 mins)

1. Call students to the carpet

a. Tell students to bring their writing folders, draft, a highlighter, and a pencil
2. Bring visualizer to the middle of the carpet and turn on
3. Write I can statements on the board
a. I can use transitions to connect my ideas.
b. I can complete my draft.
c. I can use my revising and editing skills to correct a friends paper.
4. Read I can statements together with the class

Building background (5 mins)

5. Explain to students that we are reviewing transitions again before we start the
revising and editing stages today
6. Ask the class
a. What is a transition?
b. Why do we use transition words?
c. What are the three types of transition words that we learned last week?
i. Go over traffic light transition posters and the three types of
transitions
1. So when we write our opinion papers, what color transition
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word should we use when we are writing about our first
reason or first example?
2. What color transition word should we use when we are
writing about our second reason or second example?
3. What color transition word should we use when we are
writing about our third reason or third example?

Guided practice (7 mins)

7. Instruct the class

a. So now that we have reviewed what transition words are and how to use
it, I want you to switch your draft with your side partner. Your side partner
is going to highlight all of the transition words that they see in your draft.
8. Go around the classroom and watch the students highlight transition words
a. Give guiding questions to students who do not have transition words in
their paper
b. Ask students with no transition words where they think transition words
can be added
9. Stop students and bring attention back to the front
10. Ask students if there is any draft they read that had a good use of transition
words
a. Take the book and show it under the visualizer
11. Read the draft out loud
12. Ask students what do they think about the transition words used in this draft
a. Give side coaching
i. I really like how ______ used transition words.

Work Time (5 mins)

13.Give students five minutes to go back to their seats and add transition words
into their draft
a. Do NOT work on your draft, just spend the time looking for places to add
or delete transition words

Guided Practice

14.Call students back to the carpet

15.Have students share out loud some of the transitions words they added in and
where they added it into their drafts

Independent Work

16.Tell students to now go back to their seats and complete their drafts
17.Circulate around the room and answer questions
18.Take small groups to the side (if there are struggling learners) and help them add
transition words into their drafts

Closure

19.Instruct students to talk about their drafts to their table groups

a. What is your opinion?
b. What are your three reasons and examples?
c. What transition words did you use?
d. Why did you pick those transition words?
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20.Have students put their drafts, writers notebook, and prewriting in their desks

Day 4
Revising and Editing Stages

Focus/Mini lesson (7 minutes)

21.Call students to the floor
22.Ask students
a. Raise your hand if you know what to do during the revising stage of the
writing process.
b. Raise your hand if you know what to do during the editing stage of the
writing process.
c. Do you know the difference between the revising and editing stages? Is
there a difference between the two stages.
23.Explain the revising stage to students
a. For this paper, the revising stage is when you look at your paper or
someone elses paper for organized opinions, reasons, and examples.
b. You are looking to see if there are words, sentences, or ideas that need to
be added into the paper to make the ideas flow better and logically on
paper.
24.Explain the editing stage to students
a. The editing stage is when you look for correct conventions. Conventions
mean looking for right punctuations, such as capitalization, spelling,
periods, and commas.
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25.Show students the Revise vs. Edit poster/chart
a. Explain what ARMS stands for
b. Explain what CUPS stands for

Guided practice (15 minutes)

