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Teacher: Samantha Maiale

Lesson number: 2 Lesson Title: Using OREO method to create strong opinions
Grade/Subject: 4
Learning Segment Essential Question:
How can we use the OREO method to help us create a strong argument?
(If this is a literacy-based lesson, please complete this box)
Central focus: Composition
Essential literacy strategy: Argue using evidence
Requisite skills: Use of the OREO method
Reading and Writing connections: Gathering information to inform an essay
Content/Common Core Standard(s):

CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information
Learning Objectives associated with the content standards:

Students will be able to use the OREO method to organize their opinions in preparation to create an
opinion piece.

Academic Language Demands

Academic Language Supports

Vocabulary: opinion (covered in day 1), reason, Vocabulary: OREO chart on the SmartBoard will be
provided with definitions, examples, and a video (if
example, restate
extra support is needed)
Language function: Persuasion
Language function: anchor chart from day 1,
Discourse or Syntax: use of complete sentences to OREO method
complete each piece of the OREO method, verbally
Discourse or Syntax: sentence frames
and through writing
Student Friendly Daily Learning Targets

I can use the OREO method to organize my opinions, reasons, and examples.

Monitoring Student Learning: Formal and Informal Assessments prior to, during & after
learning segment
The teacher will have an idea of the level the students are at based upon how the lesson went on day 1.
The teacher will make a judgment upon how much of day 1s lesson will have to be re-approached today.
The teacher will again use observation and informal conferences with partners to assess and help them
adjust their arguments, as they are still just practicing the method now.

Description of formal/ informal assessments:


What is being assessed: Through observation during the class discussion, and turn and talk, the teacher
will be listening to discussion to assess the students ability to share opinions with reasons to support it.
The teacher will be listening for the use of the sentence frames, transition words, and components of the
OREO method addressed (specifically opinion, reason, and example).
Assessment accommodations: Sentence frames and transitions words will still be posted.
Type of feedback that will be given to students: Based upon what the teacher hears through
observation, feedback will be shared verbally as the teacher moves to visit each group.
What students will do with the feedback: They will be able to adjust their responses that they will be
sharing and writing.
Instructional Resources and Materials:
-

SmartBoard
Individual copy of OREO method

Connection to prior academic learning and prerequisite skills:


Prerequisites include proper sentence structure, ability to write a sentence with details, and form a
paragraph.
Connections to cultural/personal/community assets:
Prior to this lesson the students completed a service learning project in which they integrated with the
elderly community. Through many then and now activities, they were able to compare and contrast life in
the 1930s, when their adopted grandparents were about their age, to present day. They will be creating an
opinion piece on which time period would be the best to live during.
Motivation/Hook/Anticipatory Set: (5 min)
The teacher will propose the questions to the students: What do you think it is like to be a teacher? What is
it like to live the life of a teacher? What is it like to live the day of a student? Which would you rather? The
teacher will allow for a few students to share their thoughts about this. This will be re-approached later in
the lesson.
Procedure:
Time

Teacher Action

Student Action

15 min

The teacher will do a quick review of the OREO


method from yesterday, using the anchor chart
to guide the review. The teacher will introduce
that when we begin writing, there are terms that
will help us in explaining and strengthening our
opinions. These are called transition words and
phrases. The teacher will provide a pre-made
chart with phrases including:

The students will have a chance to share any points that could be
Sentence starters: In my opinion, I think , I feel, added as they go through the chart as well as share sentence
examples.
I believe, I prefer
Providing reasons: First, Second, Next, Another
reason, Most importantly
Providing Examples/Details: For example, for
instance, because
Closing: In conclusion, to summarize, finally
The teacher will use this to create sentence
frames and ask students to use a few of these
phrases in a complete sentence as an example.

30 min

The teacher will express to the students that


they are going to describe the day of a teacher
and a student and mentally create a pro and
con list for each, to help us choose a side to
The student will have a few minutes to discuss amongst themselves
argue for.
and then they would share aloud how they would describe the life of a
student. This would likely include points such as: attending school,
The teacher will have two headings on the
doing homework, taking tests, playing outside for recess, spending time
board including Life of a Teacher and Life of a
with friends, learning new things, and play sports/ after-school activities.
Student. The teacher will write and share aloud
to the students what the day of a teacher would
be like. This would include points such as:
lesson planning, waking up early, answering
questions, attending meetings, being creative,
having fun with your students, teaching your
students something new, and helping your
students, and receive payment for their work, The students will each have a copy of the method to write in their
responses they come up with as a class.
among many other things.
The teacher will take a vote on which side they The students will share how they would verbalize each section of the
think is better that they would like to argue for graphic organizer. One student will be called on to share the opinion.
The teacher will provide one reason and example. For example:
as a class.
For example, if we choose life of a teacher as Reason: A day in the life of a teacher would be very rewarding.
the example, it will go as follows:
Example: They spend a lot of time helping their students and watching
The teacher will have the OREO method on the them understand new things for the first time.
SmartBoard.
The students would then be given time to Turn and Talk to a partner
and come up with another reason and example. A few students will
share their responses. Partners will be chosen to come up and add
their opinion and reason to the board. A student will then share a
sentence to re-state the opinion.

Closure (5-7 min)


The teacher will share that they will be doing the same process tomorrow, but trying just with their partners
from their adopted grandparents activity groups. They will be given time now to meet with their partners
and go through all their data they collected. The teacher will share that they will be arguing their opinion on
which would be a better, more fun, or more exciting time period to live in. They will be choosing
between either living a day in the 1930s, as their adopted grandparents did, or living a day in present time.
How students will reflect on their own learning
Students are given time at the end of the lesson to review their materials from the adopted grandparents
project with their partners. As they do it, they will be simply brainstorming about how they can use what
they learned today to make a strong argument about either life in the 1930s or present day.
Accommodations/Modifications to requirements in IEPs and 504 plans
Students who need accommodations will be given a small sheet of the OREO method with the example
that was done on the board on it. It will also include the key words discussed with example sentence
frames provided.
Differentiation
Students will have opportunity throughout the lesson for discussion, such as Turn and Talk.
Technology Integration to Support Learning
Use of the SmartBoard to incorporate student participation.