You are on page 1of 13

Name: Claire Wiesen Grade Level: 3rd grade

Start of Literacy CLT:

1. Genre and Audience:​ Students will be writing opinion pieces. Their audience will
depend on the topic they select. For the first few weeks of the unit, they will be given
prompts and told who their audience is. However, this 10 day sequence falls on weeks 3
and 4 where they will be working on creating their final opinion writing piece on a topic of
their choice.
2. Writing Sequence Goals:
a. Goal 1: Students will write an opinion piece and provide details to support
their ideas.
i. I chose this goal because it is important for students not only to be able to
share their thoughts but also to be able to provide reasons why they feel
that way.
b. Goal 2: Students will know how to create topic sentence.
i. I chose this goal because it is important for students to be able to
properly state their opinions and ideas in an appropriate, educated form.
c. ​Criteria for Success:

Writing Sequence CRITERIA for CRITERIA for CRITERIA for


Goal Exceeds Target Meets Target Needs Support

Students will write Student clearly Student states Student is able to


an opinion piece states their opinion argument and is state their
and provide details and supports their able to provide one argument but
to support their idea with multiple detail of support unable to provide
ideas. examples and towards their idea. reasons of support.
descriptive
language.

Writing Sequence CRITERIA for CRITERIA for CRITERIA for


Goal exceeds target meets target needs support

Students will know Student clearly Student introduces Student is able to


how to create a introduces the topic idea and states share their opinion
topic sentence that and their stance, their opinion. but does not
states their opinion providing a glimpse provide any more
into the rest of their details.
and the information
writing.
in the rest of the
paragraph.
3.
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with
reasons.
​CCSS.ELA-LITERACY.L.3.1.I
Produce simple, compound, and complex sentences.
CCSS.ELA-LITERACY.L.3.3
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
4.
Mentor Text: Reasoning:

Everybody Needs to Recycle This text was provided in the


curriculum. I liked this piece for many
reasons. First, we have recently
been talking about the importance of
recycling so it can relate to their
previous knowledge. Also, this piece
provides very clear examples of
strong leads and topic sentences.

I Wanna Iguana ​by Karen Kaufman This lesson (2) we are focusing on
Orloff details and this book is all about Alex
putting his arguments in writing to
convince his mom to let him have an
iguana. This book is simple and will
provide the students clear examples
of details and how to support their
opinions.

We will also use this book in lesson


3 as it is all about knowing who your
audience is and using appropriate
details based on your audience. The
details Alex writes about are all
aimed at his mother. ​I Wanna Iguana
is catchy and will intrigue the kids as
I am sure they can relate to trying to
convince their parent of getting a
pet!

Should People Be Allowed to Keep This piece was provided in the


Exotic Pets? curriculum. However, I like this piece
because it is clearly laid out with an
introduction, argument, counter
argument, and conclusion. It is
important to keep mentor text
concrete to ensure student learning.
Also, students love animals and
many of them have pets of their own
so they will be able to relate to this
text.

I Wanna New Room by Karen This book is super relatable for a lot
Kaufman Orloff of our students who often come in
with stories of their siblings waking
them up early or being too loud! It is
a light hearted book where not only
does Alex give examples of why he
needs a new room but also provides
details in stories. This is a simple
way for students to see examples
with details in writing through a
situation that they can relate to in
their lives.

Kids Should Participate in Again, this was provided in the


After-School Activities curriculum. However, this piece not
only talks about after school
activities, which many of our
students can relate to, but also talks
about kids their age making it easy
for them to relate to. The ideas are
very clearly placed into paragraphs
allowing the students to see the
importance of spacing out ideas
instead of just one big piece of
writing.

We will also talk about our chapter


books we have read and look at
other examples during our daily read
alouds.
This mentor text will also be used in
lesson 7. The idea of reusing a
mentor text allows for the children to
work with their previous knowledge
of the text and use that to support
their new knowledge. In this piece,
the introduction is not only a grabber
but also allows for the reader to
understand what the article is about.
Also, the author shows a strong
conclusion by wrapping it all up in a
straightforward manner which is the
goal for our students.

Excerpts from student work of their I loved the idea of using student
piece: My favorite Food work as a mentor text! These
examples will be paragraphs where
they talk about their favorite foods
and were told to utilize their 5
senses. In these examples we will
talk about what were strong word
choices and what stood out in each
piece. By highlighting student work,
it will make them confident in their
abilities and make them realize the
improvements they have made in
their work and also the skills they
each possess!

Students Should Wear School This piece was provided with the
Uniforms curriculum. However, our students
wear school uniforms so I think they
will enjoy reading about the different
opinions. Also, the transitional
phrases used in this piece are
phrases that I have heard the
students use in their daily speech.
Students Should Wear School Uniforms The idea of reusing mentor texts
and Kids Should Participate in allows for students to use their
After-school Activities previous knowledge of the text to
support the learning of a new
concept. By using these two
straightforward pieces, the students
can see examples of how to pull
together their pieces and summarize
their ideas into one paragraph.

5.
-M.C. will need support to maintain focus and motivation. It is important to
check in to make sure writing is being produced and that the writing matches
the topic. I will check her work periodically throughout the lesson and after the
lesson to make sure we are working in the right direction.
-A.T. will need additional support to produce more writing and to use proper
sentences, rather than just statements. I will make sure to show examples of
proper sentences and leave them in a visible place for all students to refer
back to.
-K.R. will need linguistic support. I will provide visuals of expectations of
writing, remind her to sound out the words, that we aren’t looking at spelling in
this piece, and possibly provide sentence frames if necessary.

*In general, I think it will be important to continuously check in with the


students to make sure they are on the right track. I will be providing multiple
anchor charts to support writing expectations and also be checking their
progress after each lesson.
Day 1 Day 2/3 Day 4/5

Date: 10/23 Date: 10/24-25 Date: 10/29-30

Daily Objective: Daily Objective: Daily Objective:


Students will be able to use Students will be able to Students will know how
leads to grab the reader. support their opinion through writers can support their
details. opinions and give appropriate
reasonings based on their
audience.

Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus:


Using leads and proper Using details/reasons to Using appropriate reasons
introductions. support ideas. based on the audience.

Mentor Text: Mentor Text: Mentor Text:


Everybody Needs to Recycle I Wanna Iguana by Karen Refer back to I Wanna
Kaufman Orloff Iguana by Karen Kaufman
Orloff

Instruction: Instruction: Instruction:​ ​Review I Wanna


Read Everybody Needs to Review what reasons are and Iguana
Recycle why they are important. Ask, “Who do you think was
While reading through the -on anchor chart, have list of the author’s audience? How
mentor text, students are students ideas that were do you assume this?”
underlining examples of leads collected earlier. My definition I do: ​Explain that the types of
and introductions. and theirs will be listed. reasonings we use depend
I do: ​Ask the students how Read I Wanna Iguana by on the audience we are
the author of the mentor text Karen Kaufman Orloff, have writing for. Show examples
began their essay (with an students raise their hand from other mentor texts.
interesting fact) silently every time they hear We do: ​Create an anchor
We do: ​Talk about other an example of a reason chart: opinions and how they
ways we can start a story I do: ​Ask the students what are different if you are writing
(interesting fact, opinion the authors opinion was and for adults or for children. Talk
statement, NOT list of facts), the examples of reasons, ​why as a whole group about some
go over anchor chart he thought that, ​and how the of their topics and how based
Use student topics to create reasons helped support the on their audience what they
examples of proper leads authors goal of getting an will change.
relating to the various draft iguana I will ask students to
topics. We do:​ Create a board of his volunteer their topics and we
You do: ​Students will write a reasons for supporting his will talk about how to decide
few possible leads for the opinion and how he did it on the audience and how that
essay they drafted. Once Have group discussion about will affect their reasonings.
they select one, revise their reasons from the book, how You do: ​Students will think
introduction with this proper they can think of reasons and about their audience and
lead. use details to support their revise any of their reasons
Share: ​students will share reasons that are not fitting based on
their lead with their elbow You do: ​Students will go their audience.
partner. back to their drafts and revise Share: ​think-pair-share of
it. They need to make sure why it is important to consider
their reasons are different your audience and how they
and not repetitive, clear and changed their piece after
tied to their statement. today’s lesson.
Share:​ Students will explain
to their partners the revisions NEXT DAY..
they made to their reasons. -Students will work in pairs
after they complete their
adjustments. In pairs they will
go through a checklist of how
to decide whether the
reasons are appropriate for
the chosen audience.
-This will allow for more
interaction but also another
perspective and new eyes to
help guide any students will
confusion.
-This will allow students to
help each other and to give
each other feedback.
-The students will be paired
with their 2nd/3rd grade
buddies.
-I will circulate to scaffold and
address any
misunderstandings.

Planning for Conferring Planning for Conferring Planning for Conferring


and/or Small-Group and/or Small-Group and/or Small-Group
Instruction: Instruction: Instruction:
Meet with Ashli, Meylin Meet with Ashli, Meylin, and Meet with Ashli, Meylin, Isai,
Isai and Luis R.

Assessment (How will you Assessment (How will you Assessment (How will you
quickly evaluate students’ quickly evaluate students’ quickly evaluate students’
progress?): progress?): progress?):
I will collect students’ sheets I will collect writing piece to Check in with each student to
with their leads, divide work see if the students were able make sure that they correctly
into coded piles of proficient, to revise their pieces to knew their audience and
needs some support, needs include clear details to made proper changes.
to be retaught support their thoughts.

