NAME: Raélene deArmas DATE of LESSON: 7 March 2019

DURATION of LESSON: 40-45 minutes SUBJECT: Language Arts GRADE: 5

LESSON edTPA #4 TITLE OF LESSON: Research and Opinion Writing

Central Focus of Unit:
Central Focus: Students will compose a persuasive letter stating their opinion on why someone they know
should visit their researched United State.

Essential literacy strategy: Students will support their opinion with reasons validated by evidence or examples
from multiple resources.

Standards:
CCSS.ELA-LITERACY.W.5.1.A: Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.1.C: Link opinion and reasons using words, phrases, and clauses
(e.g., consequently, specifically).
English Language Development (ELD) Standards:
Emerging: Section 2.1 Engaging Information and Ideas: Contribute to conversations and express ideas by
asking and answering yes-no and wh- questions and responding using gesture, words and simple phrases.
Section C 2.11.a. Supporting opinions: Support opinions by expressing appropriate/accurate reasons using
textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial
support.
Section 2.2.b: Apply growing understanding of how ideas, events, or reasons are linked throughout a text using
a variety of connecting words or phrases (e.g., for example, in the first place, as a result) to comprehending
texts and writing texts with increasing cohesion.
Expanding: Section 2.1 Contribute to class, group and partner discussions by listening attentively, following
turn-taking rules and asking and answering questions.
Section C 2.11.a. Supporting opinions: Support opinions or persuade others by expressing appropriate/accurate
reasons using some textual evidence (e.g., para- phrasing facts from a text) or relevant background knowledge
about content, with moderate support.
Section 2.2.b: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using a
select set of everyday connecting words or phrases (e.g., first/next, at the beginning) to comprehending texts
and writing basic texts.
Bridging: Section 2.1 Contribute to class, group and partner discussions by listening attentively, following turn-
taking rules and asking and answering questions.
Section 2.2.b: Apply increasing understanding of
 how ideas, events, or reasons are linked throughout a text
using an increasing variety of academic connecting and transitional words or phrases (e.g., consequently,
specifically, however) to comprehending texts and writing cohesive texts.
Section C 2.11.a. Supporting opinions: Support opinions or persuade others by expressing appropriate/accurate
reasons using detailed textual evidence (e.g., quoting the text directly or specific events from text) or relevant
background knowledge about content, with mild support.

Instructional Learning Objectives:

Students will be able to state an opinion and logically organize supportive reasons justified by evidence and
examples with opinion based transitions (words, clauses, phrases) in order to practice the skill of persuasion.

Students will be able to state an opinion and logically organize supportive reasons justified by cited evidence
and examples with opinion based transitions (words, clauses, phrases) in order to complete a rough draft with
opinion based writing conventions.
Language Function:
Students will justify their opinion writing by using valid reasoning and relevant and sufficient evidence in order
to show understanding of how to organize and construct an opinion writing piece.

Academic Language Requirements:

Text Types/Structures (Syntax)
Language Frames/Supports (Discourse)
Opinion writing
- State the topic and opinion
- Supportive reasons with evidence/examples and transitions
- Conclusion to restate opinion
Rephrase a question into a response/statement during
collaborative conversations.
Opinion transitions sentence frames:
“In my opinion…”
“Another reason…”
“For instance/example…”
“All in all…”

Resources and Materials:

 Opinion writing focused graphic organizer
 Document Camera
 Chart paper
 Transitions worksheet
 Graphic organizer: stated opinion, 3 reasons, 3 pieces of evidence/examples, and transitions

Student Prior Knowledge:

Based on previous class collaborative discussions and individual work, students completed both the fact sheet
and the 1st stage graphic organizer and participated in a “teacher conference.” At the teacher conference a
checklist was present for the students to monitor their work as well as to see what they needed to add or adjust
on their own graphic organizer. Students were instructed to select supportive opinion based transitions to use in
their writing that would portray their stated opinion as persuasive and their writing flow smoothly.

