LucyCalkinsSessionOpinionWritingLessonPlanforGrade (1)
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Transcript of LucyCalkinsSessionOpinionWritingLessonPlanforGrade (1)
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Opinion Writing
Grade 2 Daily Lesson Plans Aligned To
Writing About Reading
by
Lucy Calkins (Schwartz, Marron and Dunford, Heinemann, 2013)
Mary Wagner 2014
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Bend I Letter Writing:
A Glorious Tradition
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Session 1 I. Minilesson: Writing Letters to Share Ideas about Characters
A. Gist of the Lesson In this session, youll teach students that writers are often inspired by their reading and reach out to others to share their ideas about characters. (manual, page 2)
B. Connection 1. Invite the students to gather in the meeting place with you, bringing a book* from the classroom library that contains one of
their favorite characters. 2. Have the children consider the different types of letters that they
have either received or sent: a. persuasive b. thank you c. apology d. to grandparents e. to teacher f. to principal g. to friend
3. Emphasize that there is one kind of letter that is your (the teachers) favorite kind of letter: a letter about books.
4. Introduce some familiar books, telling students that they involve some of your favorite characters:
a. Henry and Mudge b. Ruby the Copycat c. Pinky and Rex
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2. Tell students that letters about books are so great because they allow you to continue thinking about the characters even though the story is over.
C. Teaching Point Today I want to teach you that writers who love stories (which is most writers!) often write letters to each other about favorite characters. One thing writers often do in these letters is explain their opinion about these characters. (manual, page 5)
D. Teaching 1. Show the students a copy of a book with a character that you
enjoy. (The authors selected Mercy Watson from Mercy Watson to the Rescue, so that is the character I will be focusing upon in this lesson, as well.)
2. Remind students that you had asked them to bring a book with a favorite character with them to the meeting place, and that you did so, also.
a. Tell students that you selected this book because Mercy Watson is one of your favorite characters.
b. Highlight some of the things that Mercy Watson does in the story, being sure to give several opinions about the character as you do so.
3. Explain that you were a little disappointed when you were finished reading the story because you had come to think of Mercy Watson as a friend, and now that you were done with the book, you thought that you would miss hearing about her adventures.
4. Tell students that you can continue your connection to a favorite character by writing a letter about that characterand that in your letter, you can share some of your opinions about the character with the friend you are writing to.
5. Model thinking about how to begin writing a letter.
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a. Indicate that you could begin by writing an introduction (such as the following):
i. Dear Readers in Class ___, Do you love reading books with funny characters? Well then youll love to read about Mercy Watson. She is HILARIOUS! Shes a pig who lives in a house! (manual, page 5) ii. Ask for the students to provide details about Mercy
Watson, reminding them that they have learned in the past how details are helpful for readers.
iii. Add detail sentences suggested by the student, such as the following:
1) She gets to eat buttered toast, too. 2) Mercy even has her own bed, in her own roomin
her own house! b. Recount what you did so far in the writing of the letter (and
create an anchor chart, if desired: Writing an Opinion Letter about a Favorite Character):
i. Think about your opinions about the character. (Look through the book for reminders, if needed.)
ii. Introduce the book and the character to the reader. iii. Make a statement that includes an opinion. iv. Tell details to explain that opinion.
E. Active Engagement 1. Remind students that they brought a book with them that
included a favorite character. 2. (Refer to the anchor chart as you) Ask the students to look
through the book and consider what opinions they could state about the main character.
3. Have the students talk with their writing partners about their opinions. Encourage them to use details to accompany each opinion.
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4. Listen to the student conversations so you can contrast two or more statements about the same character. Highlight that it is ok if two students think two opposite things about the same character.
F. Link 1. Tell students that their day today will be spent writing letters to
each other, sharing opinions about their favorite characters in their letters.
2. Remind students that they have already talked about some of their opinions with their writing partners (see the Active Engagement portion of this session) which is helpful, because now they can use those ideas in their writing.
3. Encourage students that whenever they write a letter that tells someone their opinion, they should begin by writing the opinion, then writing specific examples about it.
4. Send the students back to their work places to begin writing.
II. Conferring and Small Group Work: Spreading Writing Energy
A. 1-to-1 or Small Group Conferring Your primary goal today is to encourage and excite the students, offering bits of advice along the way. You may also wish to:
1. Use student names in connection with specific positive characteristics you notice in their writing.
2. Watch carefully to see how capably the students use details along with their opinion. (This is the focus of Session 2, so if students are capable with it already, that session may need to be adapted.)
