writing lesson

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School

Montgomery County Community College *

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304

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Communications

Date

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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