Unit: Opinion - Writing Lesson Title: Lets use our voice Grade/Period: 3rd

CCSS or State Standards:

CCSS.ELA-LITERACY.W.3.1 10/25/17 Day 1
CCSS.ELA-LITERACY.W.3.1.A
CCSS.ELA-LITERACY.W.3.1.B 9:40 10:45
CCSS.ELA-LITERACY.W.3.1.C
CCSS.ELA-LITERACY.W.3.1.D

Resources and Materials:

Youtube link of book
example of opinion piece
bad example of opinion piece
graphic organizer
Example of graphic organizer. For
scaffolding (differentiation)
(can be attached)

Objective: I can: Introduce the topic that I will be writing about.

What students will know and be able to do (Apply)
stated in student friendly language (use
Blooms and DOK levels for higher level I can: Create an organizational structure that lists reason.
thinking objectives) (Analyze and Evaluate)

Essential Question(s): What is an opinion? (Over-arching)

Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the How can you organize reasons to strengthen your opinion? (Topical)
students to learn/know? Why?

Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Read and listen to Duck! Rabbit! By Amy Krouse Rosenthal with
overhead. Youtube link of book
Is it a duck or rabbit? Give students time to think. If you think it
was a duck, make a bill with your hands. If you think it was a bunny,
make bunny ears above your head. Then, if youre a bunny, find a
duck. And vice versa. Discuss why you believe that the animal in the
book is either a duck or bunny. Give them about two minutes, but
listen. Make sure students are staying on topic. Scaffold questions if
needed.

Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
1. What is the best Thanksgiving food? Write this on board.
2. Give students time to think, then share with partner at table
what they think the best Thanksgiving food is.
3. Bring back together and tell class what your favorite
thanksgiving dinner is: green bean casserole.
4. Show example of opinion piece : read it out loud once while
showing with projector.
5. Show and read bad example of opinion piece. Which is
more interesting? Which is more convincing? WHY?
6. We will make the good example even better in a couple
days!
7. Introduce acronym OREO
8. With large poster board, go over the acronym OREO
9. OREO poster board example:

10. Hand out graphic organizer: explain that this is just

brainstorming, but just as equally important as any other
assignment
11. Fill out graphic organizer (complete sentences!!)
 12. Teacher should walk around: scaffold, guide, assist, ask
questions, prompt thinking will this convince your friend to
try your favorite Thanksgiving food? etc.
13. Put in writing folder

Instructional Strategies: Decision Making

Research-based strategies to help students Visual Graphic Organizer
think critically about the concept/skill

Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are Monitoring, listening
given during instruction (check for Graphic organizers
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Summative:
To come at end.

Differentiation: Courtney, Issyo, and Taya should come to bean table. They will
Describe who will need additional or different need extra scaffolding. Be sure to have them grab their Quick Words
support during this lesson, and how you will
support them. Differentiated instruction could book first. Do graphic organizer with them before they start.
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer Example of graphic organizer.
tutors, etc.

Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Graphic organizers must be put into your writing folder for safe
keeping. Exit ticket: show that organizer is in folder before lining
up for special.

Unit: Opinion - Writing Lesson Title: Steps of Writing Grade/Period: 3rd

CCSS or State Standards:

CCSS.ELA-LITERACY.W.3.1
CCSS.ELA-LITERACY.W.3.1.A 10/26/17 Day 2
CCSS.ELA-LITERACY.W.3.1.B
CCSS.ELA-LITERACY.W.3.1.C 9:40 10:45
CCSS.ELA-LITERACY.W.3.1.D
Resources and Materials:
examples of introductions
Six Traits of Writing
(can be attached)
Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
I can: State an opinion. (Apply and Evaluate)
I can: Create an organizational structure. (Create)
I can: Provide a concluding statement. (Apply and Evaluate)
What are the traits of writing? (Over-arching)
What does a convincing introduction look like? (Topical)
What does a convincing conclusion look like? (Topical)
Show examples of introductions
Have students share with partner which is more interesting
1. Go over the Six Traits of Writing
2. Discuss why each is important, provide sentences
3. Hand out Six Traits of Writing for students to keep in writing
folders as reference and reminder
4. How can we make a popping and great introduction?
5. What did you and your partner notice about the introduction
examples? Possible answers: the longer ones were more
interesting, the ones with detail were more fun to read,
visuals are good
6. Bring back to topic: best food on the Thanksgiving table
7. Your intro should paint a picture, set you up, use what we
learned and know about the six different traits of writing
8. Hand out two yellow strips of paper
9. Explain that one is for the introduction and one is for the
conclusion.
10. Students are to work silently and write their introduction.
11. When done, raise hand and teacher shall come check to see if
it hits the benchmarks: descriptive, sets up paragraph, takes a
position, etc.
12. Star slip if okay
13. Onto the conclusion
14. What is a conclusion? Think-Share-Discuss

Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
15. As a class, write conclusions to the best introductions from
inclusion activity. Notice that a conclusion is just restating
the introduction but with different styles of the six traits of
writing.
16. Have students write a concluding statement on their second
yellow slip of paper.
17. When done, raise hand and teacher shall come check to see if
it hits the benchmarks: descriptive, concludes paragraph,
takes a position, etc.
18. Star slip if okay
19. Hand out paper clips, have students clip together introduction
and conclusion. Put in writing folder.
Handout- organizer
Think-Pair-Share (Discuss)
Formative:
Reading slips, starring them
Discussion, listening
Summative:
To come at end.
Move Dawsons desk away from Olivias desk.
Keep Ryan on track by periodically reminding him what he ought to
be doing using comments such as we are writing an introduction
sentence on one of the yellow slips of paper. If needed, write out
the reminder and tape it to his desk. Then, when he gets off topic and
task, you simply need to walk by and point to the reminder. He will
know what that means.
Exit ticket: Share with partner one thing you learned and one thing
you are still wondering.
Line up for special.
Unit: Opinion - Writing
CCSS or State Standards:
CCSS.ELA-LITERACY.W.3.1
CCSS.ELA-LITERACY.W.3.1.A
CCSS.ELA-LITERACY.W.3.1.B
CCSS.ELA-LITERACY.W.3.1.C
CCSS.ELA-LITERACY.W.3.1.D
Resources and Materials:
example of opinion piece
(can be attached)
Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Lesson Title: Back up your opinion Grade/Period: 3rd
10/27/17 Day 3
9:40 10:45
I can: Examine why I have the opinion that I do. (Analyze)
I can: Identify and provide reasons that support my opinion.
(Apply and Evaluate)
I can: Select linking words and phrases to connect opinion and
reasons. (Apply)
I can: Organize my main ideas that support my opinion.
(Understand)
What evidence can I present to defend my opinion? (Over-arching)
How can I demonstrate my ideas in an organized way? (Topical)
Do my main ideas influence the reader? (Topical)
Refer back to example of opinion piece
As a class, improve it. Add linking verbs and phrases. Add
adjectives. Paint a picture for the reader! Feed their senses how
does it taste? How does it look? What does it sound like? What does
it look like? Etc.)
Do my main points all defend my opinion? Does it connect my
introduction and conclusion?
Refer back to six traits of writing.
1. Students are to take out their graphic organizer. Tell them to
think about how they can add linking verbs and phrases.
What detail can they add?
2. Hand out to each student: three slips of light-blue paper.
3. Each slip is for each reason. A reason can be one or two
sentences. As long as they are a coherent thought.
 4. Give students time to write reasons.
5. Walk around and monitor. Guide them. Be sure to focus
some time on Taya, Anarah, Courtney, and Issyo. They are to
write two sentences. (I would rather have them write two
very good sentences instead of three sub-par sentences).
6. When a majority of students sound and look done (monitor
and walk around to decide), have students share with
partners. Put on projector for students to recall: Linking
phrases. Detail. Senses. Does it make sense?
7. With popsicle sticks, have students come up to desk and
show you their three reasons. Give them quick feedback.
NOT looks good or I need more. BE SPECIFIC.
Example: I noticed you added the linking word because
but your thought after the linking word does not connect to
the first part of the sentence. How can we change it to make
them connect? Each student should take 3 minutes to ensure
that all students are conferenced.
8. While students are called up, other students are to read
independently. Keep an eye on Roy he will leave his seat
and distract others. Give him a choice if needed: either put
papers in the mailboxes or read independently
9. Students are to go back to desk to fix sentences. We will go
over them again tomorrow. When done, they must be put
with introduction and conclusion, paper clipped together, and
put back into writing folder.
10. Students are to line up for special once they have shown that
their desks are cleared off.

Instructional Strategies: Sharing with partner

Research-based strategies to help students
think critically about the concept/skill
Graphic organizer

Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are Monitoring, direct instruction of paragraph, feedback of
given during instruction (check for sentences with student
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation, Summative:
demonstration, etc.).

To come at end of unit.

Differentiation:
Describe who will need additional or different Giving Roy a choice if he does not stay on task: either read
support during this lesson, and how you will
support them. Differentiated instruction could independently like the other students while they wait or put papers in
include testing accommodations, preferential the mailboxes
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Guide Anarah, Issyo, Courtney, and Taya: give copy of sample
paragraph written as class. They are to write two sentences. (I would
rather have them write two very good sentences instead of three sub-
par sentences).

Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Have them organize their things into their folder. If they lose their
introduction, sentences, and conclusion then they will have to take
three steps back and start over.

