2. Author: Allyson
Cox
3. Subject: Language
Arts
4. Grade
Level: Second Grade
5. IEP
classification(s): ADHD, Hearing and vision impaired, and other specific
impairments
6. Common
Core Standard(s): CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
7. Lesson
Goals:
After discussing what an opinion is, students will be
expected to properly state an opinion with support in paragraph form. The students should be able to clearly
identify their opinion of what their favorite cookie is and why after being
read If You Give a Mouse a Cookie.
8. Lesson
Materials:
If You Give a Mouse a Cookie by Laura Numeroff
Opinion piece writing prompt sheet
Construction paper for graph, markers
Extra paper and markers/crayons to make cookies
Instructional
Lesson Methods and Assessment
Anticipatory Set
1.
We will begin by discussing what an opinion is.
2.
I would write a statement such as “my favorite
color is purple”.
3.
I would go on to list a few more examples and non-examples
to see if the students can catch on to what an opinion means.
4.
Each student may individually or with a partner,
respond with their thoughts on what the definition of opinion is orally or even
on a sticky note or paper.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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2.1 Clarify vocabulary and symbols
Before beginning our lesson I will discuss and describe what
an opinion is.
4.1
Activate or supply background knowledge
Since some
students may not know what an opinion is I will provide students the
background information that is necessary.
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4.1 Vary the
methods for response and navigation
Students may
orally respond to the lists of the set or may write down their response.
5.2 Use multiple
tools for construction and composition
If students need additional help they may be given a sheet
to practice fact vs. opinion at home.
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7.1 Optimize individual choice and autonomy
Students may work
individually or with a partner to discuss opinion.
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Introduce and Model New
Knowledge
1.
So why might we need to know what an opinion
means?
2.
Today we will be writing our own opinion papers,
but first I want to share a story with you, If
You Give a Mouse a Cookie.
3.
Do you have a favorite cookie? (keep the answer in your head because after
the story we will be using your answers)
4.
You may also watch the video of a read aloud of
the book after I am done to hear the story again.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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1.2
Offer alternatives for auditory information
Students that are more auditory may listen to the
story again.
1.3 Offer alternatives for visual
information
The
students that may not be able to see the book as well in the whole group can
see all of the pages again in the video.
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4.2 Optimize access to tools and assistive
technology
The video
gives students a chance to use technology as a resource.
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7.3
Minimize threats and distractions
The video gives students a chance to concentrate
on the story without interruptions if necessary.
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Guided Practice
1.
Students will individually develop their own
opinion of what cookie is their favorite.
2.
With a partner the students will discuss the key
components of writing an opinion that was learned in the previous set,
including because and other supporting details.
3.
The students together will list the necessary
elements required for writing a paragraph on opinions.
4.
The teacher will be looking for: topic sentence,
conclusion, because, also, capitalization, and punctuation.
5.
The teacher will meet with each group to discuss
if they truly understand the concept so that they may move on to the next
step.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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2.2 Clarify syntax and structure
The students will
be providing the teacher with reassurance that they understand opinion
writing by showing that they can list the elements.
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6.1 Guide appropriate goal setting
When the students
complete this step they will be on their way to being able to write a piece
by themselves.
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8.3 Foster collaboration and communication
Students are
learning to collaborate with one another by working in pairs.
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Independent Practice
1.
Students will be handed the handout to write
their own opinion piece.
2.
The teacher will remind the students what is
expected of them in their writing, include the key elements.
3.
The teacher will walk around the room to help
any students that might be struggling and to be close to answer questions.
Recognition “What”
Multiple means of Representation
|
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
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2.4 Promote understanding across
languages
The students
will be expected to be able to clearly express their opinion through a
written response.
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5.3 Build fluencies with graduated
levels of support for practice and performance
By this point
in the lesson students can show that they know opinions on a deeper level and
can apply this knowledge with support.
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Wrap-up
1.
So who can tell me what cookie they wrote about?
(take only a few answers)
2.
Now we are going to get to draw that cookie!
3.
Once we are done you may place them on our chart
so that we can see what cookies are our class’s favorite and place it in the
hallway.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
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3.2 Highlight patterns, critical
features, big ideas, and relationships
The chart
should indicate that some cookies are much more popular than others.
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5.2 Use multiple tools for construction
and composition
The students
get to use their own creativity to construct their favorite cookie in whichever
way they feel is necessary.
|
8.2 Vary demands and resources to
optimize challenge
For some
students the artistic aspect will be a challenge for them and help to reach
another level of expectation within the assignment.
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Assessment
1.
The students will be assessed on the content of
their writing.
2.
The last part of the project is to complete
individually or with a partner a Wiki, audio recording, PowerPoint, or other
means of expressing their opinion to others.
3.
The students will be given participation credit
by doing an additional form of expressing the written paragraph.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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2.5
Illustrate through multiple media
The students will make their own digital form of
their opinion paper.
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6.4
Enhance capacity for monitoring progress
The digital forms will push students to try a new
way to present a topic and appeal to students with different
exceptionalities.
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9.3
Develop self-assessment and reflection
Students will have to be able to self-check and
use reflection strategies to successfully complete the last part of the
assignment.
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I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
Key Elements
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Please Put a Check Mark Next To the Ones You Incorporated
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Where in the project?
(Which Lesson Phase 1-6)
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X
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1
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6
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III. Multiple Means of Engagement ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
Key Elements
|
Please Put a Check Mark Next To the Ones You Incorporated
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Where in the project?
(Which Lesson Phase 1-6)
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X
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1
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X
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2
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X
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5
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X
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6
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