Author: Drew Daywalt
Subject: Writing
Grade
Level: 4th
IEP
classification(s): N/A
State
Standard(s): CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Lesson
Goals
Students will write a letter to a person of their choosing explaining their opinion about a topic with at least 5 supporting reasons and information.
Students will write a letter to a person of their choosing explaining their opinion about a topic with at least 5 supporting reasons and information.
Instructional
Methods
The students will have prior knowledge
about how to construct and write a letter,
as well as giving supporting details in
their writing.
Anticipatory Set:
The lesson will begin with a read aloud on the carpet.
1. The teacher will introduce the book, "The Day the Crayons Quit."
2. The teacher will begin a discussion about whether the students have ever been treated unfairly and how they reacted.
3. The students will think-pair-share about this topic.
4. Students and teacher will brainstorm ways to get one's feelings and opinions across in a correct manner, and create an anchor chart. These may include:
5. The teacher will show a video of the book read aloud.
1. The teacher will introduce the book, "The Day the Crayons Quit."
2. The teacher will begin a discussion about whether the students have ever been treated unfairly and how they reacted.
3. The students will think-pair-share about this topic.
4. Students and teacher will brainstorm ways to get one's feelings and opinions across in a correct manner, and create an anchor chart. These may include:
- write a letter
- write a paper
- give a speech
- talk to them
5. The teacher will show a video of the book read aloud.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.5 Illustrate through multiple media
The teacher will provide a hard copy of the book for students to look at and follow along as the video of the read aloud is played. |
4.1 Vary the methods of response and navigation
The teacher will allow students to choose to think-pair-share orally or written on personal white boards. |
7.3 Minimize threats and distractions
The teacher will sit students on the carpet according to their best interest. This may include sitting some students closer to the board to see/hear better, or sitting certain students away from others in order to minimize distraction. 9.2 Facilitate personal coping skills and strategies The teacher will have an anchor chart posted about how students should behave at the carpet and what to do if they feel they are treated unfairly. |
Introduce and Model New Knowledge
- The teacher will begin a discussion about the book.
- "How did the crayons feel?"
- "What did they do because they felt mistreated?"
- "How did the crayons tell Duncan how they felt?
2. The teacher will introduce the activity for the lesson:
- "Think about a time you have written a letter to someone. Turn and share with your partner about that."
- "Today, we are going to write a letter just like the crayons did in the book."
- "We are going to write our letter to someone here at school."
3. The teacher and students will create anchor charts about opinion writing.
- school lunches
- school uniforms / dress code
- recess time
- homework
- school start / end times
5. After this discussion, the students will break up into small groups according to the topic they choose to write about. Within their groups, they will discuss and decide the most appropriate person to address their letter according to the topic they chose. The teacher will write a list on the board as a scaffold:
- teacher
- principal
- cafeteria worker
- superintendent
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
6.2 Support planning and strategy development
The teacher provides graduated scaffolds that give students a logical order of small steps. This is done through the class discussion and small group work. |
Guided
Practice
- The teacher and students will analyze the crayons' letters from the book according to what they have learned about opinion writing, using a checklist.
- The teacher will model by writing a letter using interactive writing on the SMART Board.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.4 Maximize transfer and generalization
By providing a checklist and analyzing the letters from the book, the teacher supports the transfer of learning. |
5.2 Use multiple tools for construction and composition
The teacher will use the SMART Board for interactive writing. This allows students to participate by speaking, writing, or typing, according to what best meets their needs. |
8.1 Heighten salience of goals and objectives
The teacher engages students in a discussion about the assessment and what constitutes an excellent letter by using the checklist to analyze letters from the book. 9.1 Promote expectations and beliefs that optimize motivation The teacher makes expectations clear by allowing students to use the checklist to analyze another's work. This gives them concrete examples of what a good letter will look like. |
Independent
Practice
- The teacher will provide a brain break before the students begin their independent practice.
- The students will complete a graphic organizer for their letters.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.3 Offer alternatives for visual information
For students with visual impairments, the teacher will create a graphic organizer with contrasting colors and/or pictures. S/he may also choose to read aloud the information with those students.
3.3 Guide information processing, visualization and manipulation
The teacher provides a graphic organizer to help students organize information.
|
4.1 Vary the methods for response and navigation
For those students who have trouble or cannot write with a pencil, the teacher may accept verbal responses and fill out the graphic organizer for them. 6.3 Facilitate managing information and resources The teacher will provide a graphic organizer for organizing information. |
7.3 Minimize threats and distractions
The teacher will provide a brain break before beginning this portion of the lesson. |
Wrap-up
- The students will give peer feedback for each other's graphic organizers using the same checklist used previously in this lesson.
- As they work with each other, the teacher will walk around the room conferencing with students and giving them feedback on their graphic organizers.
- They students and teacher will end the lesson with a discussion and answer any further questions the students have before they begin their assessment.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.2 Highlight patterns, critical features, big ideas, and relationships
The teacher provides a checklist and gives feedback in order to draw attention to critical features. 3.4 Maximize transfer and generalization The teacher provides a checklist and opportunities for explicit review through a peer evaluation and conference with the teacher. |
5.3 Build fluencies with graduated levels of support for practice and performance
Giving students feedback from both their peers and the teacher provides the students with different approaches of motivation, feedback and information. 6.4 Enhance capacity for monitoring progress Peer evaluation provides the students with a differentiated model for self-assessment. |
8.3 Foster collaboration and communication
The teacher fosters collaboration and communication through peer review. Students work together to recognize errors and find ways to better their work. 8.4 Increase mastery-oriented feedback The teacher will provide feedback to students during this time that is specific, emphasizes efforts, and encourages strategies. |
Assessment
- The students will write a letter about the topic and to the person they chose earlier in the lesson. Their letters will include their stated opinion, reasons, evidence and the other criteria in the checklist and graphic organizer. They will use these, and the anchor charts we created during the lesson for reference.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.4 Maximize transfer and generalization
The teacher provides scaffolding with the graphic organizer, anchor charts, and checklist. |
4.1 Vary the methods for response and navigation
The students will have the option of writing their letter, typing their letter, or presenting their letter orally. |
7.2 Optimize relevance, value, and authenticity
The students will have the option of mailing or emailing their letters to the actual people to whom they are addressed. This makes the assignment much more authentic and engaging. |
Materials
- The Day the Crayons Quit, by Drew Daywalt
- Computer
- SMART Board
- Anchor chart and markers
- Graphic organizer for each student
- Checklist for each student
- Paper for each student
- Pencil for each student
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