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Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Georgia
Common
Core
Standards
ELACC3W1: Write opinion ...
Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Today’s
Elements
a. Introduce
the topic or
book they
a...
Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
STUDENT GROUPS
Student pairs will be chosen based upon...
Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
My pet dog loves it when you pet him. He
didn’t mind t...
Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Today’s
Elements
a. Introduce
the topic or
book they a...
Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Today’s
Elements
a. Use
sentence-
level
context as
a c...
Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Standards c. Use linking words and phrases (e.g., beca...
Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
Accommodations: For students who do not have access to...
Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
The mayor of your town recently made the following sta...
Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson
The mayor of your town recently made the following sta...
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Writing plans sept. 17th 21st, 2012

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This is a lesson plan that incorporates the use of mobile learning apps.

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Writing plans sept. 17th 21st, 2012

  1. 1. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson Georgia Common Core Standards ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Assessment Data: Teacher Conferences **Teacher note: Grammar skills will be taught on Tuesdays & Thursdays. Monday Essential Question: HowcanIbegintopersuadesomeonetothinkthewayIdo,ordowhatIwantthemtodo? Enduring Understanding: Writers write to persuade, inform, and entertain. Monday Before the Learning During the Learning After the Learning Strategies & Assessments (Please identify)
  2. 2. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson Today’s Elements a. Introduce the topic or book they are writing about, state an opinion, and create an organization al structure that lists reasons. Materials Mobile devices (cellular telephone with internet access or Ipad) Chart Paper Pencils Planning sheet Instructional Strategy Tell the students that today they will learn the steps and procedures in writing a persuasive letter, including the parts of a letter. Review the meaning of persuasive writing via: http://popplet.com/app/#/1124901 Have students to access the information using their mobile devices. Introduce and explain the steps of a persuasive letter to the class. Write the steps on chart paper. Explain to the students the following information regarding a persuasive letter, and that it should be present in their writing. Whenwritingaletteryoumustbecertainyouknowenoughto haveaposition. 1. State your position clearly in your opening paragraph. 2. What are your three points/facts that support your position? 3. Youmusthavethreepointsorfactsthathaveledyou totakethispositionontheissue. 4. What is your supporting evidence? For each point (above) you must have three supporting statementsthatvalidateyourargument. 5. Thefinalparagraphalsogivesyouanopportunityto restateyourposition. Close with a standard closing such as “Very truly yours. Tellthestudentsthattheywillbegintheplanningprocessin writingalettertotheMayorofAtlanta(KasimReed). Teachers willintroducetotheclassthewritingprompt. • Fortherecipient’saddress,havethestudentto placetheMayorsNamefirstandlastandAtlanta, Georgiaashisprimaryaddress. Instructional strategy DOK Work Time: Students will work in pairs. Pairs will begin gathering their thoughts regarding the writing prompt that was introduced. Students will begin their writing assignment by visiting: http://www.readwritethink.org/files/ resources/interactives/persuasion_m ap/ *Note---Allow students to use their mobile devices to locate some facts about Mayor Reed. Remind them that the information they find may not come from Wikipedia. DOK LV 3 Choose 1-2 students to share their writing. ____Formative Assessment Strategies: __x__Instructional Strategies: ___Summative Assessments: ____DOK: __Other:___________ _____ Materials Chart paper Markers Planning sheet
  3. 3. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson STUDENT GROUPS Student pairs will be chosen based upon their scores in their Grade 2 writing portfolios. Students will be placed in heterogeneous pairs. LEARNING STATIONS N/A Georgia Common Core Standards ELACC3L4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. Assessment Data: Teacher Conferences a Tuesday Essential Question: What are multiple meaning words, and how can I identify them in context? Enduring Understanding: Multiple meaning words are words that have more than one meaning, and may be used in different contexts. Tuesday Before the Learning During the Learning After the Learning Strategies & Assessments (Please identify) a. Use sentence- level context as a clue to the meaning of a word or phrase. Introduce the class to the new grammar skill (multiple-meaning). Discuss the definition of multiple-meaning words, on chart paper with the class. Explain to the students that multiple-meaning words are- written words that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph. Teacher will write the following sentences on chart paper, and explain how the underlined words have different meaning. Use your hand to hand it to me. I heard a story about a three story house. Instructional Strategy- DOK Students will complete the classwork assignment on multiple meaning. (Guided Practice Worksheet, Multiple Meaning) Once students have completed their worksheet, have them to download the app for Grammar Wonderland to play a game: https://itunes.apple.com/us/app/grammar- wonderland-elementary/id567201278?mt=8 DOK- LV 3 – Assess Formative Assessment Strategies: Choose 1-2 students to share some examples of multi-meaning words. ____Formative Assessment Strategies: __x__Instructiona l Strategies: ___Summative Assessments:
  4. 4. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson My pet dog loves it when you pet him. He didn’t mind that I changed my mind. Ask students for examples and allow them to discuss the difference in groups. Pass out to the students the multiple-meaning word list to use within their groups. ____DOK: __Other:_______ _________ Materials Chart paper Multiple meaning words worksheet Homework: Multiple Meaning Worksheet STUDENT GROUPS LEARNING STATIONS Georgia Common Core Standards ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Assessment Data: Teacher Conferences Wednesday Essential Question: How can I begin to support a position in a persuasive writing piece? Enduring Understanding: Writers write to persuade, inform, and entertain. Wednesday Before the Learning During the Learning After the Learning Strategies & Assessments (Please identify)
