Kindergarten 2 Model Writing Unit: Opinion Projects Mentor Texts The Great Kapok Tree by Lynne Cherry I Wanna Iguana by Karen Kaufman Orloff Recycle! by Gail Gibbons City Green by DyAnne DiSalvo Lesson Lesson Title Lesson 1 Introduction to Opinion Lesson 2 The Great Kapok Tree: Reasons Lesson 3 I Wanna Iguana: Thesis Lesson 4 I Wanna Iguana: Audience Lesson 5 Class Persuasive Letters Lesson 6 Individual Opinion Letters Lesson 7 Recycle!: Evidence Lesson 8 Gathering Evidence Through Surveys Lesson 9 Recycle!: Planning a Class Persuasive Poster Lesson 10 Recycle!: Creating a Class Poster: Text Team Lesson 11 Recycle!: Creating a Class Poster: Graphics Team Lesson 12 Recycle!: Creating a Class Poster: Layout Team BPS K2 Opinion Projects Unit 1 Lesson 13 City Green: Planning Petitions Lesson 14 City Green: Writing Petitions Lesson 15 Unit Wrap Up: Celebrating and Planning for Focus on K2 Capstone Project Unit Overview This unit engages K2 students in opinion writing through deconstructing, co-­‐constructing, and individually constructing opinion pieces. This unit emphasizes the Writing Argument strand of the standards (MCF/CCSS Standard W.K.1). The Writing Anchor Standard reads: “Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. “ Notice that “valid reasoning” and “sufficient evidence” are pivotal to this standard. This is a point we need to highlight for ourselves, and for our students, because the emphasis on reasoning and evidence is the distinction between argument and persuasive writing. This unit, as specified, is an Opinion unit, not a persuasive unit. As Mary Beth Monahan, of the Vermont Reads Institute at the University of Vermont at Montpelier writes, “We’ll want to help our students understand that in argument writing, the claims we make must always be substantiated with relevant and sufficient evidence. We can’t escape the burden of proof. Not only that, but the claims we make must be based on logical reasoning rather than merely emotional appeals, as well.” In this unit students explore various mediums for opinion writing, including books, letters, posters, and petitions. The content and resources in this unit are closely connected with Focus on K2 Unit 4 (Our Earth) and TERC Investigations Unit 7 (surveys). Students will explore the components of opinion/argument writing (thesis/claim, purpose/audience, reasons, and evidence). This is initiated with the class creating an opinion letter together, followed by individual students writing their own opinion letters. Students will also learn to conduct surveys and incorporate this information in posters. The most effective type of assessments for this project-­‐based unit is anecdotal notes, individual student conferences, and writing analysis. DIBELS/TRC data will give teachers a better sense as to which students will need additional support during independent work time. These students should either work in a small group with the teacher or another adult in the classroom, or at a minimum be paired with stronger students who can support them during writing time. BPS K2 Opinion Projects Unit 2 To support language learners with vocabulary there are suggestions to include pictures portraying the meaning of the word. Should you decide to pull up images from a Google search, be sure to preview in advance of showing them to your class, in order to avoid exposure to inappropriate images. The following lessons are mapped out day by day. Teachers will need to be flexible in their planning, as some lessons may need to be reinforced or stretched out, depending on the needs of the students. § Who is your audience? How can you most effectively express your opinion to your audience? Guiding Questions § What language is used? and Big Ideas § Take a stand and support that stand with reasons and evidence. Throughout the unit, students will be assessed through anecdotal notes, individual conferences, and writing Mid-­Unit Assessment analysis to evaluate understanding and plan for future instruction. End of Unit Assessment Opinion Letter, Poster, or Petition Focus on K2 Unit 4: Our Earth Content Connections TERC Investigations Unit 7: Taking a survey and interpreting survey data (this data can be used as evidence to support claims) Don’t Let the Pigeon Drive the Bus by Mo Willems Secondary Texts Click, Clack, Moo: Cows that Type by Doreen Cronin Earrings by Judith Viorst Henny Penny by Paul Galdone Alexander, Who’s Not (Do you hear me? I mean it!) Going to Move by Judith Viorst The Salamander Room by Anne Mazer Dear Mrs. LaRue Letters from Obedience School by Mark Teague My Brother Dan’s Delicious by Steven L. Layne Calendared Curriculum Map: Unit at a Glance Lesson Lesson Title Lesson 1 Introduction to BPS K2 Opinion Projects Unit (This unit is approximately 3 weeks or 15 sessions of instruction) Long-­Term Learning Targets Supporting Targets (Based on 2011 MCF) § I can participate in collaborative § I can discuss strategies for On-­Going Assessment § Anecdotal notes 3 Opinion Writing §
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Lesson 2 The Great Kapok Tree: Reasons §
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Lesson 3 I Wanna Iguana: Thesis §
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Lesson 4 I Wanna Iguana: Audience §
conversations with diverse partners (SL.K.1). I can show that I understand a text read aloud by asking and answering questions about key details (SL.K.2). I can use words and phrases learned in conversation and being read to (L.K.6). I can identify the main topic/point/thesis/claim of an opinion piece (RI.K.2). I can identify the reasons to support the point of the text (RI.K.8). I can identify the main topic/point/thesis of an opinion piece (RI.K.2). I can identify the main topic/point/thesis of an opinion piece (RI.K.2). I can speak clearly to express my ideas (SL.K.6) and in writing and/or drawing show my opinion (W.K.1). I can identify the reasons to support the point of the text (RI.K.8). §
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BPS K2 Opinion Projects Unit opinion writing/sharing. I can listen to and discuss a story. I can make text-­‐to-­‐self connections. I can effectively use the words opinion and convince. § Anecdotal notes I can identify the thesis/claim §
and reasons in an opinion §
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I can orally state my own thesis and represent it using drawing and/or writing. Anecdotal notes Writing analysis Individual conferences I can identify the most §
effective reason. §
I can explain why that reason §
was the most effective. I can choose an audience and craft reasons to appeal to that specific audience. Anecdotal notes Writing analysis Individual conferences 4 Lesson 5 Lesson 6 Class Opinion Letter §
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I can use drawing/dictating/writing to make an opinion piece where I tell the reader the topic/thesis about the topic and state my opinion about the topic(W.K.1). I can use drawing/dictating/writing to write about my opinion (W.K.1). I can capitalize the first word in a sentence and the pronoun I (L.K.2a). §
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Lesson 7 Recycle!: Evidence §
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I can identify the main topic/point/thesis of an opinion piece (RI.K.2). I can identify the reasons to support the point of the text (RI.K.8). I can gather information to answer a question (W.K.8). Lesson 8 Gathering Evidence Through Surveys Lesson 9 Recycle!: Planning § I can write to make an opinion piece a Class Poster where I tell the reader the topic/thesis about the topic and state my opinion about the topic (W.K.1). Recycle!: Creating § I can share in shared writing projects a Class Poster: (W.K.7). Text Team Lesson 10 BPS K2 Opinion Projects Unit §
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I can identify and produce the Anecdotal notes parts of a letter. I can write a letter to express my opinion. I can identify and produce the parts of a letter. I can write a letter to state my opinion. I can use capital letters effectively. I can identify the thesis, reasons, and evidence in an opinion piece. I can connect evidence to the reason it supports. I can take a survey. I can use survey data to provide evidence for an argument. I can write a thesis, reasons, and evidence to convince a specific audience. §
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Anecdotal notes Writing analysis Individual conferences §
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Anecdotal notes Writing analysis (of students’ index cards) Anecdotal notes Writing analysis § I can create a poster using a §
format and elements that §
most effectively communicate my message to a specific audience. 5 Lesson 11 Recycle!: Creating §
a Class Poster: Graphics Team § I can create a poster using a format and elements that most effectively communicate my message to a specific audience. Lesson 12 Recycle!: Creating § I can share in shared writing projects § I can create a poster using a a Class Poster: (W.K.7). format and elements that Layout Team most effectively communicate my message to a specific audience. Lesson 13 City Green: § I can share in group reading activities § I can deconstruct a petition. Planning with purpose and understanding § I can plan a petition. Petitions (RI.K.10). Lesson 14 City Green: § I can write to make an opinion piece § I can write a petition. Writing Petitions where I tell the reader the topic/thesis about the topic and state my opinion about the topic(W.K.1). Lesson 15 Unit Wrap Up: § I can write to make an opinion piece § I can plan to convince an Celebrating and where I tell the reader the audience to take part in a Planning for topic/thesis about the topic and state sustainable practice. Focus on K2 my opinion about the topic (W.K.1). Capstone Project Optional This unit will help Extensions prepare students for the Focus on K2 Our Earth Capstone Project BPS K2 Opinion Projects Unit I can share in shared writing projects (W.K.7). §
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Anecdotal notes Writing analysis Individual conferences Anecdotal notes Writing analysis Individual conferences Anecdotal notes Writing analysis Individual conferences §