Teaching Notes/Resources: Teaching Notes/Resources: Teaching Notes/Resources:


Anchor chart Mentor text Drafts
Drafts of opinion essay Drafts Anchor chart
Mentor text Anchor chart Mentor text

Day 6 Day 7 Day 8

Date: 10/31 Date: 11/1 Date: 11/5

Daily Objective: Daily Objective: Daily Objective:


Students will continue Students will be able to give Students will know how to
learning how to support their us a reason and details to organize their thoughts in
opinion and identify opposing support their opinions. their paragraphs.
opinions.

Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus:


How to support your opinion, Not just giving reasons but Organizing your thoughts into
know opposing opinions, and also examples of the paragraphs. Knowing
how to argue why opposing reasons. introduction, middle, and
opinions are wrong. conclusion.

Mentor Text: ​Should People Mentor Text: ​I Wanna New Mentor Text:
Be Allowed to Keep Exotic Room by Karen Kaufman Kids Should Participate in
Pets? Orloff After-school Activities

Instruction: ​Read​ ​Should Instruction: ​Read I Wanna Instruction: ​Display text on


People Be Allowed to Keep New Room. ELMO.
Exotic Pets? I do: ​reread paragraph 2, talk I do: ​Ask, “Why does the
I do: ​“what is the author’s about the details and author include spaces in
opinion in this piece? Who do examples and why that certain parts of the text?”
you think the author’s makes the authors argument explain the idea of
audience is? Did you notice stronger. I will create a chart paragraphs, talk about
anything about paragraph as an example on my pausing when reading,
three?” reasons and the examples i introducing a topic,
Discuss how the author want to provide in my writing​. organizing ideas into each
mentioned the opposing view We do: ​together as a group chunk, and how to wrap it up.
and why her mentioning it we will think of different We do:​ go back to anchor
and arguing it made her students’ topics, and help chart from previous lesson,
argument stronger. think of examples for them to have students add intro,
Discuss/show other mentor include. Have students conclusion numbers to it.
texts to reenforce. reflect/look to the previous You do:​ Have students look
We do: ​create an anchor reasons and examples sheet at their own piece and decide
chart together, opinion, in their writing journals. how they would divide up
opposing opinion, and You do: ​Students will revise their essay.
reason. Use student topics in their essays to include one Share:
anchor chart. example for each reason. Students will share with their
You do: ​Students will add a They can also create a chart table group what a paragraph
reason that is opposing to like the example. is, when they start a new
their piece and argue why Share: paragraph, and how to end a
that opinion is not correct Share out with a partner from paragraph.
Share: a different table the example Students will buddy up with
Students will share with a they added to their writing. an assigned partner and read
partner how they revised and through each of their drafts
added an opposing opinion and see how their partner
and how they used this to divided up their draft. They
support their argument. will give feedback and make
needed changes.

Planning for Conferring Planning for Conferring Planning for Conferring


and/or Small-Group and/or Small-Group and/or Small-Group
Instruction: Instruction: Instruction:
Make sure Ashli, Luis R, and Check in on comprehension Meet individually with Ashli,
Meylin are paired with with Ashli, Meylin, Isai, Kayla, Cristal
partners who can provide Cristal
language support and are
strong writers

Assessment (How will you Assessment (How will you Assessment (How will you
quickly evaluate students’ quickly evaluate students’ quickly evaluate students’
progress?): progress?): progress?):
Collect student work to see Have students meet one on Talk and listen to partner talk
the progress made on their one quickly with me to check to make sure the students are
pieces to make sure they are their progress and the details on the right track.
on the right track, and they included.
properly included a counter
argument.

Teaching Notes/Resources: Teaching Notes/Resources: Teaching Notes/Resources:


Mentor text Mentor text Previous anchor chart
Anchor chart Anchor chart Drafts
Drafts drafts Colored pencils for organizing
their paragraphs
Mentor text

Day 9 Day 10 Day 11

Date: 11/6 Date: 11/7 Date: 11/8

Daily Objective: ​Students Daily Objective: Daily Objective:


will know how to create topic Students will learn to include Students will learn how to use
sentences and conclusion more descriptive, interesting transitions to make their
sentences. words. writing flow.
Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus:
How to form a topic sentence Focusing on word choice, Transition words and phrases
and a closing sentence that using descriptive language.
encompass the details.

