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Lesson 1: Making a Plan to Support our Opinions

Lesson Plan Author: Shania Bloomfield Content Focus: Elementary Literacy Unit Title: Grade level: 1 Date:

❖ What do you want students to learn?


Relevant Standard(s)

CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason
for the opinion, and provide some sense of closure.

Today’s Learning Objective(s) Language Demands


As a result of this lesson, students will be able to…

Learning Target: I can give reasons to support my opinion. Language function: Students will be able to argue an opinion with
supporting reasons
As a result of this lesson students will be able to complete a graphic
organizer of their opinion and supporting reasons. They will demonstrate Vocabulary & Key Concepts: Opinion, Sentence, reason,
competence in the learning target through the following success criteria: brainstorm, fact, support
 I wrote my opinion
 I gave at least 2 reasons that support my opinion Syntax: Sentence Stems will guide student discourse
“In my opinion the boy should…”

Discourse: turn and talk, whole group share out, completing


graphic organizer

Big idea/ Essential Questions (How does this lesson fit into the context, lesson sequence and/or unit ? What are students working towards?)

Central Focus: Students apply knowledge of opinions to construct Opinion books, in which they reason their Opinions with supporting evidence.
Students are working towards completing Opinion Books, in which they will argue their opinion using reasoning. This introductory lesson
establishes purpose in writing about opinions and teaches children that opinions must be backed by evidence, which they will practice by
completing graphic organizers – which organize their opinion and supporting reasons. By the end of the lesson, students should be ready to
begin writing their rough drafts.

❖ Assessments/Evidence of Learning/Success Criteria (How do you know what they know?)


Formative Student Voice Opportunities
FORM of assessment (e.g. free-write, exit ticket, post-it note, checklist of observations, etc) (reflection, metacognition, self-
PURPOSE: what will it look like/sound like for students to meet the lesson’s learning objective assessment, connections to unit goals
and upcoming performance task)

Checklist of Observations (Informal) Turn and Talk (informal)


 Students verbalizing and defining what an opinion is  Students will discuss the opinions
 Students identifying reasons in opinion statements and reasons of characters in our
book
Graphic Organizers (Formal)  Students will discuss purpose in
 Written at least 2 reasons writing opinion sentences
 Circled or written their opinion Self-Assessment (formal)
 Students will complete self-
Student Self-Reflection Sheets (Formal) reflection sheet on where they
 Student’s assessing where they have met success criteria and where they need to keep were with meeting success
working by filling out chart criteria
 Hear students verbalizing and justifying their reflection

Upcoming summative assessment/performance task (Where are you heading?)

Completion of Opinion Books. At end of week, students will produce final drafts of their opinion and publish all of their work together into a
book.
❖ Systems and Routines for Culturally Responsive Classroom Leadership
Attention, classroom meetings, norm setting, positive redirection, feedback, etc...
Students meditate on carpet as a transition
Class votes on how well they transitioned
Individual students review CHAMPS expectations before lesson begins
Turn and Talk protocol
Utilize sign language so all students are included – and offers additional processing time

❖ PROCEDURES - Each row must have a title (word or two) that captures the learning purpose of that chunk of the lesson
Pacing Purpose Teacher Moves Student Learning Differentiation: Scaffolding,
& transitions for learning What are you doing? What are students doing? Supports guided by
(time) (name the content, specific (e,g, description, analysis, etc) knowledge of students
questions, how you establish What does it look like/sound For whole group AND for
purpose, manage transitions, like for students to engage in students with IEP, and
procedures this task ? students who are AEL/ELL
& expectations….)
Find the middle way between How will you stage the
just pointing to activities and supports?
scripting out a full narrative Spell out steps or attach
specific supports!
sentence stems, visuals,
graphic organizers,
modeling/think aloud…

5 mins Launch: Set Teacher will begin the lesson Student review CHAMPS ● Explicit Protocol for
Purpose by bringing class to the expectations A-B partners (all
carpet and introduce our students talk)
writing project. “This week, Read learning target out loud ● Reading learning
we are going to write lots as whole class target out loud
and publish our own books. ● Whole group and
Our expectation is for Whole group share out to partner talk
everyone to publish by define “opinion” discourse moves
Friday. Ask class to define give students
the word “opinion” based on Students will turn and talk to additional entry
their prior knowledge. discuss why it is important to points
Teacher will outline the day’s give reasons to support an
focus by reading the learning opinion.
target out loud with students.
“I can give reasons to
support my opinion” Next,
teacher will ask students why
it might be important to give
reasons to support an
opinion. After students
share, tell them we are going
to think some more about
why reasons are important
by reading a story.