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6 Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 1: Introduction to Opinion Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can participate in collaborative conversations with diverse partners (SL.K.1). § I can show that I understand a text read aloud by asking and answering questions about key details (SL.K.2). § I can use words and phrases learned in conversation and being read to (L.K.6). Supporting Learning Targets On-­Going Assessments § I can discuss strategies for opinion. § Anecdotal notes § I can listen to and discuss a story. § I can make text-­‐to-­‐self connections. § I can effectively use the words opinion and convince. Agenda Teaching Notes 1. Opening (5 minutes) To prepare for this session: 2. Work Time (20 minutes) § Create a chart to record students’ strategies. It should have 3 3. Closing and Assessment (5 minutes) columns labeled “Who? What? How?” (see Appendix pg41 ) § Be sure that you have read The Great Kapok Tree to the class previous to this lesson. It is suggested that this be done earlier in the day, perhaps during reading time. Lesson Vocabulary Materials § Opinion § The Great Kapok Tree by Lynne Cherry § Convince § 3 Column Chart labeled, “Who? What? How?” § markers Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Clarify vocabulary with students as students to restate the targets in their own words. needed. Create word cards for these § Teacher may say, “Today we are going to learn about a new type of writing, called opinion words and display prominently. writing. When you write about your opinions, you are trying to convince others to believe § It might be helpful for ESL students what you believe. Every time you try to convince your parent to buy you a toy or to to discuss the different scenarios in BPS K2 Opinion Projects Unit 7 convince me that we should do a special activity, or to convince a classmate that you have the right answer, you are expressing your opinion.” Focus on the words opinion and convince, to cause someone to do or believe something. Invite students to think of the many ways they have thought about and used these words. The Great Kapok Tree or another familiar more familiar text before having to come up with their own scenario. This is a very abstract concept, especially for beginning ESL students (L1-­‐L3). Students may need to “see” it in stories a few times before being able to create their own scenario. Work Time Meeting Students’ Needs § Teacher continues, “I want you to think-­‐pair-­‐share a time that you tried to convince § Provide ELLs with sentence starters to someone of something. Think about what you wanted and what you said or did to try to facilitate conversation: convince that person.” o “How do you persuade” § Students think-­pair-­share. o “I ___” § “When people convince one another, they use strategies to try to get the other person to o “I can convince you with ____” do or think something. I’d like to hear from you what you shared with your partner. Who § Provide examples to help students get were you trying toconvince? What were you trying to get him/her to do or think? How started did you convince them?” § Provide specific situations for students § Record student responses on the 3-­column chart, labeled Who? What? How? Allow as many who are having difficulty (“When you students to share as is reasonable for the time. After recording responses, review the want your mom to buy you a toy, what strategies (the How? column) that students used to convince. Use the following questions do you say/do?”) and prompts to get students talking. § “Earlier today we read The Great Kapok Tree. The animals in the rain forest were trying to convince the man of something. What were they trying to convince him of?” § Do a picture walk through the previously-­read (The Great Kapok Tree) text – speaking briefly about each page -­ to jog students’ memories. § “The animals were trying to convince the man not to chop down the tree. What strategy/ies did they use to convince him?” § Continue until students understand that opinion rely on reasoning. Closing and Assessment Meeting Students’ Needs BPS K2 Opinion Projects Unit 8 “We noticed that the animals in the story gave the man a lot of good reasons not to chop down §
the tree. Does that match the strategies (the How?) we discussed earlier? Do some of you use reasons when you are trying to persuade someone? Tomorrow we are going to talk about all of the reasons the animals gave to the man, so get ready to discuss the reasons and pay close attention when we reread the book tomorrow.” BPS K2 Opinion Projects Unit Make sure the book is accessible. Consider giving students the option to do a picture walk during center time. 9 Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 2: The Great Kapok Tree: Reasons Long-­Term Learning Targets Addresses (Based on 2011 MCF) § I can identify the main topic/point/thesis/claim of an opinion piece (RI.K.2). § I can identify the reasons to support the point of the text (RI.K.8). Supporting Learning Targets On-­Going Assessments § I can identify the thesis and reasons in an opinion piece. § Anecdotal notes Agenda Teaching Notes 1. Opening (5 minutes) To prepare for this session 2. Work Time (20 minutes) § Create a chart to record the thesis and reasons in The Great Kapok 3. Closing and Assessment (5 minutes) Tree (see Appendix, pg 42 ) Note that there are a variety of synonyms for “thesis.” While in the primary grades, students and teachers are exploring “opinion writing” with Writing Standard 1, there is a shift in sixth grade for the writing to become “argument writing.” Bear in mind that argument in other disciplines, such as science and history, use the term “claim” rather than thesis (statement). It makes sense to introduce the “claim” to students early on so that they can both be familiar with the term as well as use it interchangeably. Lesson Vocabulary Materials § Thesis/Claim § The Great Kapok Tree by Lynne Cherry § Reasons § Chart to record thesis and reasons § Argument § Markers § Effective § 3 Column Chart labeled, “Who? What? How?” (from Lesson 1) Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Provide ELLs with sentence starters to students to restate the targets in their own words. facilitate conversation: § “We’ve been reading The Great Kapok Tree and discussing strategies for opinion writing. o “What were the animals trying to Remember, you are trying to convince someone to think or act a certain way. You can convince the man to do or not BPS K2 Opinion Projects Unit 10 convince through speaking or you can convince through writing. In this book, the animals are whispering in the man’s ears, trying to convince him.” “Today we are going to talk about two aspects of opinion writing: a thesis or claim and §
reasons. Before we start our discussion, let’s review what happened in The Great Kapok Tree. Think-­‐pair-­‐share with your partner about what happened in the book, and what the animals were trying to convince the man to do or not do.” After students discuss in pairs, have several students share their responses. do?” o “The animals told the man ___” §
Use cognates (words having the same linguistic derivation, or, words coming from the same original word or root) whenever possible to support students §
who are ELL in acquiring new vocabulary. In this lesson: argument/argumento. Work Time Meeting Students’ Needs § “When someone is trying to convince, they first give a thesis or a claim. A thesis just means § Clarify vocabulary with students as what the person is trying to make the other person think or do. You just discussed with needed. Create word cards for these your partner the thesis of The Great Kapok Tree. We are going to make a chart to record words and display prominently. Be sure the thesis of the book, along with the reasons that the animals give to the man.” to include visuals with this text. Include § Use the class “Who? What? How?” chart from the previous lesson. Add the vocabulary pictures that portray the meaning of the word ‘thesis’ under the “What?” column. This will help students pair the new term of vocabulary word when possible. ‘thesis’ to the “What?” they’ve already discussed. § Draw from the different responses to reach a consensus about the thesis of the book and record the thesis in the corresponding section of the chart. § “When you are trying to convince someone, do you think you can just tell them what you want and they will always be convinced? If the animals just told the man not to chop down the tree, do you think he would listen? Why or why not?” Engage students in a discussion here. § “When you are trying to convince someone, it’s usually not enough to just tell them what you want, you need to give them reasons why they should think or act a certain way. Let’s go through the book and reread the reasons the animals use to convince the man not to chop down the tree.” § Reread the text, or review each page (depending on students’ familiarity with its content) and record the reasons given by the animals in the chart. § “The animals gave the man a lot of good reasons why he should not chop down the tree. BPS K2 Opinion Projects Unit 11 What did he decide in the end? Did he chop down the tree? Was the animals’ argument effective? When I ask if their argument was effective, I want to know if they convinced the man. When something is effective it works well.” Closing and Assessment Meeting Students’ Needs § “When you are trying to convince someone, you first need to tell them what you want, which is called a thesis or a claim. Then you need to provide reasons for why they should act or think a certain way. Some reasons are better than others, and the reasons that you give someone may be different depending on who you are trying to convince.” § “We will keep discussing The Great Kapok Tree, but tomorrow we are going to read another wonderful book called I Wanna Iguana. In this book a little boy tries to convince his mom to let him have an iguana, and some of his reasons are better than others.” BPS K2 Opinion Projects Unit 12 Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 3: I Wanna Iguana: Thesis/Claim Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can identify the main topic/point/thesis/claim of an opinion piece (RI.K.2). § I can speak clearly to express my ideas (SL.K.6) and in writing and/or drawing show my opinion (W.K.1). Supporting Learning Targets On-­Going Assessments § I can identify the thesis and reasons in an opinion piece. § Individual conferences § I can orally state my own thesis/claim and represent it using § Anecdotal notes drawing and/or writing. § Writing analysis Agenda Teaching Notes 1. Opening (5 minutes) To prepare for this session 2. Work Time (20 minutes) § Create a chart to record the thesis and reasons in I Wanna Iguana 3. Closing and Assessment (5 minutes) (see Appendix, pg 42 ) § Put planning papers in student folders Lesson Vocabulary Materials § Audience § I Wanna Iguana by Karen Kaufman Orloff § Effective § Chart to record thesis/claim and reasons § Thesis/Claim § Markers § Reasons § Planning paper with space to record audience, thesis, reasons, and evidence Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Review the words “thesis” and “claim.” students to restate the targets in their own words. Refer to the vocabulary cards used in the § Teacher may say, “Today we are going to read another opinion text called I Wanna Iguana. previous lesson. This book is about a boy named Alex who is trying to convince his mom. Karen Kaufman Orloff wrote her book as a series of letters between Alex and his mom. As we read, we are going to discover what the thesis is: what Alex is asking his mom to do or think, and what reasons he gives her.” § The Teacher continues, “Based on the title of the book and the front cover, what do you BPS K2 Opinion Projects Unit 13 think the thesis of this book might be? Why? What are your clues?” Work Time § Read and discuss the text, pausing to fill in the chart with the thesis/claim and reasons. § “Yesterday we talked about