constructing multi-paragraph essays: responding to...

©Barbara S. Kehr Ed.D., 12/08, rev. 4/16 May not be reproduced without permission.

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Constructing Multi-Paragraph Essays:

Responding to Narrative, Informational, and Opinion Prompts 1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. CC.1.4.5.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. CC.1.4.5.B Identify and introduce the topic clearly. CC.1.4.5.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension. CC.1.4.5.D Group related information logically linking ideas

within and across categories of information using words, phrases, and clauses; provide a concluding statement or section; include formatting when useful to aiding comprehension. CC.1.4.5G Write opinion pieces on topics or texts. CC.1.4.5.H Introduce the topic and state an opinion on the topic. CC.1.4.5.I Provide reasons that are supported by facts and details; draw from credible

sources. CC.1.4.5.J Create an organizational structure that includes related ideas grouped to

support the writer’s purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion.

CC.1.4.5.M Write narratives to develop real or imagined experiences or events. CC.1.4.5.N Orient the reader by establishing a situation and introducing a narrator and/or characters. CC.1.4.5.O Use narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely. CC.1.4.5.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events. CC.1.4.5.E, K, Q Write with an awareness of style.

• Use precise language and domain-specific vocabulary to inform about or explain the topic.

• Use sentences of varying length. • Expand, combine, and reduce sentences for meaning, reader/listener interest, and

style.


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CC.1.4.5.F, L, R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.5.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CC.1.4.5.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

Know, Understand, Do

Know • A strategy for organizing narrative, informational, and opinion writing • Strategies for writing effective leads and conclusions • Words for creating effective transitions between sentences and paragraphs

Understand When writing to tell about a personal experience, share information, or convince someone of something, there is a predicable structure that a writer can follow. Do

• Write a multi-paragraph narrative essay about a personal experience • Write a multi-paragraph informational essay • Compare and contrast informational and narrative writing • Write a multi-paragraph opinion essay in response to a written prompt • Construct support for a point of view different from one’s own


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Unit Essential Question: What structure can a writer follow to compose an essay for a specific purpose?

Key Learning: When writing to tell about a personal experience, share information, or convince someone of something, there is a predicable structure that a writer should follow.

Concept: Narrative Writing

Concept: Informational Writing

Concept: Opinion Writing

Learning Essential Questions: What pre-writing, lead, and conclusion help to create a well-written narrative essay?

Learning Essential Questions: What pre-writing and transitional words help me to write an effective informational essay? How are narrative and informational writing alike and different?

Learning Essential Questions: How can I organize my thought to write an effective opinion essay? How can I make my opinions more flexible and easier to support? How might understanding someone else’s perspective on an issue help me to write a more convincing opinion essay?

Vocabulary: Narrative Lead Conclusion

Vocabulary: Informational Transitions

Vocabulary: Persuasive Opinions/facts Qualifiers

Additional Information/Resources: Narrative example – The Year of the Perfect Christmas Tree by Gloria Houston Informational example – Dr. Mr. Blueberry by Simon James Opinion example – The Wretched Stone by Chris VanAllsburg


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Launch Activity Give each small group of students a collection of picture books, articles, letters, and essays to read. Ask the students to place a post-it note on each piece of writing telling why they think the author wrote this text. When the students have all of the texts labeled, have them sort the books into categories based on the identified author’s purpose. Have the groups complete a museum tour, visiting each group’s categorized texts. Ask the students to share some of the reasons they found that authors write texts. Record their ideas using the computer and projection device. Explain to the students that authors have three main purposes for writing: to narrate a story, to inform readers, and persuade readers about their point of view. Have the students categorize their list of reasons that authors write texts under each of the three main headings. Introduce the vocabulary terms narrate, inform, and persuade using a matrix. Have students write the definition and draw a picture as a reminder for each type of writing. Tell the students that in this unit they will be learning how to write effective pieces that narrate, inform, and persuade, or give an opinion. Explain to them that the ability to write in these three modes is a skill they will need throughout their lives as well as on the state writing assessment. Show the student learning map and talk about its content. Give the students their own copy of the map to put into their writing folders.