Mentor Text: ​Kids Should Mentor Text: ​Student Mentor Text: ​Students
Participate in After-school examples from their writing Should Wear Uniforms to
Activities piece “My Favorite Food” School

Instruction: ​Have students Instruction: ​Read over Instruction: ​Read Students


re-read text with a partner. students previous work Should Wear Uniforms to
While reading, have them pay As a group we will talk about School
attention to how the author how we go through mentor I do: ​Discuss what a
begins and ends her sentences every week to transition is, why they are
paragraphs. Instruct them to improve them, to make them important
underline or highlight what more descriptive. Talk about We do: ​Together, we will
they notice. adjectives and how they help read through and underline
I do: ​After students read, go improve our writing pieces. the transitional words and
through text on ELMO and I do: ​Talk about the phrases we see in the mentor
highlight topic sentences and importance of words, point text. I will have students
why they are good examples out interesting or descriptive highlight on their own copies
of topic sentences. Do the words in pervious mentor of the mentor text the
same for conclusion texts. transitional phrases they see.
sentences. Talk about why We do: ​Ask students to share Create list of concluding and
these are good additions to sentences from their essays starter phrases for an anchor
the paper. that they think could use chart. Talk about where we
We do: ​Create an example more description or more might use some of these
chart with a topic, an example interesting words. As a class, phrases.
of a topic sentence, and an improve these sentences. To You do: ​Students will look
example of a concluding start, bring out examples from through their pieces and add
sentence using a topic similar their “My Favorite Food” in some transitional phrases
to one of the students’. writing piece. We will edit and words.
You do: ​Students will revise these as a group and then Share: ​Students will share
their essay to have proper have more students with their tables the changes
topic sentences and volunteer. The more they made and why. Have
conclusion sentences. exposure, the more they will them create a list of the
Share:​ Students will share retain and understand. phrases/words used by
with the class one of their Keep track of a list of the everyone at the table.
topic or concluding descriptive words we Students will work with
sentences. added/use. This will be 2nd/3rd grade buddies. (We
As a class, review key factors displayed on the board as have found that small group
of topic and conclusion reminders and a good visual work can be slightly hectic
sentences. aid for our ELL students. and lead to not as much
You do: ​Have students go productive time.)
back through their essays Students will work with
and edit their sentences to buddies, and then briefly
include more details and share out with their table.
descriptive words. Remind
them that they can go back
through their writing journal
and look at old mentor
sentence improvement.
Share: ​think-pair-share..
Have students share their
changes with a partner. Have
3 students share their new
sentences after everyone
talks with a partner and
shares a new sentence!

Planning for Conferring Planning for Conferring Planning for Conferring


and/or Small-Group and/or Small-Group and/or Small-Group
Instruction: Instruction: Instruction:
Check in with Ashli, Meylin, Check in to make sure Ashli, Check in to make sure Ashli,
Cristal, Jeremy, any students Meylin, Cristal, and Isai Meylin, Cristal, and Isai
who have been struggling
with writing unit at the time

Assessment (How will you Assessment (How will you Assessment (How will you
quickly evaluate students’ quickly evaluate students’ quickly evaluate students’
progress?): progress?): progress?):
I will collect student work to Pass out sticky notes, have I will look at each groups list
see the progress that has each student give an to make sure they are on the
been made. example of the boring word right track.
that they changed, i will By having students share out
collect them with first partners, then
tables, and then whole group
it will give me time to listen to
many of their ideas and track
how they are doing before I
read over their drafts.

Teaching Notes/Resources: Teaching Notes/Resources: Teaching Notes/Resources:


Chart Student work examples Mentor text
Mentor text sticky notes
Day 12/13

Date: 11/12-13

Daily Objective:
Students will know how to create strong and
memorable conclusions.

Mini-Lesson Focus:
How to form a conclusion that wraps up
ideas from written above text.

Mentor Text:
Look back at Students Should Wear School
Uniforms and Kids Should Participate in
After-school Activities

Instruction: ​Talk about the purpose of a


conclusion, what its job is. How to wrap up
our writing, talk about what makes a strong
closing. And how to summarize ideas without
directly restating our reasons.
I do: ​Go through two conclusion paragraphs
in both mentor texts on the ELMO with the
students.
We do: ​Create an anchor chart of strong
conclusions that will be memorable for
readers.

Together we will construct an ideal


conclusion.

You Do: ​Have students talk with partners


about what they notice in each conclusion
paragraph and when making our own
together.

Look at ways they can work on their own


conclusion paragraphs, give them some time
to brainstorm. Suggest outlining ideas on a
scrap piece of paper.

(flipped the order of we do and you do)

We do: ​go through mentor text again to


show how a part of each paragraph is
reflected in the conclusion. Walk students
through how they can do this in their own
pieces.

You Do:​ Give students time to work on


editing and adding.

Share: ​Have students share with their


partners ways they are going to/have edited
and added to their conclusions.

Planning for Conferring and/or


Small-Group Instruction:
Check in to make sure Ashli, Meylin, Cristal,
and Isai, check in with any students who
seemed to not be on the same page/close to
complete with their writing pieces

Assessment (How will you quickly


evaluate students’ progress?):
I will observe conversations among students
to make sure they are on the right track and
also look at the improvements they have
made to their own writing pieces.

Teaching Notes/Resources:
Previous mentor texts
Anchor chart