writing lesson

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Montgomery County Community College *

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304

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Communications

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Feb 20, 2024

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docx

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Uploaded by LieutenantFogDugong11

W I L M I N G T O N U N I V E R S I T Y C O L L E G E O FE D U C A T I O N Teaching and Learning Roadmap Lesson Title: My Opinion Matters! Subject/Topic Area: Writing Grade or Developmental Level: 2 nd Grade Context for Learning: What do students already know that is relevant to this activity, or what skills do they already have, and how do you know it? Are the students interested and ready to engage? What factors might enhance or impede learning, and how will you address them? Students are interested and ready to engage. The factor that will enhance their learning is that their opinion matters. Students already know about field trips and how to write full, complete sentences. Standards: What Standard(s) will be addressed by this activity? Common Core? NGSS? Etc. W.S.2.1 W.S.2.2 Essential Question(s): What open-ended questions will be used to stimulate student interest and thinking? - What is an opinion? - What is a paragraph? - What is your favorite place to go on a field trip and why? Activity Objectives/Goals: Describe the activity’s objectives and desired outcomes in terms of what the students will know and be able to do at the conclusion of the activity. Students will write an opinion paragraph Measuring Success: Describe how you determined levels of relevant learner knowledge and skill before the activity, and how you will measure learning during and after the activity. (Pre-Assessment, Formative Assessment, Summative Assessment) Measure the students success by how they answer the essential questions. The teacher will measure the students success on how they write a paragraph. Activity Structure: 1 | P a g e

Describe how the activity will unfold from beginning to end, its timing and pacing, and how the activity will provide opportunities for deeper, higher- level thinking and learning (the top of Bloom’s taxonomy). 60 minutes Total: 5 minutes (Introduction): - Ask students to close their eyes and imagine the most amazing place the class could go for a field trip. When they have a place in their mind, ask them to give a thumbs-up. - Explain that today the students are going to get a chance to write an opinion paragraph that convinces you to take them to a particular place for a field trip. Teacher Modeling (10 minutes): - Have students share their ideas with the group on what they think an opinion is. Clarify as needed by saying “an opinion is your view or feeing about something”. - Model the paragraph structure as follows (example uses the aquarium) - Explain that you just wrote a paragraph where you gave an opinion. Guided Practice (10 minutes) - Ask students to share out where they think the best field trip locations are. - Record student thinking on a chart, writing “The best place to go on a field trip is...” - Have students choose one location from the board and discuss with a partner one reason the location is the best. Have them write up their reason on a sticky note and then attach to the chart by their location. - Model taking one of those locations and the associated reasons and turning it into a paragraph with help from the students. - Point out the use of linking words such as “because” and “also” in the model paragraph. 2 | P a g e

3 | P a g e Independent working time (20 minutes) Pass out the Field Trip Opinion worksheets and have the students use them to create their own paragraphs. Assessment (5 minutes) Collect student work samples to assess whether students are able to include all parts of a paragraph and are able to share an opinion. Review and closing (5 minutes) Invite 2-5 students to share their opinion paragraph with the class. Ask students to think about whether they are convinced that each speaker's field trip location is the best as they listen to the work samples read aloud. Close by telling the students you will carefully read over each paragraph and consider each field trip location carefully.

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Instructional Strategies/Differentiation: Describe the research-based best practices that will be employed (or relevant learning theories) and why they were selected. How will you DIFFERENTIATE INSTRUCTION to maximize the learning of all students by offering multiple ways to learn content or skills and to demonstrate that knowledge. There are three main instructional elements that you can adjust to meet the needs of your learners: CONTENT —the knowledge and skills students need to master; PROCESS —the activities students use to master the content; and/or PRODUCT —the method students use to demonstrate learning. Examples of differentiating CONTENT: Tiered lessons are a good way to differentiate content. In a tiered lesson students are exposed to a math concept at a level appropriate for their readiness. Examples of differentiating PROCESS : Provide resource materials at varied levels of readability and sophistication; Provide teacher-led mini-workshops on varied skills at varied levels of complexity to support student work; and use both like-readiness and mixed-readiness work groups. Examples of differentiating PRODUCT : Read and write learners write a book report; visual learners create a graphic organizer of the story; auditory learners give an oral report; and kinesthetic learners build a diorama illustrating the story. During this lesson plan, demonstrating, active learning, and differentiated instruction will be employed. Demonstrating is the teacher using the whiteboard to show how to write a paragraph. Active learning is engaging the students with sharing their favorite place for a field trip. Differentiated instruction will be employed with diverse learning styles in the classroom. The teacher will accommodate individual differences and group differences by adjusting the method of teaching if need be. For the partner activity, the teacher will group students effectively. Application: Describe the opportunities that will be provided for the students to apply the knowledge and/or practice the skills learned. The students will have the opportunities to provide their knowledge by writing their opinion in a paragraph with the topic of being the best place for a field trip. Technology: Describe the instructional and/or technology/assistive technology that will be incorporated into the activity and how this will enhance learning purposefully. Describe how you will use technology to manage and document the learning process and access sources of information that are developmentally appropriate, relevant and interesting. No technology will be used. Personalized Learning: Describe how you will personalize learning to accommodate differences in students’ learning styles, interests, culture, language etc., and what opportunities will be provided to help students assume more responsibility for their own and others’ learning. To accommodate students’ learning styles, if a student cannot think of a place, a field trip idea can be provided. If students need help writing a paragraph, they can look at the board to see what a paragraph should include. Resources/Materials Needed for the Lesson: List the resources necessary for the activity’s success. - Chart Paper - Sticky notes - Class copies of the Field Trip Opinion worksheet - The Best Vacation worksheet - The Best Food worksheet Learning Environment: 4 | P a g e

Describe how you will create an appropriate learning environment for this activity (physical, emotional, aesthetic, social/interactional, leadership, sensory, etc.) -Students will be learning in a positive environment. -Students will be learning in a social/interactional environment by interacting with his/her peers and the teacher. - Visual learning will be provided using the worksheet and whiteboard Extensions Describe the activities that will enable students to apply their new knowledge and skills in different ways and/or in unfamiliar situations. - Students will apply their new knowledge and skills in unfamiliar situations by using their opinion and can learn how to write paragraphs to make a story. Follow-Up Describe the intermittent reinforcement strategies that will deepen student thinking, interconnect concepts, and improve relevant skills, and when they will occur.  How could I improve this lesson?  What worked well during this lesson?  Were the students engaged? Additional Information Identify anything else that you feel is important to include in this activity plan. N/A 5 | P a g e

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