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Lesson 1 LESSON TOPIC: NARRATIVE WRITING ESSENTIAL QUESTION: WHAT PRE-WRITING, LEAD, AND CONCLUSION HELP TO CREATE A WELL-WRITTEN NARRATIVE ESSAY? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -WHAT DO STUDENTS NEED TO LEARN TO BE ABLE TO ANSWER THE ESSENTIAL QUESTION? STRATEGIES FOR WRITING LEADS FORMAT OF THE PRE-WRITING ORGANIZER STRATEGIES FOR WRITING CONCLUSIONS

- ACTIVATING STRATEGY: READ ALOUD THE YEAR OF THE PERFECT CHRISTMAS TREE BY GLORIA HOUSTON. ASK THE STUDENTS WHY THE AUTHOR WROTE THIS STORY. WAS IT TO INFORM, TO PERSUADE, OR TO TELL A STORY? REVIEW THAT THIS TYPE OF WRITING IS REFERRED TO AS NARRATIVE WRITING. ACCELERATION/PREVIEWING (KEY VOCABULARY) COMPLETE A FRAYER TO HELP DEFINE NARRATIVE WRITING INTRODUCE TYPE OF LEADS AND CONCLUSIONS FOR NARRATIVE WRITING USING THE NARRATIVE WRITING ORGANIZER TEACHING STRATEGIES GRAPHIC ORGANIZER: NARRATIVE WRITING ORGANIZER INSTRUCTION • INTRODUCE THE PRE-WRITING GRAPHIC ORGANIZER FOR NARRATIVE

WRITING. HAVE STUDENTS DRAW A SYMBOL NEXT TO EACH OF THE LEAD TYPES AS A MNEMONIC REMINDER.

• INTRODUCE THE NARRATIVE PROMPT – EVERYONE HAS HAD EXPERIENCES THAT THEY KNOW THEY WILL NEVER FORGET. THINK OF AN EXPERIENCE THAT YOU KNOW YOU WILL ALWAYS REMEMBER. WRITE ABOUT THAT EXPERIENCE. REMEMBER TO INCLUDE DETAILS THAT WILL HELP YOUR READER TO UNDERSTAND YOUR EXPERIENCE.

• HAVE STUDENTS BRAINSTORM EXPERIENCES TO WRITE ABOUT IN COLLABORATIVE PAIRS.

• MODEL TOPIC SELECTION USING A THINK ALOUD. HAVE STUDENTS SELECT A TOPIC FOR THEIR ESSAYS AND SHARE WITH THEIR PARTNERS.

• MODEL WRITING A LEAD USING ONE OF THE STRATEGIES. ASK THE STUDENTS WHICH STRATEGY WAS USED. MODEL WRITING A LEAD WITH A DIFFERENT STRATEGY. HAVE STUDENTS IDENTIFY WHICH STRATEGY WAS USED. HAVE STUDENTS WRITE A LEAD USING ONE OF THE TWO MODELED STRATEGIES.

• HAVE STUDENTS WRITE A LEAD USING ANOTHER ONE OF THE STRATEGIES ON THE ORGANIZER. SHARE THIS LEAD WITH THEIR COLLABORATIVE PARTNER.

• HAVE A STUDENT SHARE HIS OR HER THREE LEADS.


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• HAVE STUDENTS THINK-INK-SHARE WHAT EACH OF THE LEADS WERE. HAVE STUDENTS SHARE THEIR ANSWERS IN THEIR COLLABORATIVE PAIRS AND DISCUSS WHICH LEAD WAS THE MOST EFFECTIVE AND WHY. HAVE A FEW STUDENTS SHARE THE REASONS THEY SELECTED A PARTICULAR LEAD AS MOST EFFECTIVE.

• HAVE STUDENTS SELECT THE BEST LEAD TO USE WITH THEIR OWN ESSAY.

• MODEL FOR THE STUDENTS COMPLETION OF THE GRAPHIC

ORGANIZER USING THE TOPIC SELECTED FOR WRITING. THINK ALOUD THE EVENTS YOU WILL SELECT TO USE AND SOME OF THE DETAILS THAT WILL BE INCLUDED.

• HAVE STUDENTS COMPLETE THE GRAPHIC ORGANIZER AS THE PRE-WRITING TO THEIR NARRATIVE ESSAY.

• COLLABORATIVE PAIRS – 1S TALK THROUGH YOUR ORGANIZER WITH YOUR PARTNER. 2S LISTEN FOR DETAILS THAT ARE MISSING OR THINGS THAT ARE NOT CLEAR. GIVE TWO PRAISES AND A QUESTION FOR CLARIFICATION. REVERSE ROLES.

• ASSIGN STUDENTS TO WRITE A NARRATIVE MULTI-PARAGRAPH ESSAY FROM THEIR ORGANIZER.

• EXPLAIN FIVE TYPES OF CONCLUSIONS. ASK STUDENTS WHICH OF

THE CONCLUSION STRATEGIES SEEM SIMILAR TO A LEAD STRATEGY. • MODEL USING YOUR QUESTION LEAD AS A BASIS FOR WRITING YOUR

CONCLUSION. HAVE STUDENTS WRITE A CONCLUSION USING THE SAME METHOD. HAVE A FEW STUDENTS SHARE THEIR CONCLUSIONS.

• MODEL WRITING A CONCLUSION WITH ANOTHER OF THE METHODS. HAVE THE STUDENTS WRITE AN ALTERNATIVE CONCLUSION USING THAT METHOD. HAVE A FEW STUDENTS SHARE EACH OF THEIR TWO CONCLUSIONS, AND HAVE THE CLASS VOTE ON WHICH OF THE TWO IS BETTER.