Formal and Informal Assessments:

Day 1
Informal assessment: students will complete a final graphic organizer with a hook (attentions grabber), a stated
opinion, 3 supportive reasons justified by 3 pieces of evidence and examples. The organizer will also have the
transitions that students chose during a previous lesson.
Day 2
Formative (informal) assessment: when finished with the 1st stage graphic organizer, transitions worksheet and
the 2nd stage graphic organizers students will begin to compose their rough drafts of a persuasive letter with all
the elements of an opinion writing format.
I will analyze their rough drafts to see if students were able to write in a letter format, state an opinion, provide
logical supportive reasons, provide evidence and examples from multiple resources and write using transitions
for a more united writing style.

Procedure-Instructional Strategies and Learning Tasks to Support Student Learning:

INTRODUCTION/ANTICIPATORY SET:
- Call students down to the carpet. Ask students to share with their neighbor(s) 1-2 transitions they selected to
use on their worksheet and for their writing later in the unit.
Provide students 2 minutes to share. Allow a few students to volunteer what they shared with their neighbors.
- I will model for students how to complete the 2nd stage graphic organizer complete with boxes for 3 reasons,
supportive evidence and examples, and transitions. I will guide students through the process by having students
think-pair-share with their neighbors on how I can write a sentence of substance with a transition (phrase,
clause, word) supportive reason and a piece of evidence or example.
Provide students 2 minutes to share. Allow a few students to volunteer what they shared with their neighbors.

I DO:
• Explicit/Direct Instruction
• Model for students:
- Create a sentence that would make my opinion sound credible and strong. The goal: to persuade
someone to visit my selected United State. Display the importance of drafting out one’s ideas to check if
it is logical, convincing and is fluid.
• Monitor students and be an active presence during independent work time to answer questions or redirect.
• Provide the majority of instruction time for students to complete the 2nd stage graphic organizer.
• Conduct “teacher conferences” as well as model for students how to sign up.
- For a “teacher conference.” Call their attention when students begin to finish their graphic organizers or
are already finished. On the chart board, students will write their name in a list format. Here they will
wait their turn instead of interrupting the instructor if there is a conference in progress.
• While conducting “teacher conferences” prompt students with questions to help with self-edit skills: “What is
your writing about?” “Why do you believe this fact/detail is supportive of your opinion?”
WE ALL DO:
• Respect the speaker’s turn to share and use proper/practiced etiquette of collaborative conversations agreed
upon by the class at the beginning of the year.
- Build on comments of others appropriately - Stay on topic throughout the discussion.
- Pose and respond on the comments of others appropriately - Support our peers
YOU DO TOGETHER:
• Collaborative Learning
• Productive group work. Support each other-ask, offer, accept, and decline help. Students work in pairs, triads
& whole group activities.
• Think-Pair-Share: students share their previous knowledge with one another.
• Understand the importance of drafting before finalizing their writing.
YOU DO ALONE:
• Complete task assignment individually with a productive mindset.
• Complete the graphic organizer that will be used for a rough and final draft later in the unit.
• Check their own understanding by asking question to me or their peers.

Differentiated Instruction:
• Spanish-only students are seated strategically on the collaborate carpet and tables next to peers who are
bilingual and able to answer any questions, ask prompting questions during discussion and share ideas when
writing the letter home.
• I will pull students who have grade low lexile levels which may affect their writing process, need redirection
or prompting during the time allotted specifically for students to complete the organizer.
• Spanish-only students will have a translated 2nd stage graphic organizer.
• During the “teacher conferences” to include my Spanish only students, I will ask my bilingual students to
volunteer to help translate in order to check for student content understanding.

CLOSURE:
I will provide students the rest of the instruction time to complete the 2nd stage graphic organizer and when
finished work on completing their rough drafts. I will be available for questions, redirection or guidance. Inform
students to make sure to include their names and numbers as well as collect the library materials used for
research.
- Students who do not complete their graphic organizers may be pulled during independent reading
time to finish.
As students complete their graphic organizer they will schedule a “teacher conference” with me in order to
practice advocating their ideas and determining if their reasons are persuasive. Students will share their stated
opinion, their 3 supportive reasons and why they chose the evidence or examples they have recorded.