10 min Launch: Teacher will begin read-aloud Students are listening to read Integrates seeing, hearing, and
Interactive of “Hey Little Ant” which will aloud and when prompted, speaking
Read-Aloud allow students to see opinions talking with their partner to
in writing. Stop at points to make sense of the opinions each Explicit A-B turn and talk
discuss the opinion of the two character is demonstrating. protocol (everyone talks)
characters and how students can
tell. When book is finished, Students will raise hands to
allow students to turn and talk share reasons why the boy
about what they think the boy could squish or not squish the
should do. ant while teacher write down
ideas on anchor chart.
After read aloud explain to Anchor chart provides visual
children that we are going to resource to help students
help the author finish this story brainstorm and fill out their
by writing about what we think graphic organizer – reduces
the boy should do. put anchor cognitive load for emergent
chart on white-board and readers and writers
brainstorm with students
reasons to support either
opinion, to squish or save the
ant. Do not spend a lot of time
on this – it is a resource for
children, not the focus of the
lesson. Explain to students that
it is not enough to say an
opinion, that it needs to have
supporting reasons.

5 min Brainstorming Tell children that their job is to Students will write what they Students will have visual
ideas using decide what they think the boy think the boy should do, using access to the anchor chart we
graphic should do and write at least 2 the sentence stem provided by made together
organizer reasons to support their opinion. the teacher.
Show students the graphic Formative five on confidence
organizer and tell them what to Students will then reflect on if in brainstorming reasons to
do if they finish early (they can their opinion sentence met the support our opinions, gives
draw an illustration for their success criteria by giving insight into where students
book). Remind them that they themselves a star on where they believe they are in the
can use the anchor chart to help think they are. learning segment
them come up with a supporting
reason to back their opinion. Pull couple of emergent
Release to seats to work on their writers to work individually
graphic organizer and pull on brainstorming process
students to work in small group
(red group)

Closure Self- Ring bell, hand out self- Students will help teacher to Explicit guidance and think-
3 min Assessment of reflection sheets and guide hands out the self-reflection aloud with self-reflection
learning target students through it on the sheets. sheet
and success document camera. When
criteria finished count down for Students will fill out the entire Whole-group share out of
students to have everything put sheet independently. When learning reaffirms what
away in their writing folders. they are done, they will put all students learned
of their materials inside their
Verbally reflect as a whole writing folders.
group on what we did today. Students will raise their hand to
Tell students what to expect for share what we did in writing
the next lesson, and dismiss today and what allowed them to
groups at a time to line up for be successful.
specialist.

Materials/Instructional Resources (graphic organizers, handouts, exit tickets, etc.)


PowerPoint (learning target, writing sample, turn and talk prompts)
Hey Little Ant (read aloud)
Chart Paper (brainstorming reasons to support opinions)
Graphic Organizer
Exit Ticket (self reflection checklist)
Daily teacher Reflection: Can be in the form of a handwritten bulleted list. Should be up to date & visible in portfolio. The notes must include:
● 2-4 observations regarding strengths/needed refinements
● questions/wonders
● 1-2 concrete next steps that emerge out of the observation/wonder (e.g. “Next time I teach a lesson like this I should remember to…” or
“Tomorrow, I need to….”).

 Students seemed to enjoy the read aloud and were able to readily share their opinions using our sentence stem. The read aloud served as
a very helpful, and I would say, necessary contextual example to help students make sense of why we need to give reasons to support our
opinions.
 Many students struggled with the graphic organizer. In the future, I would take a couple moments to demonstrate to students how to fill
our the graphic organizer on the projector. I decided not to for the sake of time – which was a mistake, because I need to check in with
some students tomorrow to make sure they are on the right page for writing tomorrow.
 Did not get to the self-reflection sheets because of time. Students self assessed as a whole group regarding the success criteria instead
giving me a thumbs up, sideways thumb, or thumbs down. Tomorrow, the self reflection checklist will be in their folder, and I will take the
last minute of class to do it with the students before specialist. I think this is a really important element that is worth taking time to do
because it holds students accountable. Becausse I have it already in their folders, I will also be able to check in with students during quiet
writing time about what they have accomplished, and what they have left to do on the checklist.