the animals’ argument and we said that it was effective because they convinced the man to not chop down the tree. Was Alex’s argument to his mom effective? How do you know?” § “Many times an argument is effective because the person trying to convince is thinking carefully about his or her audience. An audience is the person or people to whom you are speaking or writing. When you go to a concert or play, the people watching are the audience, and the musicians or actors perform for the audience. When Alex was writing letters, his audience was his mom, and when his mom was writing letters, her audience was Alex.” § “In the next few days, you are going to write your own opinion letters. You can choose to write to someone you know or to pretend to be a character in a book (for example, you could pretend to be Alex writing to his mom). Today you are going to think about who you would like to be and what you would like to convince someone to think or do.” § “First you are going to think-­‐pair-­‐share your idea with a partner. Tell your partner what your thesis or claim is and what you will be doing with your writing today.” As students are speaking to each other, teacher circulates, listening in, assessing which students need more support. § “Now you will bring your writing folder to your table and use the paper inside to record your audience and thesis/claim.” § Students will get their folders from their folder buckets and go to their tables to work. They will use drawing and writing based on their abilities to craft a thesis for an argument, which will prepare them for writing assignments later in the week. Teacher circulates to support students in this endeavor. BPS K2 Opinion Projects Unit Meeting Students’ Needs § The concept of “audience” is important to this unit, as well as to writing in general. You may wish to spend time building this concept with students. Consider using video or pictures of concerts to help students understand that an audience listens to something (from the Latin verb audio, to hear). You could even connect students to their role as listeners (the audience) when a text is read aloud to them. § Write some examples of a thesis/claim on the board for students who are having trouble getting started. o “Please let me have an iguana.” o “I wanna iguana.” o “You should not chop down the trees.” o “Leave the forest alone.” o “Please bring me on a field trip.” § Students may have difficulty generating topics. Gather ideas from classmates and write possible topics on the board to assist students. § Make sure to check in with all students (at least briefly) for understanding. 14 Students may need to have a conversation to work through generating an appropriate audience and thesis to match their topic. Meeting Students’ Needs Closing and Assessment “Today we discussed another great text that teaches us how toconvince. We picked out the thesis and reasons and learned about writing letters to a specific audience. We also wrote our own thesis on our papers. Tomorrow we are going to talk about which one of Alex’s reasons was the most effective and why, so start thinking about which of his reasons was the best.” Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 4: I Wanna Iguana: Audience Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can identify the reasons to support the point of the text (RI.K.8). Supporting Learning Targets On-­Going Assessments § I can identify the most effective reason. § Individual conferences § I can explain why that reason was the most effective. § Anecdotal notes § I can choose an audience and craft reasons to appeal to that § Writing analysis specific audience. Agenda Teaching Notes 1. Opening (5 minutes) Students writing from the same perspectives can be grouped together 2. Work Time (20 minutes) to facilitate discussion and to generate reasons. 3. Closing and Assessment (5 minutes) Lesson Vocabulary Materials § Audience § I Wanna Iguana by Karen Kaufman Orloff § Effective § I Wanna Iguana chart, created in Lesson 3 BPS K2 Opinion Projects Unit 15 Markers Planning papers from Lesson 3 (in student folders) Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Review the meaning of audience. Be sure students to restate the targets in their own words. to help students distinguish why reasons § The Teacher may begin the lesson with, “Yesterday we started talking about the can shift based on the audience. This importance of audience. Pretend that you were trying to convince me to give you five will lead to perspective and how a more minutes of recess. What would you need to say to convince me? I’m going to give person’s perspective is (partially) you three reasons and I want you to think-­‐pair-­‐share which you think would be most determined by their role in life. Show a effective and why.” picture of an audience in an auditorium § Write on the board and say the following three reasons: or movie theatre, since this is the type of o Recess is fun. ‘audience’ students are probably most o I want to play. familiar with. Discuss the connection o We will focus better when we come in. between an auditorium-­‐audience and § Students think-­pair-­share what they think is the most effective reason and why. A few the audience for the letters (Who is students share out. listening or reading what you have to § “None of these are bad reasons for having five more minutes of recess, but the last reason say?) Post the picture with the word on would be the most effective for me, because I am a teacher and my job is to help you learn. the vocabulary word wall. If you tell me that having a little more time outside will help you be a better learner, then § Review the word “perspective.” You may you have made a convincing argument to me.” need to refer to a context/situation when members of the class felt/thought differently about the same thing. Work Time Meeting Students’ Needs § “Yesterday you did a great job of stating the thesis of I Wanna Iguana, as well as the § Students may need more guidance reasons Alex gave his mom to convince her to let him have the iguana. Today we are going thinking through the reasons and to talk about which of his reasons was the most effective and why. This will help you start deciding which is most effective. They making reasons for writing your own opinion piece.” may also not be prepared to vote for § Review the class-­generated chart of thesis and reasons for I Wanna Iguana. their choice. Allow students to refrain § “We know that Alex was able to convince his mom to allow him to have the iguana, at least from voting until hearing from other on a trial basis. Which reason do you think changed her mind – which was the most students, if they need more time to think. §
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16 effective? Remember to think about which reason moms would most like to hear.” § Students may have difficulty generating § Ask each student which reason he/she thought was most effective and record responses with effective reasons. Grouping students tally marks on the chart. You can also have students raise their hands to indicate which writing from the same perspective may reasons they support. help them to generate ideas with a § “Students had different thoughts about which reason was the most effective. Now you partner/in a group. have the chance to try to convince your classmates that your reason was the most effective.” § Students share which reason they chose and why. Guide students to make an argument for their choice and to try to convince their classmates that they chose the most effective reason. o Most students will probably choose his most effective reason – that he will take care of the iguana. They may state that his mom wants to know that he can take care of a pet before she lets him have one. o Others may choose one of the other reasons (The iguana is cute. The iguana could be a brother for Alex.) Affirm students’ ideas, but go back to the text and refer to when Mom refuted these ideas and discuss how these arguments did not convince her. § “Now we are going to take all of this knowledge of audience, thesis, and reasons to add more ideas to our own opinion pieces. Yesterday you chose a perspective (if you would write as you or a character), a thesis, and an audience. Today your job is to try to come up with reasons that will convince your audience.” § “Before you go to write, think-­‐pair-­‐share with your partner what you could give as reasons to convince your audience. When you are done sharing, get your folder from the bucket and bring it to your table. You can add your reasons to the “Reasons” section of the planning sheet you started yesterday.” § Students add reasons to their work from the previous day. Circulate to assist students, especially those who may need help scribing their ideas. Closing and Assessment Meeting Students’ Needs § 2-­3 students (selected during the work time based on conferences) who crafted instructive/interesting work share their work with the class. § “Tomorrow we are going to take all of this hard work and start crafting opinion letters.” BPS K2 Opinion Projects Unit 17 Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 5: Class Opinion Letter Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can use drawing/dictating/writing to make an opinion piece where I tell the reader the topic/thesis about the topic and state my opinion about the topic (W.K.1). Supporting Learning Targets On-­Going Assessments § I can identify and produce the parts of a letter. § Anecdotal notes § I can write a letter to convince. Agenda Teaching Notes 1. Opening (5 minutes) § At the beginning of the day, write a Morning Message to students 2. Work Time (20 minutes) in letter format. If they are not familiar with this format, they may 3. Closing and Assessment (5 minutes) need a little more background building throughout the lesson. § This lesson suggests Interactive Writing. Interactive Writing is a cooperative event where text is jointly composed and written. Similar to shared writing, Interactive Writing involves a teacher and students “sharing the pen.” Interactive Writing is a means of teaching/reinforcing phonics, spelling principles, rimes, and language conventions. Students at every level can and should participate in Interactive Writing. The teacher can ask students to come up and write a letter (or a word), while the students on the rug write the letter in the air (“sky writing”), along with saying the corresponding sound out loud. Students on the rug may also have individual whiteboards to write along with the student in front. § There is an example on the Boston Public School’s Interactive Rubric under “student engagement:” http://www.bostonpublicschools.org/site/Default.aspx?PageID=5
