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Name: Jennifer Engo Grade: Second Reading or Writing Workshop: Writing workshop. Standards: 2.W.

2.W.1- Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect and reasons, and provide a concluding statement or section. 2.W.2- Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.W.8- Recall information from experiences or gather information from provided sources to answer a question. 2.SL.1- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Objective: Students will be able to connect a book they have listen to in a previous class and write an opinion piece about the book. Procedure Mini-Lesson Connection- I will begin by telling the students that they will be doing something called an opinion piece. They will listen to a short book and after they will have time to write their opinions. To access their prior knowledge I will tell them writing an opinion piece is just like having an opinion about simple everyday things such as something being pretty and why they think it is pretty. Teaching The students have been introduced in the connection area that they will be writing something called an opinion piece. Connecting this area I will then talk about how writing an opinion piece can be done for almost anything, especially books. The opinion pieces they will be writing will be basked off of the book The Lorax written by Dr. Seuss. The lesson will then begin with a quick read aloud of the book The Lorax written by Dr. Seuss. After the book is completed I will return to the conversation about writing an opinion piece about the

book. I will state that opinion pieces can be about anything they liked or disliked about the book, but the students must support it by one fact they remembered from the book.

Active Engagement: At the end of the brief conversation the students will pair off and discuss their opinions on the book. While they are in pairs the students will each write their opinion plus their fact or detail on a sticky note and place it on the board when they are finished. The class will then come together back on the carpet and we will go over some of the post it notes on the board as a class. Individual work will be based off the post it notes then. Each student must go back to their seat with one other student's sticky note and write down its content. The student will either disagree or agree with their peer based on again their opinion of the book. Link: The students at the end will gather again in a meeting area of the carpet. Together we will discuss what we did during the lesson and what they were taught. To connect to the larger picture we will create a poster board of what the students believe goes into opinion writing. Points such as opinion writing can be stronger when supported by facts and details will be emphasized if the students do not come up with it on their own. The students will connect their writing today to other areas of their education for the rest of their lives. Opinion writing will be in every grade level and the beginning of supporting opinion with facts and details prepares them for future papers they will have to write. After the Workshop Share: All the students will do after the activity is gather back onto the carpet and fill out a secret ballot stating if they liked the book and if they liked the activity. This will both reinforce the opinion of whether they liked or disliked the book, and gauge whether or not the activity can be used again.

Management Issues/Transitions: - The students will be put in their pair group based on birthday month. The students with the closest birthdays will be put as a partner group. - As the students write their opinion on one other students sticky note they will have to come up and be handed a random one so they arent at the board to long and safeguards that they dont just pick just their friends sticky note.

Differentiation: If the students are having difficulty coming up with their own individual opinions per pair they will just have to come up with one mutual opinion with a fact or detail. Too further the difficulty of the task the students will have to write on two to three other students opinions. If there is time pending how quickly the students work, or the activity can be continued on another day each student will have a booklet at the end agreeing or disagreeing with each of their peers opinions.

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