 Tomorrow I need to check in with students who filled out the graphic organizer incorrectly so that they can be successful. I will pull Isabel
and Vegas during reading time to fix their graphic organizers so that they don’t get confused. I am also going to explicitly model my
expectations – ad students will have the sentence stems provided, which will allow us to more easily check in with their progress.
Lesson 2: Writing a Rough Draft

Lesson Plan Author: Shania Bloomfield Content Focus: Elementary Literacy Unit Title: Grade level: 1 Date:

❖ What do you want students to learn?


Relevant Standard(s)

CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason
for the opinion, and provide some sense of closure.

Today’s Learning Objective(s) Language Demands


As a result of this lesson, students will be able to…

I can write a first draft about my opinion Language function:


Students can state their opinions and support them with reasons.
As a result of this lesson, students will write a rough draft with the
following success criteria: Vocabulary & Key Concepts: Opinion, reasons, draft , support
 I wrote my opinion
 I wrote 2 reasons that support my opinion Syntax: Sentence stems:
 I wrote an ending for my piece “I think the boy should…”
“First,….”
“Last,….”
“That is why the boy should…”

Discourse:
Students writing their rough drafts independently.
Big idea/ Essential Questions (How does this lesson fit into the context, lesson sequence and/or unit ? What are students working towards?)
Central Focus: Students apply knowledge of opinions to construct Opinion books, in which they reason their Opinions with supporting evidence.
Students are working towards completing Opinion Books, in which they will argue their opinion using reasoning. This lesson prompts students
to plan on what to write by completing a graphic organizer, and begin on their rough drafts. Students will revisit their rough drafts in the next
lesson and begin revising them.

❖ Assessments/Evidence of Learning/Success Criteria (How do you know what they know?)


Formative Student Voice Opportunities
FORM of assessment (e.g. freewrite, exit ticket, post-it note, checklist of observations, etc) (reflection, metacognition, self-
PURPOSE: what will it look like/sound like for students to meet the lesson’s learning objective assessment, connections to unit goals
and upcoming performance task)

Checklist of Observations Turn and Talk (informal)


 Students discussing purpose of learning target  Students will make sense of the
learning target by discussing
Student Rough Drafts what a first draft might mean
 Include opinion sentence, 2 reasons, and concluding sentence  Students will make sense of the
learning target by predicting
Student Self-Reflection what we will do.
 I wrote my opinion Self-Assessment (formal)
 I wrote 2 reasons that support my opinion  Students will complete self-
 I wrote an ending reflection sheet on where they
were with meeting success
criteria

Upcoming summative assessment/performance task (Where are you heading?)

Students are heading towards completed opinion books


❖ Systems and Routines for Culturally Responsive Classroom Leadership
Attention, classroom meetings, norm setting, positive redirection, feedback, etc...
Student transitions class one table at a time to circle and conducts circle time checklist
Class votes on how well they transitioned
Individual students review CHAMPS expectations before lesson begins
Turn and Talk protocol
Utilize sign language so all students are included – and offers additional processing time

❖ PROCEDURES - Each row must have a title (word or two) that captures the learning purpose of that chunk of the lesson
Pacing Purpose Teacher Moves Student Learning Differentiation: Scaffolding,
& transitions for learning What are you doing? What are students doing? Supports guided by
(time) (name the content, specific (e,g, description, analysis, etc) knowledge of students
questions, how you establish What does it look like/sound For whole group AND for
purpose, manage transitions, like for students to engage in students with IEP, and
procedures this task ? students who are AEL/ELL
& expectations….)
Find the middle way between How will you stage the
just pointing to activities and supports?
scripting out a full narrative Spell out steps or attach
specific supports!
sentence stems, visuals,
graphic organizers,
modeling/think aloud…

5 mins Wake up Ask students what we did Student reviews CHAMPS ● Explicit Protocol for
schema & set yesterday and share out as a expectations A-B partners (all
purpose whole class. Review what students talk)
an opinion is. Students will share out in ● Reading of learning
whole group discussion what target
Read learning target they can remember doing in ● Discussion of
together as a whole class, “I writing the day prior. purpose allows
can write a first draft about children to make
my opinion,” and tell children sense of what they
that a first draft is when we Read learning target out loud
get our ideas out, but don’t as whole class will be asked to do.
worry too much about our
spelling. Ask children what Students will turn and talk to
they predict we will do today. discuss what they think we
Explain to children that by will do today.
the end of today, they should
finish, or be close to
finishing, their first draft.

