Subject: Writing
Grade: 3rd
Rationale: The purpose of this workshop is to allow writers to determine a writing topic, state a clear opinion, and develop supporting reasons for their opinion.
Standards:
· CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
· CCSS.ELA-LITERACY.W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Objective:
· Given a graphic organizer, students will be able to develop a clear opinion and provide three supporting reasons to support their decision.
Procedure:
Mini-Lesson
· Introduce opinion pieces to the class.
o “As a writer, you have the opportunity to communicate how you feel about particular topics. Many writers write opinion pieces on specific topics in order to express their feelings about specific topics.”
· Give examples of opinion pieces. This will allow students to see the importance of writing opinion pieces and how their work may be used to persuade others.
o “Here are some examples of pieces in the New York Times. Here are other examples from students in my previous classes. All of these writers were able to write about their opinion and express their thoughts.”
o http://www.nytimes.com/pages/opinion/
· Introduce the topic students will be writing about.
o “Over the past few years we have been seeing and using more technology in the classroom. Do you think this is a good thing or a bad thing?”
· Have students brainstorm reasons for and against technology in the classroom.
o “I want us to all take a minute and think about some positives and negatives about using technology in the classroom. Does anyone have any ideas they want to share?”
o Record all ideas on the white board for students to see.
Choice
· Have students decide silently what their opinion is on the given topic.
o “Now that we have discussed the topic, I want you to take a minute and think about if you are for or against technology. In order to write your best, you need to choose one or the other and support it 100%, even if you are in the middle. Being able to choose one specific side is something good writers do.”
· Have students go back to their seat and complete a graphic organizer. They should identify which side they choose and brainstorm three strong supporting reasons.
Conferencing
· Walk around the room and meet with 2-3 students.
· Ask students:
o What are you struggling with while working on your opinion piece?
o What do you feel good about?
o Share with me one of your reasons and how it supports your opinion.
Collaborating
· Have students break up into 2 groups: “for technology” and “against technology”
· Let the students discuss in their groups and have them decide what their four strongest arguments are.
· Once they have come up with four, have both groups make their arguments.
Class sharing
· Bring the class back together and discuss the importance of investigating both sides when writing an opinion piece.
· Discuss how we will use the graphic organizer over the next few days to write our opinion piece.
Materials:
· Writing samples of previous students
· New York Times Articles
· White board & markers
· Graphic organizer
Assessment:
Students will be assessed by how well they complete the graphic organizer independently. They should be able to accurately choose a side and create at least three supporting arguments and record them on the graphic organizer.
Differentiation:
The graphic organizer can be created differently depending on the student. For example, one of my students struggles to write small, so I would blow up the organizer and give him enough space to write. Another student has a very hard time with writing so it may be easier for him to verbalize his ideas instead of writing them down and then eventually work with him to get his ideas down on paper.
Future Connections:
· Reading/Writing: Identifying the main idea and supporting details in an informative text is an important skill that allows students to develop as readers and writers.
· Science: Identifying the main idea and supporting details is a great way for students to understand science text books as they move into the upper grades.
· Social Studies: Identifying the main idea and supporting details is a great way for students to understand social studies and history text books as they move into the upper grades.
Grade: 3rd
Rationale: The purpose of this workshop is to allow writers to determine a writing topic, state a clear opinion, and develop supporting reasons for their opinion.
Standards:
· CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
· CCSS.ELA-LITERACY.W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Objective:
· Given a graphic organizer, students will be able to develop a clear opinion and provide three supporting reasons to support their decision.
Procedure:
Mini-Lesson
· Introduce opinion pieces to the class.
o “As a writer, you have the opportunity to communicate how you feel about particular topics. Many writers write opinion pieces on specific topics in order to express their feelings about specific topics.”
· Give examples of opinion pieces. This will allow students to see the importance of writing opinion pieces and how their work may be used to persuade others.
o “Here are some examples of pieces in the New York Times. Here are other examples from students in my previous classes. All of these writers were able to write about their opinion and express their thoughts.”
o http://www.nytimes.com/pages/opinion/
· Introduce the topic students will be writing about.
o “Over the past few years we have been seeing and using more technology in the classroom. Do you think this is a good thing or a bad thing?”
· Have students brainstorm reasons for and against technology in the classroom.
o “I want us to all take a minute and think about some positives and negatives about using technology in the classroom. Does anyone have any ideas they want to share?”
o Record all ideas on the white board for students to see.
Choice
· Have students decide silently what their opinion is on the given topic.
o “Now that we have discussed the topic, I want you to take a minute and think about if you are for or against technology. In order to write your best, you need to choose one or the other and support it 100%, even if you are in the middle. Being able to choose one specific side is something good writers do.”
· Have students go back to their seat and complete a graphic organizer. They should identify which side they choose and brainstorm three strong supporting reasons.
Conferencing
· Walk around the room and meet with 2-3 students.
· Ask students:
o What are you struggling with while working on your opinion piece?
o What do you feel good about?
o Share with me one of your reasons and how it supports your opinion.
Collaborating
· Have students break up into 2 groups: “for technology” and “against technology”
· Let the students discuss in their groups and have them decide what their four strongest arguments are.
· Once they have come up with four, have both groups make their arguments.
Class sharing
· Bring the class back together and discuss the importance of investigating both sides when writing an opinion piece.
· Discuss how we will use the graphic organizer over the next few days to write our opinion piece.
Materials:
· Writing samples of previous students
· New York Times Articles
· White board & markers
· Graphic organizer
Assessment:
Students will be assessed by how well they complete the graphic organizer independently. They should be able to accurately choose a side and create at least three supporting arguments and record them on the graphic organizer.
Differentiation:
The graphic organizer can be created differently depending on the student. For example, one of my students struggles to write small, so I would blow up the organizer and give him enough space to write. Another student has a very hard time with writing so it may be easier for him to verbalize his ideas instead of writing them down and then eventually work with him to get his ideas down on paper.
Future Connections:
· Reading/Writing: Identifying the main idea and supporting details in an informative text is an important skill that allows students to develop as readers and writers.
· Science: Identifying the main idea and supporting details is a great way for students to understand science text books as they move into the upper grades.
· Social Studies: Identifying the main idea and supporting details is a great way for students to understand social studies and history text books as they move into the upper grades.