74 § See also Meeting Students’ Needs below. Lesson Vocabulary Materials BPS K2 Opinion Projects Unit 18 § Date § Morning Message written as a letter § Opening § Chart paper & markers § Body § I Wanna Iguana chart created in Lesson 3 § Closing Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask Interactive Writing (see Student students to restate the targets in their own words. Engagement) scaffolds instruction so that all § “We have been reading and thinking a lot about opinions and argument, and now we are students, including those who are ELL and going to try it out as a class. Today we are going to take the perspective of Alex and write students with special needs. This strategy a letter to his mom to convince her to let him have an iguana.” uses visuals and is hands-­‐on. Students § “Please think-­‐pair-­‐share with a partner what thesis and reasons you think we should analyze and construct their own include in our letter. How can we best convince Alex’s mom to let him have an iguana?” understanding of how letters and sounds connect, and gain knowledge that can be used to create other texts. Including weekly interactive writing lessons (10 minutes) is an effective way to meet student needs and enhance learning. Resource to access: McCarrier, A., Fountas, I.. Pinnell, G. (2000). Interactive Writing: How Language and Literacy Come Together, K-­2. Portsmouth, NH: Heinemann. Work Time Meeting Students’ Needs § “When we write our letter we need to think about a lot of things. We have to think about § Be sure to point out why a date is how to write a letter and about what we need toconvince.” important to a letter. § “Letters have very specific formats, which means that they are set up in a particular way. § Explain what “dear” means. Contrast Each morning you read my letter to you in the Morning Message. I write the date, an this meaning with “deer” as an animal. opening, the body, and a closing. We are going to use this same format when we write our letter.” § “In my morning message, I write the date right here. (Point to the date in the morning message.) The date helps the person I’m writing know when I wrote the letter. We are BPS K2 Opinion Projects Unit 19 §
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going to write that date in our letter, because we are writing the letter today.” Have a student write the date in the upper right corner of the chart paper. “The next part of a letter is the opening. In the morning message I wrote ‘Dear Class’. What should we write in our letter? Who are we writing our letter to? That’s right, in our letter we will write ‘Dear Mom,’ because we are taking the perspective of Alex writing to his mom.” Have a student write “Dear Mom” on the chart paper. “The longest part of the letter is called the body. The body of the morning message is the part where I tell you about our day. The body of our letter is the part where we write to convince Mom. Let’s look back at our chart for I Wanna Iguana to remember the thesis and most effective reasons Alex gave his mom.” Review the chart with students. “What was Alex’s thesis? How should we write that in our letter?” Take student suggestions for a thesis statement, such as: o I wanna iguana. o Please let me have an iguana. Depending on the class’s writing abilities and attention span, you can write the thesis statement in the class letter or have students share the marker and help write the thesis. “Now that we have composed our thesis/claim, we need to give mom some reasons. Let’s look back, what was Alex’s most effective reason?” Refer back to the class chart for his most effective reason. “Let’s start our letter with that reason.” Write something along the lines of “I will take good care of him.” “Alex gives his mom a lot of examples of how he will take care of him. Do you remember what his examples are? Do you think those examples will help convince her? Let’s add those examples to the letter?” Add in, with student input, examples of how Alex will care for the iguana. “Our letter is coming along really well. Let’s reread what we have so far and make sure we are not missing anything.” Reread the letter. Ask students if anything is missing, or if they would like to add anything. Take any reasonable suggestions. “The last part of the letter is called the closing. The closing is where you sign the letter. In my morning message and in I Wanna Iguana the letters are signed ‘Love’ because we are writing to people close to us. Love is a closing you would use if you were writing to a family member or close friend. Tomorrow we will talk about some other options you have BPS K2 Opinion Projects Unit 20 for closings if you are not writing to someone close to you. For today, though, we are pretending to be Alex, and he signed all of his letters ‘Love’ so we are going to write that too. In his letters he writes Love, and then his name below, like this.” Show one letter from the book to give an example of the closing. “We are going to use the same closing on our letter, because we are writing from Alex’s perspective.” Closing and Assessment Meeting Students’ Needs “Wow, we did such a great job composing a letter together! It’s tricky to keep in mind everything we need to do to persuade and everything we need to include in a letter, but we did a fantastic job. Next time you are going to get to do something really exciting! You are going to take the notes that you wrote up last time and use them to write your own persuasive letter! I can’t wait until our next writing time!” BPS K2 Opinion Projects Unit 21 Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 6: Individual Opinion Letters Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can use drawing/dictating/writing to write about my opinion (W.K.1). § I can capitalize the first word in a sentence and the pronoun I (L.K.2a). Supporting Learning Targets On-­Going Assessments § I can identify and produce the parts of a letter. § Individual conferences § I can write a letter toconvince. § Anecdotal notes § I can use capital letters effectively. § Writing analysis Agenda Teaching Notes 1. Opening (10 minutes) Prepare clipboards with letter writing paper and a pencil before this 2. Work Time (20 minutes) session. 3. Closing and Assessment (5 minutes) Lesson Vocabulary Materials § Date § Class letter from Lesson 5 § Opening § Highlighters § Body § Letter writing paper (see Appendix pg 43 or Lucy Calkins’ Writing § Closing Resources) § Clipboards § Pencils § Folders with planning papers from Lesson 4 Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Students, especially ELLs, might get students to restate the targets in their own words. confused about the letter we are writing, § “Yesterday we wrote a wonderful letter together. Today you are going to use the plan you and capital letters. Make sure to clarify have been working on to write your own opinion letter.” that the word “letter” means more than § “As we discussed yesterday, letters have a specific format that includes the date, an one thing, and we can write a letter opening, the body, and a closing. We are going to take a look at some special paper set up (point to the whole letter), and also that for writing letters and identify where each piece of information goes. We are also going to each symbol we write to make words is pay special attention to how writers use capital letters. Look carefully at our class letter called a letter (point to an individual BPS K2 Opinion Projects Unit 22 from yesterday to see if you can find any capital letters.” Have students come forward and point to and highlight the capital letters in the class letter. §
“As we work on writing today, we will discuss why we used capital letters in these parts of our class letter.” §
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support memory and transfer for all students. The small version of the alphabet for each table also supports students who are ELL (the teacher clarifies that a “letter” means more than one thing.) Referencing (pointing to) the small version of the alphabet, on their tables, will enhance learning for all students and help students make connections. Work Time Meeting Students’ Needs § Pass paper, clipboards, pencils, and folders with planning sheets from Lesson 4 to students to § In some languages, including Spanish, put on their laps. Have students put their folders under the clipboards on their laps. the names of days and months are not § “In our letter, we wrote the date right here. (Point to the date in the class letter.) Can you capitalized, so it may be helpful for find a line on your paper where you can write the date?” Check that students found the students to know that in English, the correct line, and guide those who could not find it. “You are going to write today’s date, name of the month is capitalized. because you are writing your letter today. Here is today’s date.” Write the date for § Some students may need you to scribe students to copy. “When you are writing in English, the name of the month always starts for them, if they are not yet writing with a capital letter.” sentences independently. § “As we learned yesterday, the next part of a letter is the opening. In our letter we wrote ‘Dear Mom,’ because we were pretending to be Alex writing to Mom. When you write your letter, you will write ‘Dear’ and then the name of the person to whom you are writing. If you are pretending to be Alex, you will write, ‘Dear Mom’. If you are the animals in the forest, you can write ‘Dear Man’ or choose a name for the man. Can you find the line on your letter paper where you should write the opening?” Check that students found the correct line, and guide those who could not find it. “You can copy the word ‘Dear’ on the line and then tap and spell the name of the person to whom you are writing. As you can see, both words in a letter opening are capitalized, so make sure that you are using a BPS K2 Opinion Projects Unit 23 §