Make sense “When good writers write a Students will demonstrate Story – including chanting
3 minutes of opinion first draft they use a their understanding of the (low risk) introducing
writing format checklist. We use checklists graphic organizer by checklist in an accessible way
a lot in our day to day life.” suggesting ideas for teacher
Tell story to introduce to fill in for the organizer.
student checklists. Sentence Stems – scaffolding
Tell children that today we While teacher outlines the support for emergent readers
will begin writing our books example rough draft with and writers
about what we think the boy sentence stems, students
should do, squish the ant or will be prompted to discuss Explicit modeling of what to
save the ant. We will use transition words they can include, and how to use
our plans from yesterday to use and other strategies.
resources
help us write our books.
Students will self-assess
Hang “Writing our First their current understanding Visual support of the anchor
Drafts” anchor chart on of how to make a plan and chart from the day prior to
whiteboard and quickly write their rough draft, assist students in generating
review the elements that (student reflection of where ideas
they need to include. Model they are in the learning
creating the opinion process) before returning to
Formative five – self-
sentence using the their seats.
sentence stem on document reflection (check in) on where
camera using example students are in the learning
graphic organizer. Next, process
ask student to point out
where we have transition
words in the classroom.
Write down 2 transition
words, and create a
sentence stem for the
ending sentence. Using
formative five, assess
student readiness to
perform the learning target.

20 min Independent Teacher will meet with a couple Small focus group will be Differentiated rough draft
writing time. students (Karter) to get them pulled for a couple minutes and templates for IEP students.
started with a differentiated will work with teacher on
rough draft template and/or carpet, working through their Sentence stem rough draft
check for understanding of graphic organizers with support. template for student with
learning task. While students Students, when not pulled, will writing IEP
work, teacher will walk around work quietly. While teacher
the room, helping students walks around the room, Whole class has access too
brainstorm ideas and reflect on supporting students, students anchor chart to help them
where they are with meeting the will be prompted to self-reflect follow the opinion writing
learning target. on where they are, and what format with sentence
they still need to do to meet the stems/starters.
Team teacher will work with success criteria
small group throughout duration Some students needing
of learning segment (Devon and supports will work in small-
Siero) groups with teachers.

If students finish early they can


work on illustrations for their
book.

5 minutes Student Self- When time is up, teacher will Students will listen to teacher IEP student work on
Reflection ring the bell and give explicit prompting and individually fill differentiated self-reflection
instructions for clean up – out the self-reflection sheets to with co-teacher. – Additional
students will place their work in decide if they met the success processing time, and
their writing folders and place criteria for the lesson. Students reading/writing support
them in their book boxes. will place their sheet in their
Students will help teacher hand writing folder when prompted.
out the self-reflection sheet and Visual and Verbal access
students will reflect on if they points (for whole class)
met the success criteria for the
learning target.

Closure Reflect on Reflect on what we did during To offer closure to the lesson, Wholw group review of
learning and this lesson and what helped students will raise their hands lesson makes visable what
look ahead students to be successful at and share will the whole class was done throughout the day,
completing their work. Explain what helped them to be and strategies to be successful
that tomorrow we will learn successful and finish their work. for all learners.
how to make our writing even
better and dismiss groups for
specialist.

Materials/Instructional Resources (graphic organizers, handouts, exit tickets, etc.)


Graphic Organizer
Writing Paper
Anchor charts from yesterday
Self-Reflection (exit ticket)
Daily teacher Reflection: Can be in the form of a handwritten bulleted list. Should be up to date & visible in portfolio. The notes must include:
● Integrating the checklist into my mini lesson by telling the story of going grocery shopping was extremely helpful. It allowed students to pull
on prior knowledge to see how checklists can help us to meet our learning goals, provided a story that was interesting and exciting to
children, and integrated movement to help solidify the fact that they would be expected the check off and assess their own learning. In
addition, this meant that I did not need to explicitly teach the checklist, rather, through this integration with the rest of my lessons, students
were able to
● Checklist increased student cognition. Students were able to tell me they were done by justifying what they had done on the checklist.
● Next step – would have needed to go back to the learning target to establish purpose at the end of work time – but that did not happen
today. The discussion we had got close to being there but my camera was not on to record those moments.
● Next time I teach this lesson, I would take a moment to wonder out loud why we might want to write a draft before we publish. Why am I
saying making mistakes is okay for a first draft? This could have hopefully allowed children to understand that the purpose f the first draft is
not to be perfect, but to get our ideas out on paper.
Lesson 3: Editing Opinion Writing

Lesson Plan Author: Shania Bloomfield Content Focus: Elementary Literacy Unit Title: Grade level: 1 Date:

❖ What do you want students to learn?