  5. 5. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson Today’s Elements a. Introduce the topic or book they are writing about, state an opinion, and create an organizationa l structure that lists reasons. Instructional Strategy- Review the steps of a persuasive letter with the students. Add information to Monday’s Popplet as needed. Explain to the students the following information: 1. Persuadingsomeonetochangehis/her positionmeansthatyoumusthaveavery goodideawhathebelievesandwhyhe believesit. 2. Anyargumentthatyoumakeshouldbe directlyrelatedtobothhis/herpositionand yours. 3. Rememberthatthepurposeofthisletteristo changethemindof thisperson,sobesureyou statewhatyouwantthepersontodo. 4. Usually,contactinformationisprovidedso thattherecipientofyour letterknowsyouare seriousandonthelevel. Tell the students today they will begin writing their 1st draft of the persuasive letter. Pass copies of the letter template to the students. Instructional Strategy- Work Period Students will work on their persuasive letter to the Mayor of Atlanta. Early finishers: Practice storytelling skills via https://itunes.apple.com/us/ap p/sparklefish/id432462341? mt=8 DOK- LV 3 – Students will share their writing. ____Formative Assessment Strategies: ___Instructional Strategies: ___Summative Assessments: ____DOK: __Other:___________ _____ Materials Mobile devices (student choice) Chart Paper Pencils Planning sheet Homework: None Georgia Common Core Standards ELACC3L4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. Assessment Data: Teacher Conferences Thursday Essential Question: What are multiple meaning words, and how can I identify them in context? Enduring Understanding: Multiple meaning words are words that have more than one meaning, and may be used in different contexts. Thursday Before the Learning During the Learning After the Learning Strategies & Assessments (Please identify)
  6. 6. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson Today’s Elements a. Use sentence- level context as a clue to the meaning of a word or phrase. Instructional Strategy- Review information from previous lessons on multiple-meaning words. Teacher will give more examples of multiple meaning words. Select two-three students to give some examples of multiple meaning words. On chart paper write the following nonsense sentences, explain to the class how the words in the sentence have multiple-meaning. Nonsense Sentences – Why are these funny? The ocean waved at me. The phone had a diamond ring. I tape recorded the gift. Stamp your feet on the letter. Summer is my favorite season and salt is my least favorite. I glued the papers together with a stick. My family is taking a trip next week on a banana peel. Ask student to make up some nonsense sentences with bark, trip, etc.? Instructional Strategy- DOK Have students to complete the classwork assignment on multiple meaning words independently or in groups. (Zig-Zags Multiple Meaning Words Worksheet). DOK- LV 3 – Assess Formative Assessment Strategies: Have students to share their ads. ____Formative Assessment Strategies: __x__Instructional Strategies: ___Summative Assessments: ____DOK: __Other:__________ ______ Materials Chart construction paper, colored pencils, and markers Homework: Basic Search and Find-Multiple Meaning Words. Georgia Common Core ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion.
  7. 7. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson Standards c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Assessment Data: Teacher Conferences Friday Essential Question: How can I begin to support a position in a persuasive writing piece? Enduring Understanding: Writers write to persuade, inform, and entertain. Friday Before the Learning During the Learning After the Learning Strategies & Assessments (Please identify) Today’s Elements a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. Instructional Strategy- Remind students that good writers always have a clear point of view in a persuasive piece. Remind the students that: Whenwritingaletteryoumustbecertainyou knowenoughtohaveaposition. Havestudentstodownloadandusethefollowing apptotakenotes: https://itunes.apple.com/us/app/paper-by- fiftythree/id506003812?mt=8 1. State your position clearly in your opening paragraph. 2. What are your three points/facts that support your position? 3. Youmusthavethreepointsorfactsthat haveledyoutotakethispositiononthe issue. 4. What is your supporting evidence? For each point (above) you must have three supporting statementsthatvalidateyourargument. 5. Thefinalparagraphalsogivesyouan opportunitytorestateyourposition. Close with a standard closing such as “Very truly yours. Instructional Strategy- DOK Students will continue working on their 1st draft of their letter. Lesson Extensions Students that have completed the 1st draft may begin revising after the teacher has conferred with the student regarding his/her writing. DOK- LV 3 – Choose students to share their writing. ____Formative Assessment Strategies: ____Instructional Strategies: ___Summative Assessments: ____DOK: __Other:__________ ______ Materials Mobile devices (student choice) Chart Paper Pencils Planning sheet Homework: None
  8. 8. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson Accommodations: For students who do not have access to a personal mobile device, school laptops will be used.
  9. 9. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson The mayor of your town recently made the following statement: “It always strikes me as a terrible shame to see young people spending so much time staring at television. If we could unplug all the TV sets in America, our children would grow up to be healthier, better educated, and more independent human beings.” The newspaper wants to print the four best student responses to the mayor’s statement. Write a persuasive letter telling whether or not you agree with the mayor. Write whether you think it is a good idea to turn off all the TVs. Give specific reasons why you think that way. Remember to be detailed in your writing.
  10. 10. Subject: Writing Week of: September 17-21, 2012 Teacher: T. Pearson The mayor of your town recently made the following statement: “It always strikes me as a terrible shame to see young people spending so much time staring at television. If we could unplug all the TV sets in America, our children would grow up to be healthier, better educated, and more independent human beings.” The newspaper wants to print the four best student responses to the mayor’s statement. Write a persuasive letter telling whether or not you agree with the mayor. Write whether you think it is a good idea to turn off all the TVs. Give specific reasons why you think that way. Remember to be detailed in your writing.

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