3. Watch for student writing trends.
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B. (Whole Group) Mid-Workshop Teaching: The Structure of a Letter Reiterate (using reference to a particular students question, if possible) the structure of a letter.
1. Greeting: is at the beginning of the letter that identifies the recipient of the letter.
2. Closing: is at the end of the letter and identifies who the letter is from; begins with a capital letter, followed by a comma.
III. Share: Getting Letters to Readers
1. Ask students to return to the meeting place with their pen, letter and the book that they had brought with them earlier.
2. Tell students that after writing a letter, it is, obviously, important to be sure that the letters are given to a reader.
3. Suggest that the letters written today could be given to those who read the books in which those characters are found.
a. Model how the students can fold their letters to fit inside of an envelope, then ask them to do the same.
b. Show the students how to fit the letter inside the envelope, and then tuck the flap inside of the envelope, emphasizing that the envelope should NOT be licked and sealed shut.
c. Distribute an envelope to each student, have them put the letter in, and then tuck the flap inside.
d. Have the students write the title of their book on the front of their envelope.
e. Ask the students to place their envelopes in their book as a surprise for its future readers, and then return the books to their places in the classroom library.
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4. Congratulate the writers on their hard work during the session.
Supplies Needed: Books that include favorite classroom characters, such as Henry
and Mudge, Pinky and Rex, Ruby the Copycat, etc. A touchstone text that has been read to the students prior to
this session (The authors use and later expand upon the book, Mercy Watson to the Rescue, by Kate DiCamillo.)
(Suggested: Paper and markers for creating an anchor chart: Writing an Opinion Letter about a Favorite Character)
Books selected by the students that contain their favorite character. **
Lined writing paper of various sizes and numbers of lines to match varying writer handwriting and stamina.
Envelopes for each student (some may need more than one) * The manual indicated here and throughout the rest of this unit is Writing About Reading, written
by Schwartz, Marron and Dunford; edited by Lucy Calkins, Heinemann, 2013)
**The authors suggest that students be given time to consider a book from home, but in order to
place a note inside of each for future readers, it seems to make better sense to have them use
only books from the classroom library.
You may wish to select a student to help you with a short skit for Session 2 and to give her/him a
copy of the script to practice with you prior to that time. See Fishbowl Skit: Session 2, Page 14 Appendix II and/or in the manual for more information.
The authors reference these touchstone texts throughout this unit that you may wish to read ahead of time:
Mercy Watson to the Rescue (Kate DiCamillo) (2-3 copies will be needed in Session 3)
Poppleton (Book 1) (Cynthia Rylant)
Pinky and Rex and the Bully (James Howe)
Stink and the Incredibly Super-Galactic Jawbreaker (Megan McDonald)
Henry and Mudge and the Forever Sea (Cynthia Rylant)
Mr. Putter and Tabby Bake the Cake (Cynthia Rylant)
Book from the Magic Tree House series (Mary Pope Osborne)
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Anchor
Charts
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Writing an Opinion Letter about
a Favorite Character
1. Think about your opinions about the
character. (Look through the book for
reminders, if needed.)
2. Introduce the book and the character
to the reader.
3. Make a statement that includes an
opinion.
4. Tell details to explain that opinion.
Anchor Chart: Writing an Opinion Letter about a Favorite Character, S1P6
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Uncovering Our Opinions about
Books
Writers can study:
characters
favorite parts
pictures
(after the Mid-Workshop Teaching portion of Session 3, add:)
book or chapter titles
(after the Share portion of Session 3, add:)
front cover
(After the Share portion of Session 9, add:)
lessons
Anchor Chart: Uncovering Our Opinions about Books, S3P21-23
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Helpful Linking Words
(begin with the following point during the Share portion of Session 2)
Write your opinion, then add:
Because (then tell the reason)
(add the following point during the Share portion of Session 4)
For example (then give examples from the book that ell more about
the situation)
(add the following during the Mid-Workshop Teaching portion of Session 9)
One reason Also And Another reason
Anchor Chart: Adding Evidence to Clarify Your Opinion, S2P18, S4P34-35, S9P70
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Beginning an Opinion
Letter to a Friend
1. Think about who you are writing to.
2. Consider whether or not the person you are
writing to has read the book.
a. For readers who have read the book:
i. Picture yourself talking to the person you
are writing to.
ii. Begin to tell about the part that you
would really talk about if you were really
sitting together.
b. For readers who have not yet read the book:
i. Tell the name of the main character. (OR)
ii. Explain a little bit about the main
character. (OR)
iii. Explain a fact related to the title of the
story (who, what, when, where, why, or
how Mercy Watson did her rescuing). iv. (Anything else?)