Unit: Opinion - Writing Lesson Title: Back up your opinion - Grade/Period: 3rd
Continued
CCSS or State Standards:
CCSS.ELA-LITERACY.W.3.1 10/30/17 Day 4
CCSS.ELA-LITERACY.W.3.1.A
CCSS.ELA-LITERACY.W.3.1.B 9:40 10:45
CCSS.ELA-LITERACY.W.3.1.C
CCSS.ELA-LITERACY.W.3.1.D

Resources and Materials:

inferring worksheet
(can be attached)

Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
I can: Examine why I have the opinion that I do. (Analyze)
I can: Identify and provide reasons that support my opinion.
(Apply and Evaluate)
I can: Select linking words and phrases to connect opinion and
reasons. (Apply)
I can: Organize my main ideas that support my opinion.
(Understand)

Essential Question(s): What evidence can I present to defend my opinion? (Over-arching)

Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the How can I demonstrate my ideas in an organized way? (Topical)
students to learn/know? Why?

Do my main ideas influence the reader? (Topical)

Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
Ask students to volunteer to explain what we did on Friday. Answers
should include: We defended our opinions by writing three reasons
on light-blue slips of paper. We took turns conferencing with the
teacher and then we were sent back to our desks to fix our
sentences. You can tell them: Today, we will be doing something
similar.
1. Use popsicle sticks to call students up to conference their
fixed sentences. They are to bring all five slips (including
intro and conclusion). If something additional needs to be
fixed, student may fix it in front of teacher. Then, paper clip
them back together. (Each student can have about three
minutes to ensure that we get through all students.)
2. Students who are not conferencing with teacher are to work
on inferring worksheet. They know all about inferring from
reading lesson from Friday. This is additional practice. Must
work independently. When done, find another done student
and compare answers. We will go over together as class
during Whole group reading after lunch.
3. Students are given half sheet of printer paper to draw picture
of their favorite food. Must be colored. If not finished, can
finish tomorrow. Must be put into writing folder.
4. Line up for special.
Conferencing with teacher
Formative:
Conferencing with teacher
Summative:
To come at end of unit.
Anarah, Issyo, Courtney, and Taya: They are to write two sentences.
(I would rather have them write two very good sentences instead of
three sub-par sentences).
List the way that you will bring students Students are to put all materials back into writing folder and clear
together to integrate and reflect on their
learning from this lesson their desk. Pick one thing up off the floor as exit ticket to leave for
their special.

Unit: Opinion - Writing Lesson Title: Final Draft and Share Grade/Period: 3rd

CCSS or State Standards:

CCSS.ELA-LITERACY.W.3.1
CCSS.ELA-LITERACY.W.3.1.A 10/31/17 Day 5
CCSS.ELA-LITERACY.W.3.1.B
CCSS.ELA-LITERACY.W.3.1.C 9:40 10:45
CCSS.ELA-LITERACY.W.3.1.D

Resources and Materials:

(can be attached)

Objective: I can: Compose a paragraph that has an introduction,

What students will know and be able to do defending reasons, and a conclusion that supports your
stated in student friendly language (use
Blooms and DOK levels for higher level opinion of what the best Thanksgiving food is. (Evaluate and
thinking objectives) Create)

Essential Question(s): How do my reasons defend my opinion? (Topical)

Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the In what ways does my opinion piece influence the reader? (Topical)
students to learn/know? Why?

What is my opinion? (Over-arching)

Inclusion Activity: Write on board:

Describe an activity that will ensure that all 1. Write final draft
students and their voices are included at the
beginning of the lesson. 2. Finish drawing picture
3. Glue on large construction paper
4. Share

Sequence of Activities: 1. Hand out final draft paper (from filing cabinet)
Provide an overview of the flow of the lesson. 2. Students are to write out final drafts using slips of paper
Should also include estimates of
pacing/timing. 3. Finish drawing pictures
4. Hand out large construction paper
 5. Students are to glue finished drafts and pictures together on
large construction paper
6. Do not forget names on back!!!
7. Community Circle: go over rules
8. Rules: when someone is speaking, we LISTEN with our
eyes, ears, and hands.
9. Make circle around desks
10. Each student will share opinion piece and one thing they
learned new and one thing they struggled with
11. Go around whole circle
12. Hand in final drafts on bean table (they will be hung up by
helper)

Instructional Strategies: Community circle

Research-based strategies to help students
think critically about the concept/skill
Group Discussion

Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are Community circle (take notes on who struggled with what)
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade Summative:
quiz, test, project, paper, presentation,
demonstration, etc.).
Final copies of opinion piece.

Differentiation:
Describe who will need additional or different Issyo sometimes struggles reading his own handwriting. Stand
support during this lesson, and how you will
support them. Differentiated instruction could behind him and be ready to guide him.
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer Keep Ryan and Landen separated as they will be chatty and
tutors, etc. disrespect whoever is taking their turn to speak.

Summary, Integration and Community Circle: sharing what we learned and what we struggled
Reflection: with
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson