LANGUAGE ARTS:

WRITING:
Essential Question: How can opinion writing help me make and defend important decisions?

Big Ideas/Enduring Understandings: Literacy expands one’s understanding of the world, others, and oneself.
Writing can be used to help explore what you are learning or to share what you have learned.

Unit Vocabulary: argue, categorize, claims, debate, decisions, defend, evaluate, explain, judgments, opinion,
persuade, rank, reasons, reviews, sort, supporting details, take a stance, teaching a topic

Learning Target: I can state my opinion on a topic or a book.

Warm-Up: Movement Activity: "Karate Writing" use as a transition to clean up previous activity and get students
ready to begin Writer's Workshop. Sight Word flip-out activity; Singular and Plural Nouns Sorting Review;

Opening: Review and discuss: Writing Standard, Opinion and Fact Anchor Charts. Read and discuss the
mentor text: Duck! Rabbit! by Amy Krouse Rosenthal and Tom Lichtenheld

Work Time: Ask and discuss: How many think the main character is a duck? a rabbit? Graph student
responses. Ask: Is it a duck? Is it a rabbit? Call on volunteers to share their opinions. Encourage students
to provide valid reasons to support their decision.Create a chart together coming up with reasons that
support the main character is a duck or a rabbit. Pass out the Duck! Rabbit! Opinion Writing Paper.
Students will draw an image of a duck or a rabbit that represents their opinion. Students will write 3
reasons to support their opinion. Use the established signals to dismiss students from the mini-lesson to
small-group writing instruction. Monitor and assist students as needed throughout the lesson.
(2-day lesson)

Closing: Summary: Review today's learning target and lesson; Call on students to share their drawings
and their opinions. Share Time: 2-3 students daily.
Independent Work:

Differentiation: Remediation: Reading Bitmoji Room provides additional support in Language Arts aligned with
this week's lessons. Provide students copies of Anchor Charts; Students can refer to the mentor texts as needed
one-on-one help from teacher; peer support; Student dictionaries with high frequency words and spaces allotted to
add their own personal words throughout the year; Students can write 1-2 sentences or label pictures; Students can
retell their story to the teacher; paper choices Acceleration: Student dictionaries with high frequency words and
spaces allotted to add their own personal words throughout the year; Students can write 2-6 sentences about their
opinion stories.

Part 2: CRE Action Plan

Fill out the action plan below. Be sure to use citations where appropriate.

Please see the “how you will be graded” section on the next page.

Which part of your curriculum will you reshape to incorporate more CRE practices?

When developing the lessons, the mentor text options that are provided can be changed to culturally
responsive texts that are vetted by our county. This would be a way to provide texts from authors of
various cultural backgrounds and provide texts that explore different focuses that involve political, cultural
or economic focuses (Green, 2023).

Which CRE instructional approaches will you implement to cultivate learning for all?

One of the instructional approaches that I would implement would be collaborative teaching. This would
allow for the teachers with different cultural backgrounds to both bring their experiences to the teaching
and planning involved. Collaborative teaching would also be an appropriate way for teachers to work on
accommodating students with disabilities to ensure their access to the general education standards
(Green, 2023).

In what ways will you ensure your class/school environment is affirming of all students and their
families?

How will you get support and feedback about your process?

What resources can you use to help novice teachers understand CRE?