26.Tell students that we will now do an activity about revising and editing
27.Post the chart paper with an incorrect paragraph on the board
a. I like Christmas because I get to spend time with my family. On Christmas
day, my family opens presents together under the Christmas tree. My
favorite holiday is Christmas.
28. Tell students to discuss with their side partner how to revise this paragraph.
29. Call on students and ask which sentence should be first, middle, and last.
30. Remind students that this is the revising step of the writing process and that we
will now move on to an activity about the editing step of the writing process.
Independent Work
31.Explain directions to students
a. Once you finish drafting, the first step is to read your paper out loud to
yourself.
i. I know when I read my papers out loud to myself, it sounds very
different from when I read it in my head.
ii. Reading out loud helps you catch many of your own mistakes.
b. The next step is to go to your partner and switch papers with him/her.
i. Tell everyone their partners
1. Zion, myself
2. Sharey, Shayliah
3. Zanastie, Duane
4. Keanu, Rowen
5. Thor, Dyson
6. Melisa, Louie
7. Peyton, Iakona
8. Armond, Brayden
9. Aidan, Jaime
10.France, Ilaisanne
11.Dayson, Christopher
12.Ray, Mya
13.Kaylee, Zyrus
14.Jianna, Harley
c. Your partner is going to revise your paper. Not edit, but revise your
paper, meaning they will look for any ideas or sentences that need to be
rearranged, deleted, or added.
d. Make sure your partner has at least three reasons and examples.
e. Circle all of the transition words that you see in your peers paper.
32.Draw a picture of a draft on the board and explain how to revise and edit
a. first write your name on the top right corner of your partners paper if
you are revising and editing that paper.
b. revise your partners paper in black ink.
i. What are you doing when youre revising?
ii. Are you going to look for capitalization and periods?
c. You have 15 minutes to revise your partners paper.
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33.Set the timer to 15 minutes and excuse students to their desks
34.Circulate around the room and answer questions
Guided Practice
35.Call students back to the carpet after fifteen minutes
36.Review editing using the ARMS vs. CUPS poster
37. Pass out the editing marks sheet to students
38.Project editing mark sheet on the Elmo
39.Introduce the editing marks sheet by going over each symbol and its meaning.
40.State the importance of these editing marks
a. Its important to use these editing marks so the writer has a clear
understanding of what he/she needs to correct
b. Imagine if someone just drew a slash over a word, do you think that
would mean to lowercase that word, or to take that word out?
c. That is why its so important to write the proper editing marks neatly. The
more you work on using these marks, the more youll end up helping your
classmates out, and the better products youll all produce.
41. Pass out and project the editing activity sheet on the Elmo
a. my favorite holiday is Christmas
b. The Reason why I like Christmas isbecause I get to open pressents.
42. Give students five minutes to work with their side partner and use the editing
marks to edit the sentences
43. Select students to come up to the Elmo and write the symbols in the correct
part of the sentence.
Independent work (15 minutes)
44. Explain to students that they we will now edit their partners paper
a. their editing partner will be the same as their revising partner
b. edit your partners paper in red ink and to write their name on the top
right corner of their partners paper
i. What are you doing when youre editing?
ii. What are you going to use to help you edit your partners paper?
45.Walk around the room to monitor students work and progress
Closure (5 minutes)
46.Call students back to the carpet five minutes before writing block ends
a. Tell students to bring their work to the floor
47. Instruct students to talk to their side partner and share the revisions and/or edit
marks on their piece
48. Bring students attention back to the front
49. Ask the class
a. What is a revision that you or your partner needs to work on?
b. What is something that your editing partner told you to work on?
c. What stage of the writing process are you working on right now?
i. Record answers on the student table grid.
50. Take a students draft that is revised and edited and display it on the visualizer
a. Ask students what they think about the revising, editing, and transitions
b. Show them what are the positive things about this paper
51. Discuss the next and final steps of the writing process that will occur tomorrow

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Day 5 (60 minutes total)

Part 4: Publishing
Introduction and Building Background (3 minutes)

1. Call students to the carpet.

2. Review the writing process from day 1 to day 5
a. Day 1: Prewriting and quick write using the OREO diagram
b. Day 2 and 3: Drafting using transitions
c. Day 4: Revising ideas and Editing papers
3. Ask students what part of the writing process they are at right now.
4. Write I can statements on the board
a. I can create a polished opinion paper

Focus/Mini lesson (7 minutes)

5. Show students the published sample paper

6. Define the publishing step
a. The publishing step is the final piece of the writing process, and it is
when you create your final piece that is shared to an audience, which
will be our class.
b. You will create this published piece by looking at all of your revisions
and editing marks, correcting your mistakes, and rewriting your draft.
7. Show students publishing criteria by modeling the sample paper
a. Handwriting is neat
b. Published writing has an opinion, three reasons, examples, and a
concluding statement
c. Transition words connect ideas
d. Illustration is neat and relevant
e. Illustration is colorful
8. Explain the directions and rules for publishing
a. When your peers have revised and edited your papers, come to see
me or Mrs. Fujii.
b. If we believe you are ready to publish, we will give you publishing
paper.
c. The first step you need to do is use a blue or black pen to write your
opinion piece on the publishing paper.
d. Work carefully because you will not be able to erase your writing.
e. Do NOT draw before you write because I rather see a published paper
without an illustration than an illustration with no writing.
f. Do not skip lines.
g. You are allowed to use colored pencils and crayons to draw. No
markers.
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9. Show students criteria chart
10.Tell students the criteria for the published piece
a. Neat handwriting
b. An opinion writing that includes your opinion, three reasons, examples,
and a restatement of your opinion (OREO diagram)
c. At least three transition words
d. A colorful illustration
e. Writing draft paper clipped behind your published piece
11.Warn students that today is the last day to complete this paper, so they must
focus in order to finish the whole writing process.
12.Excuse students to their desks.

Independent work (40 minutes)

13.Continue to evaluate and approve students drafts, and pass out publishing
paper.
14.Walk around the room and ask guiding questions to students who are
struggling to complete their drafts.
15. Collect published pieces and tell students who are done to read silently at
their desks or work on other homework.

Closure (10 minutes)

16.Call students to the carpet once most have completed publishing.

a. Students who are not done will remain working at their desks.
17. Ask students questions to summarize what they have learned throughout
this writing process
18. Write responses on the board as they answer
a. OREO
b. Transitions
c. ARMS vs. CUPS
d. Publishing
19. Ask students if they enjoyed the writing process and activities.
20. Pass out and explain student self-assessment forms.
21. Excuse students to their desks.

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Writing Rubric Template

Revising

Ideas
Organization
Organization

Drafting

Drafting

Prewriting

Benchmark
CCSS ELALiteracy.W.3.1a:
I can introduce and
organize my opinion
by listing my reasons
and examples.
Introduce the topic or
text they are writing
CCSS ELALiteracy.W.3.1d: I can
write a concluding
statement or section.
Provide a concluding
statement or section.
I CCSS ELALiteracy.W.3.1c: I can
use linking words and
phrases to connect
my opinion and
reasons.
Use linking words and
phrases
Revisions
CCSS.ELALiteracy.W.3.5: With
guidance, I can create
and stronger piece of
writing by revising.
With guidance and
support from peers and

1
(well below)

2
(developing
proficiency)
Final has an
opinion, followed by
one supporting
reason and an
example.

3
(meets
expectation)
Final has an opinion,
followed by two
supporting reasons
and examples.

4
(exceeds
expectation)
Final has an
opinion, followed
by three supporting
reasons and
examples.

draft has no
concluding
statement that
restates the
opinion.

Draft has a
concluding
statement but does
not restate the
opinion.

draft has a
concluding
statement that
restates the
opinion.

draft has a
descriptive
concluding
statement that
restates the
opinion.

Draft includes no
transition words.

Draft includes one

transition word that
connects one idea
to the next.

Draft includes some

transition words
that connects ideas

Draft includes
consistent use of
transitions that
connect ideas
throughout the
writing piece

Final has an opinion

but no supporting
reasons or
examples.

Draft was not

revised by a
peer.
Corrections were
not seen on the
published paper.

Draft was
revised by a
peer.
None of the
revision errors
were corrected
on the published
paper.

Draft was
revised by a
peer.
Some of the
revision errors
were corrected
on the published
paper.

Draft was
revised by a
peer.
All of the
revision errors
were corrected
on the published
paper.

ITE 314-406, Fall 2013

Publishing

Editing

Sugimoto 19
Editing
CCSS.ELALiteracy.W.3.5: With
guidance, I can create
and stronger piece of
writing by revising.
With guidance and
support from peers and
Publishing
I can create a written
published piece that
appeals to the eyes
and is supported by a
relevant illustration.

Draft was not

edited by a peer.
Corrections were
not seen on the
published paper.

Illustrations are
not related to
students writing
Handwriting is
not legible

Writing
process stage
6+1 Trait

Grade level
benchmark

Prewriti
ng
Idea

Literacy
W.3.1a

Drafti
ng
Idea

Literac
y
W.3.1d

Illustrations are
partially
complete
Handwriting is
sometimes neat
and legible

Drafting

Revising

Organizati
on

Word
choice,
sentence
fluency,
voice
Revising

Literacy
W.3.1c

Draft was edited

by a peer.
None of the
editing errors
were corrected
on the published
paper.

Editing
Conventio
ns

Editing

Draft was edited

by a peer.
Some of the
editing errors
were corrected
on the published
paper.

Illustrations
relate to
students writing
Handwriting is
mostly neat and
legible.

Publishin
g
Presentati
on

Publishin
g

Draft was edited

by a peer.
All of the editing
errors were
corrected on the
published paper

Illustrations are
colored and
relate to
students writing
Handwriting is
neat and legible

Overal
l
Idea,
organi
zation,
word
choice
Overal
l

Total
Score
Out of
28

Student
Names

ITE 314-406, Fall 2013

Sugimoto 20
1.

N/A

N/A

N/A

N/A

N/A

N/A

N/A

2.

N/A

N/A

N/A

N/A

N/A

3.

3.5

27.5

4.

1.5

2.5

20

5.

3.5

27.5

6.