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capital letter at the beginning of ‘Dear’ as well as at the beginning of the person’s name.” “The longest part of the letter is called the body. The body of our letter was where we gave our thesis/claim and reasons to convince Alex’s mom to let him have an iguana. You are also going to convince in the body of your letter, you will work on this at your seats. Before we skip down to the last part of the letter, let’s discuss the capital letters we used in the body of our class letter. What do you notice about how we used capital letters? Turn and talk to your neighbor/partner about this.” Then have students share out their ideas with the class. Guide the discussion to the fact that capital letters are used at the beginnings of sentences, “I,” and people’s names. Be sure to emphasize that capitals are a way to show importance. The first letter of a new sentence signals to the reader that it is a new sentence. ‘I’ is capitalized because it is a proper noun, as are all names. Proper nouns are special. “The last part of the letter is called the Closing. The Closing is where you sign the letter. We discussed yesterday that we were signing our letter ‘Love’ because we were pretending to be Alex writing to his mom. If you are not writing to someone close to you, or if you do not want to write ‘Love.’ You might choose to use another Closing, such as ‘Sincerely’ or ‘Your Friend’. Look at your paper and point to the line where you think you might write the Closing. You’ll notice that there are two lines for the Closing. The top line of the Closing is for ‘Love’ or ‘Sincerely’ or whichever word you choose, and the bottom line is for you to sign your name. I will write some choices on the board for closings, and you can choose the one you’d like and copy it to the top closing line.” Write “Love”, “Sincerely”, “Your Friend”, and any others the students create on the board. “On the bottom closing line, you are going to write who the letter is from. If you are writing the letter as yourself, you will write your name. However, if you decided to pretend to be Alex or an animal in the forest, you will need to write Alex or the forest animal’s name. Both parts of the Closing are capitalized, just like both parts of the opening. You can write that now on the bottom closing line.” “Your job now is to write the body of your letter. Remember, this is the part where you write your thesis – what you are trying to convince someone to do or think – and the reasons you have for wanting him/her to do or think that. You will be writing in a group BPS K2 Opinion Projects Unit 24 of students who are taking the same perspective as you, so that you can help each other, and I will also be walking around to help you. You will also need your planning papers from this week so that you can remember the thesis and reasons that you created.” § Send students to tables grouped by common audiences so that they can discuss their work with one another. Remind students to write the thesis first and to then compose reasons to support that thesis. Closing and Assessment § Students share their work. Share in pairs, or several students can share with the class. § “We are off to a great start with our opinion letters! So far we have chosen perspectives, picked an audience, and written a thesis and with reasons to support our arguments. Tomorrow we are going to talk about adding evidence to make our arguments even stronger.” Meeting Students’ Needs § Many students will respond to each other’s work by simply saying, “I liked it.” Guide students to deepen their conversation by providing more detailed responses, such as, “The reasons you chose will really convince your mom because ___.” Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 7: Recycle!: Evidence Long-­Term learning Targets Addressed (Based on 2011 MCF) I can identify the main topic/point/thesis of an opinion piece (RI.K.2). I can identify the reasons to support the point of the text (RI.K.8). Supporting Learning Targets On-­Going Assessments § I can identify the thesis, reasons, and evidence in an opinion § Anecdotal notes piece. § I can connect evidence to the reason it supports. Agenda Teaching Notes 1. Opening (10 minutes) 2. Work Time (20 minutes) 3. Closing and Assessment (5 minutes) BPS K2 Opinion Projects Unit §
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25 Lesson Vocabulary § Evidence Materials § I Wanna Iguana chart created in Lesson 3 § I Wanna Iguana by Karen Kaufman Orloff § Recycle! By Gail Gibbons (this book needs to be introduced prior to this lesson) § Chart paper (see Appendix, pg ) and markers Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Have a copy/copies of I Wanna Iguana students to restate the targets in their own words. available for students who are having § “So far we have read a few examples of opinion pieces and have begun our own opinion difficulty remembering the evidence letters. We know that to convince you need to give your thesis – what you are trying to provided in the book. convince someone of – and your reasons – why he/she should do or think something. To § Use the cognate evidence/la evidencia to create a really strong argument you need to take it one step further and provide evidence. support ELL students. Evidence supports your reasons. For example, Alex says he wants an iguana (his thesis), and his best reason was that he would take good care of his pet. He provided evidence that he knew how to take care of an iguana when he told his mom all of the things he would do, like feeding him.” § “Please think-­‐pair-­‐share the evidence that Alex gives that he will take care of the iguana. These are the things he says he will do to take care of it. Then we will add this information to our chart.” § Students think-­pair-­share Alex’s evidence (he will feed him, buy his food, and clean his cage) and several students share their thoughts. Then, these thoughts should be added to the evidence section of the chart. Work Time Meeting Students’ Needs § “Earlier we read another great book that has even stronger evidence: Recycle!, by Gail Write ideas for adding evidence on the Gibbons. Gail Gibbons writes wonderful informational texts, but as we were reading it board to support students as they work: seemed like she was also trying to convince her readers of something. Let’s take a picture § Alex: feed the iguana, buy the food, walk through the book to jog our memories. As you look at the illustrations, think about clean the cage what Gail Gibbons is trying to convince her readers of – her thesis – and maybe you can § Add students’ ideas based on the even start to pick out some of her reasons. After we picture walk, we are going to think-­‐
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pair-­‐share our ideas before putting them in a chart.” Slowly turn the pages of the book and remind students to think about what was read earlier in the day, and what Gail Gibbons’ message was. After reading, have students think-­pair-­
share their ideas with partners. “We had a lot of great ideas! Now we are going to start a chart for Recycle!, just like the ones we made for the other books. At the top we are going to write the title and author of the book. Below that we are going to write the thesis. What was Gail Gibbons’ thesis? What was she trying to convince the readers of? That’s right! She was saying that we should recycle, so let’s write that right here.” “Below the thesis we are going to record some of Gail Gibbons’ reasons why we should recycle. What are reasons she gives for recycling?” Guide students to find reasons such as o we produce a lot of garbage o recycling helps conserve (recycling paper saves trees & recycling bottles saves energy – you will use this data later as evidence to support this reason) Record the reasons in the chart. “In addition to reasons, Gail Gibbons gives evidence. I imagine that she said that we need to recycle and that we produce a lot of garbage and someone said to her ‘Prove it!’ She proves that we create a lot of garbage by giving many examples of just how much we make. Can you remember any of those examples?” Record students’ ideas in the evidence portion of the chart. “She also gives a couple of examples of conservation, which are a little trickier to pick out. Do you remember what Gail Gibbons says about how recycling will help save trees and energy?” Add this evidence to the chart under the portion about conservation. “I want you to think back to the letters you wrote yesterday. When you are convincing, you want to create an effective argument, and evidence helps you do that. Today I want you to revise your letter to include evidence. For example, if you were writing as Alex, you could give examples of how you would take care of an iguana. Right now, think-­‐pair-­‐share with your partner what evidence you could add to make your letter stronger. When students are finished, have them bring their writing folders to their tables and revise to add a stronger argument. “If you need more paper or would like to start over, there is BPS K2 Opinion Projects Unit 27 blank letter paper on the writing shelf.” § As students think-­pair-­share and write, circulate to discuss how they could add evidence to make their arguments stronger. Record good ideas on the board for all to reference as they work. Closing and Assessment Meeting Students’ Needs “Gail Gibbons made her argument for recycling strong by giving her thesis, providing reasons, and then providing data – or evidence – to support her argument. Evidence is important in persuasion, because it makes your argument stronger.” BPS K2 Opinion Projects Unit 28 Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 8: Gathering Evidence Through Surveys Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can gather information to answer a question (W.K.8). Supporting Learning Targets On-­Going Assessments § I can take a survey. § Anecdotal notes § I can use survey data to provide evidence for an argument. Agenda Teaching Notes 1. Opening (10 minutes) § If the timing is aligned properly with the math unit, part of this 2. Work Time (20 minutes) lesson can be completed during Math. 3. Closing and Assessment (5 minutes) § Either during Math or when students come into the classroom in the morning, have them answer the survey question “Should Alex’s mom let him have an iguana?” § This lesson involves: using data from surveys, revision of the class letter, creation of a new survey question, collection of survey responses, and revision of the letters a second time to include the survey response. With this in mind, you may need to extend this lesson over more than one session. Lesson Vocabulary Materials § Evidence § Two-­‐column survey paper (this can be copied from the TERC § Survey Investigations workbook, or the Appendix, pg 44, sample can be § Data used if students are not asking yes/no questions) on clipboards with pencils § Writing folders with previously-­‐written letters § Blank letter paper Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Students may have difficulty interpreting students to restate the targets in their own words. the survey data. As a class, count the § “Yesterday we discussed the importance of evidence in arguments. We found that number of students who responded in BPS K2 Opinion Projects Unit 29 arguments are much more effective when they contain evidence, and you began revising your letters to contain evidence. Today we are going to make some connections to our math unit and take surveys that will provide evidence to support our arguments.” § “Earlier you took a survey about whether or not Alex’s mom should let him have an iguana. I want you to take a look at our data and think-­‐pair-­‐share with your partner about what you notice about the survey results.” § After discussing the data with a partner, several students should share out. They should provide their interpretations of the data in mathematical language. Students may say… o “More/fewer/all students think that Alex’s mom should/shouldn’t let him have an iguana.” o “___(#) students think/do not think Alex’s mom should let him have an iguana.” o “Everyone/not everyone answered the question.” (Prompt students to explain how they know that everyone/not everyone responded.) Work Time § “Taking a survey is one way of providing evidence for an argument. If a lot of people think the same thing, that can help convince someone to do or say something. When we took our survey most/all students thought that Alex’s mom should let him have an iguana. That is powerful evidence that we should add to our class letter. I am going to reread our class letter, and as I read I want you to think about where and how we can add this evidence into our letter.” § Reread the letter and have students think-­pair-­share their ideas about how to add the evidence into the letter. Decide where and how to add the evidence and add it to the letter. Express the survey results using exact ratios or percentages (for example, 75% of students say… or 19 out of 21 students agree that…) § “Your job today is to craft a survey question that will provide evidence to support your argument. If you are writing as Alex, you can use the question our class used or craft your own question. Here’s what we’ll do: § Step 1) Before you write your question, you are going to discuss ideas in a group. § Step 2) After you discuss your ideas, you are going to write your survey question, § Step 3) and then ask your question to your friends, being sure to record the answers. BPS K2 Opinion Projects Unit §