Anchor Chart: Beginning an Opinion Letter to a Friend, S5P39-40
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Make It Stronger, Longer
and More Convincing Introduce the book.
Write your opinion.
Give reasonsuse because
Give evidence from the bookuse For example
Talk to your audience.
(Add this part at the end of the Share portion of Session 7.)
Use juicy story words.
(Add this part during the Link portion of Session 9.)
Back it up! Use the book to prove it!
(Add this part at the end of the Connection portion of Session 13.)
Use quotation marks around exact words.
Anchor Chart: Make it Stronger, Longer and More Convincing, S7P50, 56
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Juicy Story Words
Title
Chapter
Main Character
Character
Setting
Plot
Example
Dedication
Title Page
Anchor Chart: Juicy Story Words, S7P55
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Writers Use What They
Notice to Spark New Ideas
This makes me think
The thought I have about this
is
I wonder why?
What is important here?
Sentence Prompts: Writers Use What They Notice to Spark New Ideas, S8P61
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Writers Refer to Their Books To
Correctly spell the names of the
books title, author and character(s)
Remember the story.
Retell parts as evidence.
Uncover new details.
Develop new ideas and opinions.
Anchor Chart: Writers Refer to Their Books To S8P63
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Lessons from Pinky and Rex
Bullies can be mean.
Its embarrassing when a bully attacks you.
Bullies can make you unsure of
yourself.
You should be able to like any
color you want.
Anchor Chart: Lessons from Pinky and Rex S9P73-74
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We Use Capitals in Our Writing for The beginning of a sentence.
It was getting later.
The first letter in persons name. Mercy Watson
The first letter in all the words in the title
of a place or business.
New York City
Hudson Books
All the letters in a word to show that the
word is loud or important.
CRASH!
Anchor Chart: We Use Capitals In Our Writing forS10P78
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Extras Writers Can Add
Decorations that share a fun detail from the
book.
Big words that take up a lot of the page.
Pictures of the covers of all the books in the
series.
Words written in fancy fonts or fonts that
match what they mean.
Words and letters made out of pictures.
Chapter titles that are jokes.
Maps that go with the story.
Pictures that go across pages.
Anchor Chart: Extras Writers Can Add, S11P87-88
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Introducing Your Quotes
For example, in the book it says
On page___, you can read
The author writes it like this (manual, page 107)
Anchor Chart: Using a Quote? S13P107
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Exploring the Lay of the Land
Look at:
The front cover
The blurbs on the back cover
The table of contents
The chapter titles
The pictures
Anchor Chart: Exploring the Lay of the Land S14 P115-116
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Using Punctuation
(Use for the first sample sentence)
What Does it Look
Like?
What Should We Call
It?
When Can We Use It?
dash
1. To say more about the
writing that comes
before it.
()
parentheses
Before and after
giving away a
little secret.
When you want
to say something
smirky.
(Add the following for the second sample sentence)
What Does it Look
Like?
What Should We Call
It?
When Can We Use It?
,
comma
To give the
reader a pause.
To separate
items in a list
Anchor Chart: Using Punctuation, S15P121-122
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Introductions and Conclusions Can Have
Introductions Conclusions
Anchor Chart: Introductions and Conclusions Can Have S16P133
sneak peek final words
title and author
award name
questions
quotes
suggestions
pop-out words:
bold, underlined,
capitalized
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A Writers Goal-Setting Process
Set Goal
Meet Test New
Goal Strategies
Anchor Chart: A Writers Goal Setting Process S18 P148-149
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Graphics Courtesy of:
www.mycutegraphics.com
FrontCoverBendICoverSession1FinalAnchorChartsCoverAnchor ChartsGraphicsCourtesyOfCover