Relevant Standard(s)

CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing
as needed.
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Today’s Learning Objective(s) Language Demands


As a result of this lesson, students will be able to…

Learning Target: I can make my writing better Language function: Students can revise their writing to make it
better
Students will be able to revise their writing to improve it before beginning
their final drafts. Students will keep track of their process through the Vocabulary & Key Concepts: revise, edit, writing, authors
following success criteria:
 Capital letters Syntax: Anchor Chart with success criteria
 Ending punctuation Examples of expectation:
 Word wall words spelled correctly
 Transition words Discourse:
Student edits on paper in whole group setting
Individual edits on personal paper
Big idea/ Essential Questions (How does this lesson fit into the context, lesson sequence and/or unit ? What are students working towards?)
Central Focus: Students apply knowledge of opinions to construct Opinion books, in which they reason their Opinions with supporting evidence.

Students are working towards completing Opinion Books, in which they will argue their opinion using reasoning. This lesson prompts students
to revise and edit their writing to make it better. Students will revisit their rough drafts in the next lesson and begin their final drafts.

❖ Assessments/Evidence of Learning/Success Criteria (How do you know what they know?)


Formative Student Voice Opportunities
FORM of assessment (e.g. freewrite, exit ticket, post-it note, checklist of observations, etc) (reflection, metacognition, self-
PURPOSE: what will it look like/sound like for students to meet the lesson’s learning objective assessment, connections to unit goals
and upcoming performance task)

Checklist of Observations (informal) Turn and Talk:


 Student ideas regarding the purpose of making writing better  Students will make sense of
learning target and decide on
Student Rough Drafts (formal) purpose by discussing why
 Student rough drafts should contain clear changes by the end of the lesson as students fix writers need to make their writing
errors and add details better before publishing
 Should be fully written and ready for final drafts the next day  Students will also discuss why we
are doing that today
Student Self-Reflection Sheets (formal)
 Capital letters Whole Group Think Aloud of Success
 Ending punctuation Criteria
 Word wall words spelled correctly  Students will follow success
 Transition words criteria to revise a writing piece
in whole group. They will also
think aloud about the writing
moves they will need to work on

Student Self-Reflection
 Students will check in with the
self-reflection throughout
independent work time to guage
what they have already revised,
and what they still need to do to
meet the learning goals

Upcoming summative assessment/performance task (Where are you heading?)

Completed Opinion Books


❖ Systems and Routines for Culturally Responsive Classroom Leadership
Attention, classroom meetings, norm setting, positive redirection, feedback, etc...
Student transitions class one table at a time to circle and conducts circle time checklist
Class votes on how well they transitioned
Individual students review CHAMPS expectations before lesson begins
Turn and Talk protocol
Utilize sign language so all students are included – and offers additional processing time

❖ PROCEDURES - Each row must have a title (word or two) that captures the learning purpose of that chunk of the lesson
Pacing Purpose Teacher Moves Student Learning Differentiation: Scaffolding,
& transitions for learning What are you doing? What are students doing? Supports guided by
(time) (name the content, specific (e,g, description, analysis, etc) knowledge of students
questions, how you establish What does it look like/sound For whole group AND for
purpose, manage transitions, like for students to engage in students with IEP, and
procedures this task ? students who are AEL/ELL
& expectations….)
Find the middle way between How will you stage the
just pointing to activities and supports?
scripting out a full narrative Spell out steps or attach
specific supports!
sentence stems, visuals,
graphic organizers,
modeling/think aloud…

5 mins Wake up Teacher will ask students Whole group share out of ● Explicit Protocol for
schema & set what they worked on what students did the day A-B partners (all
purpose yesterday. Tell students that prior students talk)
today we will keep working ● Explicit Protocol for
on our opinion writing. Students read learning target ‘See, think, wonder’
together as a whole class with sentence stems
Read learning target and turn and talk about why
together as a whole class, “I writers need to fix mistakes
can make my writing better.” before they publish.
Explain that writers go back
and make their writing better
before they publish. Ask
students why they think
authors do that. Introduce
writing checklist to show
what students will be
expected to do.