each column and discuss which group has more and which has fewer. Use the cognate data/los datos to support ELL students. Meeting Students’ Needs § Some students may need help scribing their survey questions or may need help generating questions. § It may be helpful to write the Steps (1-­‐4) on chart paper so that students can refer to it as they work with their groups. 30 Step 4) After you have collected your evidence, you will add this data to your letter, just like we did to our class letter.” § “Everyone who is writing from Alex’s perspective, please go sit at the blue table to discuss possible survey questions. Everyone who is writing from the animals’ perspective, please go sit at the red table. Everyone who is writing from their own perspective, please go sit at the green table. When you have at least one idea for a survey question, please raise your hand and I will come to hear it.” § As students create appropriate survey questions, have them write the questions on the two-­
column survey paper. The students can then circulate through the classroom asking their peers their questions (surveying) and recording their responses using tally marks. When students complete their surveys, they should interpret the data and use it as evidence to support their argument (if the data does indeed support the arguments they are trying to make). Closing and Assessment Each group should discuss their surveys and results and then share out their findings to the class. §
BPS K2 Opinion Projects Unit Meeting Students’ Needs 31 Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 9: Recycle! Planning a Class Poster Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can write to make an opinion piece where I tell the reader the topic/thesis about the topic and state my opinion about the topic (W.K.1). Supporting Learning Targets On-­Going Assessments § I can generate a thesis, reasons, and evidence to convince a § Writing analysis (of students’ index cards) specific audience. § Anecdotal notes Agenda Teaching Notes 1. Opening (10 minutes) § Seat students in a circle/around the perimeter of the rug for this 2. Work Time (20 minutes) lesson. 3. Closing and Assessment (5 minutes) § Have 5 index cards (1 yellow, 2 blue, and 2 red – or similarly colored) and a pencil on a clipboard prepared for each student. Lesson Vocabulary Materials § Medium § Sample persuasive pieces (books, letters, etc.) § Poster § Examples of posters and billboards: § Advertisement o Here you can download sample print ads: § Billboard http://www.scholastic.com/admongo/ § Recycle o This website has good lessons about advertising literacy and tips for creating ads: http://pbskids.org/dontbuyit/teachersguide.html o A google image search brings up a lot of examples, such as: § “McDonald’s ads” § “conservation ads” § Chart paper & markers § Poster board § Recycle! By Gail Gibbons § Recycle! Chart from Lesson 7 § Index cards (5 each per student – 1 yellow, 2 blue, and 2 red – or similarly colored), clipboards, and pencils BPS K2 Opinion Projects Unit 32 Opening § Review the learning targets with students and clarify any vocabulary as needed. Ask students to restate the targets in their own words. § “So far as a class we have explored writing letters as a medium for convincing others. The word medium can mean a size, but it can also mean a tool. So a letter is one medium, or a way, for writing an argument. You could also write a book, a petition, a poster, or many other mediums.” § “I would like you to think-­‐pair-­‐share some examples of different mediums you have seen for convincing others. What are different tools you have seen used to convince?” § Students talk and then several share their ideas. § “People use many different mediums for persuading, even TV and radio commercials are used to convince. Today and tomorrow we are going to work with a new medium – posters.” Work Time § “A poster is a big piece of paper, like this chart paper, that someone can create to give information or to convince. Has anyone seen those giant posters on the side of the highway? Those are called billboards. Billboards have advertisements that try to get people to buy something. Companies make advertisements to get people to buy what they make. What are some examples of billboards you have seen?” Have students share examples of billboards they have seen, and add in ideas if they are having difficulty. Show examples of billboards and posters that convince. § “Today we are going to start working on a project that is kind of like a billboard. We are going to create a poster as a class to try to convince other students in the school to recycle. Remember, when we are convincing we need to keep our audience in mind (this time our audience is the other students in the school). We will also need to present our thesis/claim, give reasons, and provide evidence to support those reasons, all on one poster. This will be challenging work, but I know we can do it!” § “This is the poster board we are going to use to make our class poster to hang in the school. We want to make sure it is really our best work, so before we start writing on the poster board, we are going to do some planning here on our chart paper. The first thing BPS K2 Opinion Projects Unit Meeting Students’ Needs Have some sample pieces available for students to get a better idea of different mediums for convincing others. Clarify vocabulary with students as needed. Create word cards for these words and display prominently. Be sure to include visuals with this text. Include pictures that portray the meaning of the vocabulary word when possible. Meeting Students’ Needs § Have copies of Recycle! Available for student reference. § Students can record ideas with a combination of drawing and writing, according to their abilities. The teacher may need to scribe words on some index cards. § Use the cognate recycle/reciclar to support ELL students. 33 §
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we need to think about is our audience. Who did we say we are making this poster for? That’s right, our audience is the other students in our school. As we think about the rest of our poster, we always need to remember who our audience is. Writing this for the school as audience will keep us focused on what these people will think.” “The next part of our poster is our thesis, or our message. What are we trying to convince the other students to do? That’s right, we want them to recycle. There are many ways we could write on our poster. When you create a poster you want to have important information, but not too many words. It should catch someone’s eye right away. We are going to gather everyone’s ideas using index cards. Before we get started, please write your name on the back of each of your cards.” (Students write their names.) “Now, think-­‐pair-­‐share with your partner what you think we should write on our poster for a thesis, and write your idea on your yellow index card. After everyone’s ideas are ready, we’ll have a discussion about which to use.” Have students discuss and write ideas and then bring them to the teacher. Group the index cards according to similar ideas. Discuss each group and decide as a class how to most effectively write the thesis. Record the class thesis on the planning paper. “Now we have to give the other students some reasons why they should recycle and give some evidence to back it up. We are lucky that Gail Gibbons has already done this research for us. Let’s look back at our chart from yesterday to try to remember the reasons and evidence Gail Gibbons gave for recycling.” “OK, so the reasons we have are that we produce too much garbage and that recycling helps conserve trees and energy, and Gail Gibbons gave us a lot of evidence to support both reasons. Gail Gibbons wrote a whole book about recycling, and we only have one poster, so we need to choose the reasons and evidence that we think will be most effective at convincing a group of students to recycle. Which reasons and evidence do you think are the most effective for convincing other students? Which ones would convince you the most? Think-­‐pair-­‐share with a partner and then record your two top reasons on the blue index cards and your two top pieces of evidence on the red index cards.” Go around the circle asking students for their cards. As each student brings his/her cards to the teacher, discuss as a class which ideas can be grouped together. Discuss which ideas BPS K2 Opinion Projects Unit 34 most students had in common. As a class choose the most effective reasons and evidence to add to the planning sheet. Closing and Assessment Meeting Students’ Needs “We have collected all of the information we need for our poster, and now we have the difficult job of deciding how to put it together so that it will convince the other students in the school to recycle. Tomorrow I am going to show you some more examples of convincing posters and billboards, and we are going to think about how to best set up our poster to convince the other students in the school.” BPS K2 Opinion Projects Unit 35 Kindergarten 2 Model Writing Unit: Opinion Projects Lessons 10-­12: Recycle!: Creating a Class Poster Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can share in shared writing projects (W.K.7). Supporting Learning Targets On-­Going Assessments § I can create a poster using a format and elements that most § Anecdotal notes effectively communicate my message to a specific audience. § Writing analysis Agenda Teaching Notes 1. Opening (10 minutes) This project will require at least three teaching sessions so that the 2. Work Time (20 minutes) work can be completed by each group with help from the teacher. 3. Closing and Assessment (5 minutes) While small groups are working with the teacher on their tasks, the other students in the class can practice opinion writing by crafting additional individual letters and posters. Lesson Vocabulary Materials § Layout § Lesson 9 poster planning chart § Text § Sample layouts of posters/billboards § Graphics o You can use the samples from Lesson 9 o This website has some tips for creating an ad: http://pbskids.org/dontbuyit/teachersguide/createyouro
wnad.html o This page has a collection of many different layouts: http://www.pinterest.com/dotdotdee/l-­‐a-­‐y-­‐o-­‐u-­‐t-­‐poster-­‐
