LESTER 4TH GRADE

WRITING Newbery Book Report Why this book is a

winner (Part 2)

OBJECTIVE:
Students will write an essay that states their opinion as to why their Newbery book is an award
winning title. They will use specific details and events from their book as evidence that
supports their opinion. They will write a clear topic sentence that states their opinion. They
will use meaningful transitional words and phrases that link the evidence to their opinion, and
they will write a strong concluding statement that reinforces their opinion.
CONNECTION TO PRIOR LEARNING:
Students have been writing a Newbery Book Report that consists of reading an award-winning
novel, exploring character development, analyzing the problem and solution, and summarizing
the plot. Last week, students were introduced to the final component for this book report; an
opinion piece on why they think their book was an award-winning novel. In part 1 of the
lesson, the class discussed the actual reasons that Newbery books are selected as winners. The
class then brainstormed all of the personal criteria that they would use to name their own book
as an award-winning book. Students created a circle map with at least 5 reasons in their
writers notebook.
COMMON CORE STANDARDS:
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CCSS.ELA-LITERACY.W.4.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which related ideas are grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.4.1.B
Provide reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.4.1.C
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
CCSS.ELA-LITERACY.W.4.1.D
Provide a concluding statement or section related to the opinion presented.

ASSESSMENT:
Students will have made adequate progress toward the objective if they are able to successfully
convey their opinion on why the Newbery book they read is worthy of an award. They will
show mastery of this skill by using specific details and events from the book that support their
opinion. Final assessment of the book report which incorporates reading comprehension;
writing topic sentences and conclusions; using transitional words and phrases; and using
supporting evidence from the book for character development, plot summary, and opinion on
why this book is a winner will be assessed when the completed book report is turned in next
week.
KEY POINTS:
1.
2.
3.
4.

Discuss ways to convey opinion in writing.

Pick 3 solid reasons that make their book a winner.
Identify supporting examples from the book that reinforce these reasons.
Write a solid topic sentence and conclusion. Pick transitional words and phrases
that help back their opinion.

MATERIALS:
-Writers notebook
-Lined paper
-Pencils
-Chart paper/markers
-Copy of T-Chart for Step-Up Paragraph (30 copies)
LESSON:
OPENING 5 min.
1. I will remind students of the brainstorming that we did as a class earlier on what
characteristics Newbery award winning books have to have and what qualities/reasons
they think a book should have to be an award winner.
2. I will explain to them that the objective of todays lesson will be for them to write about
their opinion on why they feel their book should be an award-winner. We will also
discuss as a class the importance of backing up opinion statements with examples and
reasons to make their opinions more powerful.
3. Students will then be asked to take out the circle map they created last week that states all
of the reasons why they feel their particular book is an award-winning book.

INTRO TO NEW MATERIAL/WHOLE GROUP GUIDED PRACTICE. (20 min.):

4. After students take out the circle map. They will be asked to read through their
brainstorm and to select the top 3 reasons their book is an award-winner and highlight
them.
5. Explain to students that as a pre-writing activity, we will be using the stop light T-chart
to help them organize their thoughts and ideas. I will then prompt students to share about
what they remember about the structure and organization of the stop light pre-write
and/or the T-chart.
a. Green GO Write a topic sentence stating your opinion.
b. Yellow SLOW DOWN Give a reason, detail, or fact that supports your opinion.
c. Red STOP Explain. Give an example/commentary.
d. Green GO BACK Remind reader of topic sentence that stated your opinion.
6. Pull up T-chart on smart board. Tell students that we will be using Theres a Boy in the
Girls Bathroom as an example for this T-chart.
7. Ask students to help write a topic sentence that states that Theres a Boy in the Girls
Bathroom is an award-winning book in their opinion.
a. Ask for volunteers to help write a topic sentence. The topic should state the word
opinion in it
b. Write a topic sentence on smart board under the green topic sentence space in the
T-chart.
8. Ask students to think about 3 reasons why they think Theres a Boy in the Girls
Bathroom might be an award-winning book. They can refer back to the brainstorm that
we did for their Newbery book if they would like.
a. Ask for volunteers to give reasons
b. Write reasons next to each of the yellow stars
9. Now, ask students to go back to the first yellow star and the reason next to it that supports
the opinion that Theres a Boy in the Girls Bathroom is worthy of an award. Tell them
that we are going go to the red bullet point in the column to the right of the reason and we
are going to provide evidence from the book that helps to explain the reason.
a. Ask for volunteers to provide specific evidence from the book. For example, if the
reason for it being an award winner was that the book is funny evidence might be
the scene in the book where Bradley Chalkers was running in the 3-legged race.
b. Remind students to use quotation marks when elaborating...
c. Emphasize to the students that they should be writing in bullet points
10. Tell the students that at this point we must go back in to the T-chart and write in our
transitional words or phrases. Discuss specific words or phrases that would support an
opinion piece such as for instance, in order to, and in addition

a. Add parentheses under the yellows and add in transitional words ask for
additional examples if needed.
11. Tell students that we can look to the final green on our T-chart that is our concluding
sentence.
a. Ask for volunteers to provide a good concluding statement that reminds the reader
of our opinion about Theres a Boy in the Girls Bathroom being a book worthy of
an award.
12. Finally, tell students that now that the T-chart is complete, we are ready to write a rough
draft of this paragraph. Use the information on the model to write a brief rough draft of
the opinion paragraph.
INDEPENDENT PRACTICE. (_25_ min.)
13. Tell students that now that they have helped me fill out the T-chart about our opinion on
why Theres a Boy in the Girls Bathroom is an award-winning novel, its their turn to do
the same for their own Newbery novels.
14. Pass out T-charts and explain to students its their job now to write a good topic sentence
that states their opinion about the award winning qualities of the book. They will then
take the 3 highlighted reasons from their circle map and use them as their yellows.
Finally, they will go back into the book to elaborate on examples for each of the reasons
they stated.
15. Have students begin to work on T-chart independently for 10-15 minutes
16. Walk around and observe and give feedback
17. Call attention back and introduce the use of transitional words that support opinion
pieces such as for instance, in order to, in addition. Brainstorm more w/students.
18. Show students where to add transitional words/phrases to T-chart
w/commas/parentheses.
19. Let students work for 5 more minutes.
20. Bring students back to attention and tell them that we are ready to turn our t-chart into a
well-written paragraph.
21. Set students off independently to complete t-chart and to write rough draft of
paragraph...underline green/yellow/red in rough draft

CLOSING:
22. THINK Tell students to stop writing and to go back into their T-chart and think about
what they have written. Does the commentary/evidence from the book support the
reasons why the book should be a winner?
23. PAIR Students will get with a partner and discuss their T-charts. They will choose 1
reason they thought was particularly compelling to share with the class. They will give
each other feedback on how to improve it further.
24. SHARE Teacher will pull 3-5 sticks to allow students to share about their partners.
DIFFERENTIATION:
T-Chart will be modified for students working below expectations. There will be a
maximum of 1-2 reasons. Teacher will provide a prompt for both the topic and
concluding sentence.
For students working at a higher level and need enrichment they will be asked to use
quotes from the book as evidence. They will also be asked to elaborate on more than 3
reasons.
HOMEWORK: Students should have their rough draft completed by tomorrow for final edits.