Revising Tell students that we will Read opinion writing sample


practice practice making writing as a whole class.
using better by following the
success writing checklist. Put up Students will give a thumbs
criteria anchor chart with opinion up or thumbs down to
writing example and work determine if each sentence
through writing checklist to meets a specific criteria,
fix the writing using all of the and when called on,
success criteria. Guide describe what is missing
students through noticing and how they would fix it.
the spelling and grammar
errors, and invite students Students will be prompted
up to anchor chart to fix the and invited up to front of the
errors. room to fix error on anchor
chart – modeling what they
When anchor chart is will do on their own.
finished, revisit the learning
target, and have students Students turn and talk about
turn and talk about why why a writer wouldn’t want
writers wouldn’t want to to publish that draft we just
publish the draft we just fixed. Students will share
fixed. Facilitate whole out as a whole group.
group share out, explain
expectations, and send Students will self assess
students back to their seats. using formative five
regarding how comfortable
they feel revising their
writing.
Independent Teacher will dismiss students to Students will get out their rough
Work their seats and have students get drafts and success criteria
out writing folders and begin checklist and begin revising
revising their rough drafts. their rough drafts.

While students work through Students needing additional


the writing checklist, teacher support will meet with co-
will walk around the room, teacher to review writing
checking in with where students checklist and what that will
are with meeting the learning look like.
goals, and what they still have
to do. Students should be able to
explain what they have fixed,
Co-teacher will also pull and what they still need to do
specific students for when prompted by teacher.
individualized support on
meeting learning goals.

Student Self- Teacher will ring bell, Students will pause on their
Assessment acknowledge focus, and wait work and finish their self-
for frozen bodies. Teacher will assessments if not already
tell students that they have 5 finished. Students will whisper
minutes to finish their self- to their elbow partners if they
reflection sheets. Ask student need support filling out the
to remind us how much time we sheet.
have for our self-reflection
sheet.

Closure Review of days Ring bell, instruct students to Students will put away their
learning put self-reflection sheets back in writing folders when prompted
their writing folders and count as teacher counts down, and
down from 10. Discuss as a vote on how they did during
whole class what students did work time. Students will share
that helped them to be out as a whole group what they
successful today. Tell students did to make their writing better,
that tomorrow they will create a and what helped them to be
final draft. Dismiss groups to sucessful and get their work
line up for specialist done.

Materials/Instructional Resources (graphic organizers, handouts, exit tickets, etc.)


Student self-reflection checklist
Rough drafts
Writing folders
“authors page” early finisher activity
Writing checklist anchor chart
Rough draft anchor chart
Daily teacher Reflection: Can be in the form of a handwritten bulleted list. Should be up to date & visible in portfolio. The notes must include:
● 2-4 observations regarding strengths/needed refinements
● questions/wonders
● 1-2 concrete next steps that emerge out of the observation/wonder (e.g. “Next time I teach a lesson like this I should remember to…” or
“Tomorrow, I need to….”).
● Doctor story was a big hit
● Clear student metacognition with self reflection cecklists
● Clear vidence of students understanding the learning target (read it out loud, discussed why good writers make their writing bette, student
metacognition of success criteria)
● Student agency in editing writing in whole group – walking up to fix errors, all student articipating with thumbs up or thumbs down.
● Next steps – was not able to pull a small group today like I had hoped to. In the future, it would be amazing to have children independent
enough to pull a small group. I am hopeful to be able to do that tomorrow.

Day 4: Writing Final Drafts

Lesson Plan Author: Shania Bloomfield Content Focus: Elementary Literacy Unit Title: Grade level: 1 Date:

❖ What do you want students to learn?


Relevant Standard(s)
CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.

Today’s Learning Objective(s) Language Demands


As a result of this lesson, students will be able to…

I can write a final draft about my opinion Language function: Students will produce their final drafts

Students will be able to use their revisions and support from adults to Vocabulary & Key Concepts: final draft, opinion
rewrite their opinion paper as a final draft using the following success
criteria: Syntax: Final draft anchor chart
 Writing inside the lines
 Best handwriting Discourse:
 Finger spacing Students working independently on their final drafts following the
 Capital Letters success criteria.
 Ending Punctuation

Big idea/ Essential Questions (How does this lesson fit into the context, lesson sequence and/or unit ? What are students working towards?)
Central Focus: Students apply knowledge of opinions to construct Opinion books, in which they reason their Opinions with supporting evidence.

Students are working towards completing Opinion Books, in which they will argue their opinion using reasoning. This lesson prompts students
to revise and edit their writing to make it better. Students will revisit their rough drafts in the next lesson and begin their final drafts

❖ Assessments/Evidence of Learning/Success Criteria (How do you know what they know?)


