1

Running head: WRITING ACTIVITY

Writing Activity

Stephanie Villalobos-Fausto

Grand Canyon University: ESL-365

October 18, 2020

 2
WRITING ACTIVITY
Third Grade Writing Activity

For this activity, it is designed for third grade ELLs performing at a basic ELP level. The

academic standard is 3.W.1, which is writing opinion pieces on topics or texts, using reasons to

support one's point of view. Also, the performance indicator from the ELP standards at a basic

level is B-1, expressing an opinion on a topic or text. Taking the standards into account, the

objective for this activity is that students will be able to write an opinionated paragraph,

including three reasons to support their stance.

The activity itself in an opinionated paragraph that requires students to include three

reasons to support their stance on the topic. Initially, the activity is based on handouts that have

different topics. Such topics range from favorite foods, movies, season, or sport. Once students

receive their handout, they have time to brainstorm their opinion on the topic. Using the backside

of the handout, that’s where students will plan their response, whether it’s through drawings or

rough phrases to start. Flipping back to the front side, they’ll use their hamburger writing model

as reference to write their response. The goal is for students to use key phrases such as “In my

opinion,” “I think,” For example,”and ”Another reason.” This will help demonstrate clear and

concise writing about students’ stance on a particular topic. Once students have finished their

paragraph, they’ll be able to share with a partner who is also done, taking turns to discuss their

opinions on both topics.

 3
WRITING ACTIVITY
In order to best meet the individual needs of the students, differentiation must be taken

into account. To begin, there can be an example that is modeled prior to the activity that can be

worked on as a class. Taking time to pause, students can reflect and participate, giving them a

better understanding of how to write an opinionated paragraph. Another thing that can be done is

to display key phrases used in opinionated writing. Whether it’s on an anchor chart or on a

handout available to all students, this would help guide writing. The activity mentioned the use

of the hamburger writing model, but instead, students can have a blank handout of the model to

plan their writing in an organized manner. Visuals can also be implemented through the handouts

students are assigned their topics. To make it challenging for students above the basic ELP

levels, they can try writing an opinionated paragraph about a topic they’re passionate about, but

instead of agreeing, they are disagreeing.

This activity can be assessed through oral presentations or observations. Depending on

the circumstances, students can present and share their paragraphs to the entire class. Students

may also share in small groups or with a partner. This will help students get a deeper

understanding of opinions and how different it can come across. Regardless, it provides

differentiation for students to make sense and make connections to their own writing.

Observations can also be done by having the teacher walk around and listen in on discussion.

Through these observations, the teacher can determine if the student had explicitly stated their

stance on the topic, if three supporting details were included, and if they were able to conclude

their paragraph.

Overall, the writing activity gave students an opportunity to practice and make sense of

opinionated writing. The activity wasn’t too difficult or overwhelming, instead encouraged
 4
WRITING ACTIVITY
students to write at their own pace and think about a topic clearly. The handouts gave students a

clear idea of what’s expected in their writing. Moreover, the resources implemented helped

students in their planning and writing. Despite modeling an example, resources such as the

hamburger writing model and the anchor chart reminded students of what an opinionated

paragraph is meant to look at (Tomlinson, 2000) . Regardless, differentiation was evident in

which students at the basic ELP level were given appropriate support in breaking down the

concept into a more manageable task (Brown University, n.d.). Providing anchor charts and even

handouts that have these reminders reassures students of their own work and progress, and it’s

something they can reflect on to clear any misconceptions. Even so, the activity wasn’t

constricting, giving students a chance to make meaning out of the experience, since it’s based on

opinions, not facts. Students are able to explicitly express themselves and their beliefs in a

welcoming environment.
 5
WRITING ACTIVITY
References

Brown University. (n.d.). Writing | Teaching Diverse Learners. Retrieved from

https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/writing
Tomlinson, A. C. (2000). What is Differentiated Instruction. Retrieved from

https://www.readingrockets.org/article/what-differentiated-instruction