2.5

17.5

7.

2.5

22.5

8.

28

9.

21

10.

2.5

2.5

21

11.

2.5

21.5

12.

28

13.

3.5

24.5

(guidanc
e)

guidanc
e

14.

17

15.

20

16.

2.5

25.5

17.

1.5

1.5

1.5

15.5

18.

1.5

2.5

20

19.

3.5

25.5

20.

2.5

3.5

23

21.

3.5

25.5

22.

28

23.

17

24.

18

25.

3.5

27.5

26.

18
ITE 314-406, Fall 2013

Sugimoto 21

Name: ________________________

Date: _____________
Transition Traffic Lights Activity

Instructions: Read the paragraph below. Fill in the blanks with the correct transition word.

My favorite holiday of the year is Thanksgiving. _____________________, I enjoy Thanksgiving because it is a

time for the whole family to come together. For example, my relatives from all over the island come to my house to
celebrate Thanksgiving. We spend the day eating, laughing, and talking to one another. ____________________, I enjoy
Thanksgiving because it is a time for everyone to give thanks. Every year, I give thanks to my family for taking care
of me and making sure I have everything that I need, such as a place to live and food to eat. I give thanks to my
friends for keeping me company on the playground and at lunch. _______________________, Thanksgiving is my
favorite holiday because I am able to eat all of my favorite foods. My mother bakes the turkey and my aunty cooks
the best cranberry sauce. The kitchen table is filled with holiday foods on Thanksgiving Day. That is why
Thanksgiving is my favorite holiday.

ITE 314-406, Fall 2013

Sugimoto 22

Traffic light Transitions anchor sheet:

Traffic Light Transitions poster:

ITE 314-406, Fall 2013

Sugimoto 23

Na

Name:
____________________________
Date:
______________

ITE 314-406, Fall 2013

Sugimoto 24

ITE 314-406, Fall 2013

Sugimoto 25

Revise vs. Edit (ARMS vs. CUPS) anchor sheet:

Revise vs. Edit (ARMS vs. CUPS) poster:

ITE 314-406, Fall 2013

Sugimoto 26

ITE 314-406, Fall 2013

Sugimoto 27

Editing sentences to be projected on the Elmo and corrected as a class:

my favorite holiday is Christmas

The Reason why I like Christmas isbecause I

get to open pressents.

ITE 314-406, Fall 2013

Sugimoto 28

On Christmas morning, my faimly loves run

doen the stairs and open all the presents
Opinion Writing Prompt - cut and staple into students writing notebooks:
What is your favorite holiday? State your opinion, three reasons, examples, and a concluding statement. Use the
OREO diagram for guidance.

What is your favorite holiday? State your opinion, three reasons, examples, and a concluding statement. Use the
OREO diagram for guidance.

What is your favorite holiday? State your opinion, three reasons, examples, and a concluding statement. Use the
OREO diagram for guidance.

ITE 314-406, Fall 2013

Sugimoto 29

What is your favorite holiday? State your opinion, three reasons, examples, and a concluding statement. Use the
OREO diagram for guidance.

What is your favorite holiday? State your opinion, three reasons, examples, and a concluding statement. Use the
OREO diagram for guidance.

What is your favorite holiday? State your opinion, three reasons, examples, and a concluding statement. Use the
OREO diagram for guidance.

What is your favorite holiday? State your opinion, three reasons, examples, and a concluding statement. Use the
OREO diagram for guidance.

What is your favorite holiday? State your opinion, three reasons, examples, and a concluding statement. Use the
OREO diagram for guidance.
Editing Marks Handout:

ITE 314-406, Fall 2013

Sugimoto 30

How Did I Do?

Instructions: Circle the answer
that you believe best fits the
question. Explain on the lines
below.
1. I tried my best
throughout the whole
writing process.
YES
SOMETIMES
NO

ITE 314-406, Fall 2013

Sugimoto 31
Explain:_______________________________________________________

_____________________________________________________________

2. I wrote an opinion, three reasons, examples, and a concluding statement:

YES

SOMETIMES

NO

Explain:_______________________________________________________

_____________________________________________________________

3. I enjoyed learning about transitions, ARMS vs. CUPS, and publishing

YES

SOMETIMES

NO

Explain:_______________________________________________________

_____________________________________________________________

4. I enjoyed writing an opinion piece and learning about the writing process
YES

SOMETIMES

NO

Explain:_______________________________________________________

ITE 314-406, Fall 2013

Sugimoto 32

__________________________________________________________

ITE 314-406, Fall 2013