Formative Student Voice Opportunities
FORM of assessment (e.g. freewrite, exit ticket, post-it note, checklist of observations, etc) (reflection, metacognition, self-
PURPOSE: what will it look like/sound like for students to meet the lesson’s learning objective assessment, connections to unit goals
and upcoming performance task)

Checklist of Observations (informal) … we’ll begin working on this in Spring


Quarter
Final Draft (formal)

Upcoming summative assessment/performance task (Where are you heading?)


❖ Systems and Routines for Culturally Responsive Classroom Leadership
Attention, classroom meetings, norm setting, positive redirection, feedback, etc...

❖ PROCEDURES - Each row must have a title (word or two) that captures the learning purpose of that chunk of the lesson
Pacing Purpose Teacher Moves Student Learning Differentiation: Scaffolding,
& transitions for learning What are you doing? What are students doing? Supports guided by
(time) (name the content, specific (e,g, description, analysis, etc) knowledge of students
questions, how you establish What does it look like/sound For whole group AND for
purpose, manage transitions, like for students to engage in students with IEP, and
procedures this task ? students who are AEL/ELL
& expectations….)
Find the middle way between How will you stage the
just pointing to activities and supports?
scripting out a full narrative Spell out steps or attach
specific supports!
sentence stems, visuals,
graphic organizers,
modeling/think aloud…

5 mins Wake up Bring students to carpet. ● A-B Partners with ● Explicit Protocol for
schema & set Teacher will ask students to ‘See, think, wonder’ A-B partners (all
purpose remind us what we did protocol (with posted students talk)
yesterday. Read the images) ● Explicit Protocol for
learning target together as a ● Student answer ‘See, think, wonder’
whole class, “I can write a question in journals with sentence stems
final draft about my opinion”
and have students
brainstorm what a final draft
might mean. Share out initial
ideas.
Mini-Lesson Show two samples of writing
on Final on chart paper (rough draft
Drafts and final draft) and ask
students what they notice is
different between the two
samples. Write down
student ideas.

Tell students that a final


draft means the writing is
ready to publish and share
with others. Hang up final
draft opinion chart. “this
means writing with your best
handwriting, in between the
lines, and with your best
spelling.” Have students
turn and talk about which
sample they think is ready
to be published and why.
Share out and discuss.

Model writing final draft


using the checklist (use
rough draft in example
book!)

Read learning target out


loud to students again and
ask, “since we are going to
publish our writing, why is it
important for us to write final
drafts?”

Independent Before dismissing students,


Work review CHAMPS expectations
for worktime and show students
their writing paper. Expplain to
students what they will do if
they finish early and stress
quality work. Demonstrate how
they will rewrite their revised
rough draft using good
handwriting and finger spaces.
Tell students that if they finish
their final draft early, they will
be able to work on a cover page
for their opinion book (show
example). But that their writing
MUST be done, and they must
check in with one of their
teachers first.

Dismiss students to their seats


and walk around, asking
questions and checking in with
students on the success criteria.
If students finish early, bring
them to small group table to
work on cover artwork. Co-
teacher can facilitate this
station.

Students who finish early will


continue working on artwork
from previous days, or begin
their cover page.

Self-Reflection In last 5 minutes, have students


pause their work, and fill out
the self-reflection checklist.
Fill it out with students on the
overhead projector to model the
thinking strategies to assess
their work. Count down from
10 as students put their writing
in their folder and put away any
art materials.

Closure Ask students, “let’s recap.


What did we need to do to write
final drafts today?” Scaffold
students towards reflecting on
neat handwriting, writing inside
the lines, and spelling words
correctly. Tell students that
tomorrow, we will begin
publishing our work (show
example) and if we have time,
will share it with each other.

Materials/Instructional Resources (graphic organizers, handouts, exit tickets, etc.)


Student self-reflction checklist
Student final draft paper
Writing folders
Rough drafts
Final draft anchor chart
Daily teacher Reflection: Can be in the form of a handwritten bulleted list. Should be up to date & visible in portfolio. The notes must include:
● 2-4 observations regarding strengths/needed refinements
● questions/wonders
● 1-2 concrete next steps that emerge out of the observation/wonder (e.g. “Next time I teach a lesson like this I should remember to…” or
“Tomorrow, I need to….”).
Lesson 5: Publishing Opinion Books

Lesson Plan Author: Content Focus: Unit Title: Grade level: Date:

❖ What do you want students to learn?