print-­‐ad/ § Poster § Recycle! By Gail Gibbons Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. § Clarify vocabulary with students as needed. Ask students to restate the targets in their own words. Create word cards for these words and display § “Yesterday we did a lot of great work preparing our poster ideas. Now we have a prominently. BPS K2 Opinion Projects Unit 36 big challenge to decide on the layout, text, and graphics. The text is the words, the graphics are any pictures we include, and the layout is how everything looks on the page. Whenever someone creates a billboard or poster or any other print material (books, magazines, newspapers), they think about the layout, text, and graphics.” § “To prepare for our work today, I want you to think-­‐pair-­‐share the audience, thesis, reasons, and evidence we chose from yesterday to put in our poster. The planning sheet is here in case you forget.” Work Time Meeting Students’ Needs § “Today we are going to pretend that we work at an advertising agency and we § Some students who are doing individual work have been hired to make a poster that will convince students to recycle. (while the teacher works with a small group) will (Advertising agencies make billboards, commercials, and ads in magazines and need extra support. These students can be paired newspapers that convince people to buy products.) There are many different with others who can help them sound out words, jobs at an advertising agency, so we are going to break up into three teams: Text, scribe words, stay on task, etc. Graphics, and Layout. If you choose to be on the Text team, you will work with your teammates and me to write the words for the poster. If you choose to be on the Graphics team, you will create the pictures for the poster. If you choose to be on the Layout team, you will decide how to put everything on the poster to make it look its best.” Ask students for their preference and then place students on teams according to their interests. § “The first team I will work with is the Text team, followed by the Graphics team, and finally the Layout team. While I work with teams, the rest of the class will practice by writing your own opinion pieces. You can choose to write another letter, make your own poster, or ask me if you have an idea for another medium.” § Text Team: Work with the Text team to put the class ideas into concise language effective for convincing students to recycle. Discuss with students the importance of thinking about their audience. What words will students be able to read on their own? If they are walking down the hallway, what will they be able to read quickly? Is it OK to have some information – perhaps the evidence – smaller and more detailed for students who have time to stop and read a little bit more? Discuss the BPS K2 Opinion Projects Unit 37 difference between handwritten text and typed text, and which would be most effective on our poster. Discuss font colors and sizes, and say that the Layout team will have final say on the fonts, but that they can give their ideas to them. Discuss end punctuation and how to use it most effectively on the poster. Make connections to the title Recycle! And discuss why Gail Gibbons may have chosen to use an exclamation point. § Graphics Team: Review the copy created by the Text team and discuss what kinds of images would be most effective for convincing. Discuss the importance of audience when choosing graphics. Discuss the sizes of images, and why graphics might be different sizes. Have students make suggestions (be sure to take notes on this!) to the Layout team about the sizes of each chosen image. Decide whether to create new graphics (drawing, collage, etc.) or to use graphics from the computer and the pros and cons of each. Discuss copyright laws when using other people’s graphics. § Layout Team: Review the work of the Text and Graphics teams and tell students that they are in charge of putting together the most effective poster. Discuss audience and what types of colors, image sizes, layout, etc. would be most effective for convincing other students. Review examples of other posters, billboards, and advertisements, specifically ones geared toward children, and collect favorites. Use these ideas to craft your own layout. Use suggestions from the other teams regarding fonts and image sizes, and make decisions about each. Print and cut out text and graphics in the desired sizes and glue them in the desired format onto the poster. Closing and Assessment Meeting Students’ Needs After the poster is complete, decide as a class on the most effective place to hang it in the school and obtain permission from the principal to hang the poster in that location. BPS K2 Opinion Projects Unit 38 Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 13: City Green: Planning Petitions Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can share in group reading activities with purpose and understanding (RI.K.10). Supporting Learning Targets On-­Going Assessments § I can deconstruct a petition. § Individual conferences § I can plan a petition. § Anecdotal notes § Writing analysis Agenda Teaching Notes 1. Opening (10 minutes) Prepare student folders with petition planning sheets inside before 2. Work Time (20 minutes) this session (see Appendix pg 45). 3. Closing and Assessment (5 minutes) Lesson Vocabulary Materials § Petition § City Green by DyAnne DiSalvo (which should be read prior to this lesson) § Sample petitions – change.org has great online petitions, including this child-­‐friendly one: http://www.change.org/petitions/crayola-­‐
make-­‐your-­‐mark-­‐set-­‐up-­‐a-­‐marker-­‐recycling-­‐program § Petition planning sheets (Appendix, pg ) Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask § Have copies of City Green available for students to restate the targets in their own words. students to reference. § “So far we have read books thatconvince, written opinion letters, and created incredible § Use the cognate recycle/reciclar to convincing posters. Today we are going to explore a new medium for opinion writing: support ELL students. petitions. Think back to the book City Green, a story about a group of community § Use the cognate petition/la peticion to members, led by a little girl, who came together to make a change. Think-­‐pair-­‐share with support ELL students. your partner about what a petition is and what people convinced each other to do in the story.” § Students share their responses. BPS K2 Opinion Projects Unit 39 Work Time Meeting Students’ Needs § “In City Green, the characters convinced city officials to allow them to use the vacant lot for § Students may need guidance about what a garden by writing a petition. Let’s take a look at some examples of petitions, so we can recycling/conservation projects are learn how to write one.” feasible for a school. They may need § Show several examples of petitions to students (change.org has some good online petitions). some examples/ideas before they begin § “What do you notice about the petitions? What types of information do they include?” their discussions. § Discuss the parts of a petition § You may want to fill in a sample petition o Who do you want to petition? planning sheet as a class first, as a model o What do you want them to do? for students’ individual planning. o Why is this important? – including the history of the problem o Signatures § “We have been working to convince other students in the school to recycle using our posters. How could we encourage more recycling? Is there someone we could petition to do something to bring more recycling to our school? Think-­‐pair-­‐share with a partner how we could use a petition to bring more recycling to our school.” § Have students share ideas. Discuss as a class which idea(s) seem most feasible, and who should be petitioned about them. Decide on one or more ideas for creating a class petition. Some possibilities related to recycling/conservation are o Recycling lunch trays and other recyclable items in the cafeteria o Starting a compost pile o Applying for an Outdoor Classroom (if the school does not already have one) § “Today you are going to draft your ideas for a petition, using the petition planning sheets. The three questions we discussed are on the sheet: Who do you want to petition? What do you want them to do? Why is this important? After we finalize our petition we will collect signatures to show support for our initiative. You are going to work on your planning sheets at your table, and at the end of the period you will share your ideas with a small group.” § Send students to get their folders (with planning sheets inside) and go to their tables. Circulate as they begin to draft petitions. Guide them through effectively answering the three questions, and scribe for students who need help recording their ideas in words. BPS K2 Opinion Projects Unit 40 Closing and Assessment Meeting Students’ Needs Create small groups of students with similar ideas to discuss their planning. Assign one student in each group to be the spokesperson who will share the group’s ideas with the class. Record the spokesperson’s summary (either on chart paper or on the computer) to use in future lessons. BPS K2 Opinion Projects Unit 41 Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 14: City Green: Writing Petitions Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can write to make an opinion piece where I tell the reader the topic/thesis about the topic and state my opinion about the topic (W.K.1). Supporting Learning Targets On-­Going Assessments § I can write a petition. § Individual conferences § Anecdotal notes § Writing analysis Agenda Teaching Notes 1. Opening (10 minutes) § If all students are invested in one topic, students can work in small 2. Work Time (20 minutes) groups to create one class petition. If groups of students are 3. Closing and Assessment (5 minutes) interested in petitioning for different causes or petitioning different people for the same cause, they can work in small groups to create different petitions. § This lesson will take more than one class session. If students are not able to work simultaneously on their petitions without teacher assistance, they can work individually on persuasive letters or posters when their group is not being guided by the teacher. Lesson Vocabulary Materials § Petition § Notes from group work in Lesson 13 § Petition planning sheets (Appendix, pg 45) § Petition-­‐writing papers (one sheet for composing the thesis and another for composing the call to action) § Research materials, including websites and books, to provide reasons/evidence and the history of the problem being petitioned § Computer(s) for publishing the petition § Crayola marker petition: http://www.change.org/petitions/crayola-­‐make-­‐your-­‐mark-­‐set-­‐
up-­‐a-­‐marker-­‐recycling-­‐program BPS K2 Opinion Projects Unit 42 Opening § Review the learning targets with students and clarify any vocabulary as needed. Ask students to restate the targets in their own words. § “Yesterday we started planning for writing petitions. A petition is a powerful way to convince someone. When we wrote opinion letters, only one person signed the letter, but petitions can receive many signatures – even hundreds or thousands. Many times, the more people who sign a petition, the more effective it is. The signatures prove to the audience that many people agree about the importance of the issue being petitioned. Today we are going to work on creating one (or more than one) clear and effective petition that others will want to sign and support.” § “To refresh our thinking, I want you to quickly find someone who was in your group yesterday and think-­‐pair-­‐share what your group discussed.” Work Time § This work session can go different directions based on student interest. If the whole class was strongly behind one topic, the whole class can work to create a petition together. If small groups of students were passionate about a topic, each small group can create its own petition. § Whole Group: If the whole class is working on the same petition, finalize who is being petitioned and what is being petitioned. Then break the class into work teams with the following tasks: o What do you want them to do? Write a call to action (like a thesis) that motivates the people who are signing, as well as the person/group being petitioned to take action. o Why is this important? – 2 groups: one will research and take notes about why this is important, and the other group will turn the first group’s research into writing. o Publishing group (this group should be small, ideally 2-­3 students) – put together the text from the other groups to create a cohesive document, including space for signatures. o Action group – plan who should be asked for signatures and why. Make a list of the people the class will ask for signatures and a plan for how to ask for signatures and present the petition. BPS K2 Opinion Projects Unit Meeting Students’ Needs § Students may need to be reminded of the work that they did in the previous session. Having folders with their planning sheets available may be helpful. Meeting Students’ Needs 43 Small Groups: If small groups of students are passionate about particular topics, work with them to finalize who they are petitioning and what they are petitioning for. Then, assign individuals the tasks above to generate group petitions. § After the petition(s) has been finalized, arrange for students to collect signatures and present their petitions to the appropriate recipients. Closing and Assessment § Discuss the effects of the petitions. o Were they successful? o How do you know they were successful/unsuccessful? (saw a change, collected a lot of signatures, etc.) o Discuss the Crayola marker petition (the sample petition from Lesson 13: http://www.change.org/petitions/crayola-­‐make-­‐your-­‐mark-­‐set-­‐up-­‐a-­‐marker-­‐
recycling-­‐program) and the change that the group made. Crayola did make a change as a result of their petition, even if it was not exactly the change the group wanted made. o How might we improve upon our petitions if we were to write one in the future? §
BPS K2 Opinion Projects Unit Meeting Students’ Needs § This conversation will likely require a lot of teacher guidance. If students are having difficulty evaluating the success of the petitions, you may need to ask specific questions, such as, o Did many people support the effort by signing the petition? o Did a change happen after the petition? What was the change? Was it what was requested? 44 BPS K2 Opinion Projects Unit 45 Kindergarten 2 Model Writing Unit: Opinion Projects Lesson 15: Unit Wrap Up: Celebrating and Planning for Focus on K2 Capstone Project Long-­Term Learning Targets Addressed (Based on 2011 MCF) § I can write to make an opinion piece where I tell the reader the topic/thesis about the topic and state my opinion about the topic(W.K.1). Supporting Learning Targets On-­Going Assessments § I can plan for convincing a specific audience to engage in a § Individual conferences sustainable practice. § Anecdotal notes § Writing analysis Agenda Teaching Notes 1. Opening (10 minutes) § In the wrap up, you are celebrating past work, as well as making 2. Work Time (20 minutes) connections to future work on the Capstone Project for Focus on 3. Closing and Assessment (5 minutes) K2, Unit 4. A detailed guide of this project is included with Focus on K2 curriculum material. § There are many different ways to celebrate students’ work throughout the unit, but you may want to invite families to a publishing party to see what their students have done, as well as to learn about their ideas for Capstone Projects, so that they can support their work going forward. Lesson Vocabulary Materials Advocate § Clipboards with blank papers and pencils § Capstone Project brainstorm sheet Opening Meeting Students’ Needs § Review the learning targets with students and clarify any vocabulary as needed. Ask students to restate the targets in their own words. § “You have done so much work with argument and opinion over the last few weeks! You have written letters, made posters, and written petitions. You have identified an audience and written a thesis/claim supported by reasons and evidence. You now have many tools that will help you to convince. Today we are going to celebrate your work and think about how to move forward with opinion.” BPS K2 Opinion Projects Unit 46 “During Centers you are going to be working on a Capstone Project to advocate for a sustainable practice. You are going to convince an individual or group of people to do something that helps protect and save the Earth. You are lucky that you already have a toolkit to prepare you for creating a convincing piece of writing. Here are some possible topics you could explore: o convince next year’s K2 students to use fewer paper towels o convince families to take part in a community gardening program o convince other students in the school to participate in the lunchroom recycling program o convince the principal to start a lunchroom system that includes separating the “trash” into compost, recycling, and trash bins o convince first grade teachers to set up Beautiful Stuff areas in their classrooms next year o convince BPS’s business office to buy recycled paper products o any other idea you have for persuading someone of a sustainable practice” § Have all options (taken from Focus on K2 Capstone Project) written on the board or projected for students to read. § “Take some time to think about which of these ideas gets you excited, or what other sustainable practice you might want to advocate for. When you have your idea, please write it on the paper on your clipboard.” Work Time Group students according to interest and send them to tables to work. Have students generate and record ideas (on the Capstone Project brainstorm sheet) about their thesis, audience, and medium for their project. Closing and Assessment § Share and celebrate the work students have done throughout the unit, as well as the work that they are preparing to do with the Capstone Project. § Celebration Ideas: o Inviting the audiences for the projects would be the ideal way to share and celebrate this unit. For example, if students wrote to family members, the principal, etc. it §
BPS K2 Opinion Projects Unit Meeting Students’ Needs § Review the brainstorm sheet with students. Quickly fill in a sample as a class. Meeting Students’ Needs 47 would be wonderful to invite them to celebrate their work and give feedback about how convincing their arguments were. All families should also be invited to celebrate, even if they were not the audience of any pieces. o Invite families to the classroom for a Publishing Party. Introduce the unit that students worked on. Have the teacher or students share the whole class projects. Then have students share their individual and group work with their parents. If not all parents show up, group parents with several students. It is always nice to provide a small snack as well to share as part of the celebration. After sharing the work completed in the unit, give an introduction to the Capstone Project and have students share their project brainstorms. o Invite an older class of students to come to the classroom and buddy up with the students to read their work. The older students can provide feedback about what the most effective arguments were and give tips that they learned through their opinion writing experience. o Invite a younger class of students to come to the classroom and buddy up with the students. Have students read and explain their work to the younger students. BPS K2 Opinion Projects Unit 48 BPS K2 Opinion Projects Unit 49 Appendices: Sample Charts and Planning Sheets BPS K2 Opinion Projects Unit 50 Glossary of Terms (for teacher use) Advertisement a paid announcement, as of goods for sale, in newspapers or magazines, on radio or television, etc. Advocate to speak or write in favor of, or to support Argument to attempt to convince someone of something by using reasoning and evidence. An argument has two sides. Audience the persons reached by a book, radio or television broadcast, etc. Billboard a flat surface or board, usually outdoors, on which large advertisements or notices are posted Body the main part of a speech or document, minus introduction and conclusion Claim An assertion or an answer to a question about a topic or problem Closing the end or conclusion Convince to show or prove that the claim in an argument Data information Date a particular month, day, and year at which some event happened Effective produce the expected result Evidence proof Graphic a drawing, illustration, or print Layout an arrangement or plan Medium a form or means of communication Opening the first part of anything Perspective point of view, how a person understands something Petition a formal (written) request made to a person or group in charge Poster a sign in a public place Reason a statement used to support a claim/thesis, or belief or action Survey a question/questions asked to a group of people Text written words Thesis a statement expressing what you think BPS K2 Opinion Projects Unit 51 Who? BPS K2 Opinion Projects Unit Opinion Strategies (Lesson 1) What? How? 52 BPS K2 Opinion Projects Unit 53 Deconstructing and Planning for Opening Texts (Lessons 2-­4, 7, 9) Title: Audience (Who?): Thesis (What?): Reasons (Why?): Evidence (How?): BPS K2 Opinion Projects Unit Evidence (How?): Evidence (How?): Evidence (How?): 54 Letter Writing Paper (Lessons 6-­8) __________________________________________ ______________________________________________ BPS K2 Opinion Projects Unit 55 _________________________________________ _________________________________________ Survey Paper (Lesson 8) Name: Question: BPS K2 Opinion Projects Unit 56 Petition Planning Sheet (Lessons 13-­14) Who do you want to petition? What do you want them to do? BPS K2 Opinion Projects Unit 57 Why is this important (including the history of the problem)? Petition Writing Papers (Lesson 14) What do you want to happen? (Thesis/Claim) BPS K2 Opinion Projects Unit 58 Why is this important? (Call to Action) BPS K2 Opinion Projects Unit 59 Capstone Project Brainstorm Sheet (Lesson 15) Topic Ideas Group Members Resources Medium BPS K2 Opinion Projects Unit 60 See http://www.cast.org/udl/ for information to aid in planning for Language Learners and Special Education students. BPS K2 Opinion Projects Unit 61