Relevant Standard(s)

CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.

Today’s Learning Objective(s) Language Demands


As a result of this lesson, students will be able to…

I can publish my best work Language function:

Students will be able to publish all of their writing into a book that can be Vocabulary & Key Concepts:
shared with others. Students who finish early will also be able to share
their writing with the class. Syntax:

Discourse:

Big idea/ Essential Questions (How does this lesson fit into the context, lesson sequence and/or unit ? What are students working towards?)

❖ Assessments/Evidence of Learning/Success Criteria (How do you know what they know?)


Formative Student Voice Opportunities
FORM of assessment (e.g. freewrite, exit ticket, post-it note, checklist of observations, etc) (reflection, metacognition, self-
PURPOSE: what will it look like/sound like for students to meet the lesson’s learning objective assessment, connections to unit goals
and upcoming performance task)

… we’ll begin working on this in Spring


Quarter

Upcoming summative assessment/performance task (Where are you heading?)


❖ Systems and Routines for Culturally Responsive Classroom Leadership
Attention, classroom meetings, norm setting, positive redirection, feedback, etc...

❖ PROCEDURES - Each row must have a title (word or two) that captures the learning purpose of that chunk of the lesson
Pacing Purpose Teacher Moves Student Learning Differentiation: Scaffolding,
& transitions for learning What are you doing? What are students doing? Supports guided by
(time) (name the content, specific (e,g, description, analysis, etc) knowledge of students
questions, how you establish What does it look like/sound For whole group AND for
purpose, manage transitions, like for students to engage in students with IEP, and
procedures this task ? students who are AEL/ELL
& expectations….)
Find the middle way between How will you stage the
just pointing to activities and supports?
scripting out a full narrative Spell out steps or attach
specific supports!
sentence stems, visuals,
graphic organizers,
modeling/think aloud…

5 mins Wake up Read learning target ● A-B Partners with ● Explicit Protocol for
schema & set together as a class “I can ‘See, think, wonder’ A-B partners (all
purpose publish my opinion writing” protocol (with posted students talk)
and brainstorm with children images) ● Explicit Protocol for
what they think Ms. Shania ● Student answer ‘See, think, wonder’
might mean by “publishing question in journals with sentence stems
our writing.” Predict what we
will do today as a whole
class and have them turn
and talk about what they are
excited about.
Take stock of where
students are. If anyone is
not done with their final
drafts yet, send them back to
their seats to work. For rest
of class, explain that we are
going to learn together about
how writers publish their
writing.

Making Show students the cover of


sense of a our book “Hey Little Ant”.
cover page Tell them that this is called a
cover and ask them what
they notice. Guide them
towards noticing the picture
and title. Explain to
students that today, their job
is to make their own cover
for their opinion book they
have been working on.

Show students Ms. Shania’s


opinion book. Ask them
what they notice (title,
picture, my name). Explain
to them that I am expecting
those elements on their
cover. Have a couple
students remind us what we
need to have on our cover
page.

Show students the fancy


cardstock they get to use.
Ask for clarifying questions
before sending them to
work.
Independent While students work on their
work time final drafts and cover page,
teachers are getting publishing
center prepared and are circling
the room asking question and
checking in with student
progress. One teacher will call
groups to visit the publishing
center with whatever they have
finished while the other circles
around and supports students.

Sharing circle When everyone’s books are put


together, ring the bell and wait
for frozen bodies. “I know that
some of us are still working on
our covers, and that’s ok, but
we are going to clean up and
come down to carpet to share
our books. “ Give students 10
seconds to clean up, assign
points to groups that followed
directions, and transition them
down to caret, bringing their
books.

Tell children that we have


worked really hard writing our
opinion books and that we are
going to celebrate them
together. Allow children to
come up to the authors chair to
show class their book and
explain what their opinion was.

Closure Reflect on After sharing, have children


learning place their books behind them
(count down) and talk about as
a whole group what was hard
about opinion writing, and what
they enjoyed about it. Have
helpers pick up the books from
everyoe and dismiss for
specialist.

Materials/Instructional Resources (graphic organizers, handouts, exit tickets, etc.)


Daily teacher Reflection: Can be in the form of a handwritten bulleted list. Should be up to date & visible in portfolio. The notes must include:
● 2-4 observations regarding strengths/needed refinements
● questions/wonders
● 1-2 concrete next steps that emerge out of the observation/wonder (e.g. “Next time I teach a lesson like this I should remember to…” or
“Tomorrow, I need to….”).