• SHOW PRE-WRITTEN MODELS OF EACH OF THE OTHER TYPES OF CONCLUSIONS. HAVE THE STUDENTS SELECT ONE OF THESE TO TRY. HAVE A FEW VOLUNTEERS SHARE ALL THREE OF THEIR CONCLUSIONS. IN COLLABORATIVE PAIRS, HAVE THE STUDENTS DISCUSS WHICH CONCLUSION IS THE MOST EFFECTIVE AND WHY.

• GIVE STUDENTS A PAGE OF LEADS AND CONCLUSIONS. HAVE THEM SORT THEM AS EFFECTIVE OR INEFFECTIVE. THEN HAVE THEM DISCUSS WHICH TYPE OF LEAD OR CONCLUSION EACH ONE IS.


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SUMMARIZING STRATEGY 3-2-1 THREE WAYS TO BEGIN A NARRATIVE ESSAY TWO WAYS TO CONCLUDE A NARRATIVE ESSAY ONE THING TO REMEMBER ABOUT THE NARRATIVE WRITING ORGANIZER.


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Definition in my own words Characteristics

Examples Non-examples

Narrative Writing


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Narrative Writing Organizer Introduction

Choose an interesting way to introduce your topic: □ Question □ A bold and challenging statement □ A quotation □ A personal experience

Event

Details

Event

Details

Event

Details

Conclusion

Choose an interesting way to end your piece: □ A question that involves the reader □ A statement echoing an idea from your piece □ A personal comment or response □ A forceful argument □ A final conclusion you want the reader to remember


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Lesson 2 LESSON TOPIC INFORMATIONAL WRITING ESSENTIAL QUESTION WHAT PRE-WRITING ORGANIZER AND TRANSITIONAL WORDS HELP TO CREATE A WELL-WRITTEN INFORMATIONAL MULTI-PARAGRAPH ESSAY? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - WHAT DO STUDENTS NEED TO LEARN TO BE ABLE TO ANSWER THE ESSENTIAL QUESTION? FORMAT OF THE PRE-WRITING INFORMATIONAL WRITING ORGANIZER, EXAMPLES OF TRANSITION WORDS ACTIVATING STRATEGY READ ALOUD DEAR MR. BLUEBERRY BY SIMON JAMES . ASK THE STUDENTS WHY THE AUTHOR WROTE THIS BOOK. WAS IT TO INFORM, TO PERSUADE, OR TO TELL A STORY? EXPLAIN THAT ALTHOUGH THIS TEXT HAS FICTIONAL ELEMENTS, THE AUTHOR WROTE IT TO GIVE THE READER INFORMATION ABOUT WHALES. ACCELERATION/PREVIEWING (KEY VOCABULARY) INFORMATIONAL WRITING- WORD SPLASH OF TRANSITION WORDS. HAVE STUDENTS BRAINSTORM HOW THE WORDS ARE RELATED TO THE TOPIC OF INFORMATIONAL WRITING AND WRITE A PREDICTION OF HOW THEY ARE USED IN INFORMATIONAL TEXTS. EXPLAIN THAT THESE ARE KNOWN AS TRANSITION WORDS, AND THAT THEY ARE USED TO ENHANCE A WRITER’S STYLE BY SHOWING A CONNECTION BETWEEN SENTENCES.


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TEACHING STRATEGIES • INTRODUCE THE PRE-WRITING GRAPHIC ORGANIZER FOR

INFORMATIONAL WRITING • INTRODUCE THE INFORMATIONAL PROMPT – HEROES ARE USUALLY

THOUGHT OF AS FAMOUS PEOPLE IN THE WORLD OF MUSIC, SPORTS, OR GOVERNMENT. BUT MOST PEOPLE HAVE A PERSONAL HERO: SOMEONE THEY KNOW WHO IS A HERO TO THEM. WRITE ABOUT YOUR PERSONAL HERO, INCLUDING SPECIFIC EXAMPLES OF THE QUALITIES AND ACCOMPLISHMENTS OF THAT PERSON THAT MAKES HIM OR HER A HERO TO YOU.

• MODEL TOPIC SELECTION USING A THINK ALOUD. HAVE THE STUDENTS THINK-INK-SHARE PEOPLE THEY MIGHT WRITE ABOUT AS PERSONAL HEROES. HAVE STUDENTS MOVE AROUND THE ROOM, SHARING THEIR IDEAS WITH FOUR DIFFERENT PARTNERS.

• MODEL FOR THE STUDENTS COMPLETION OF THE GRAPHIC ORGANIZER USING THE TOPIC SELECTED FOR WRITING. THINK ALOUD THE EVENTS YOU WILL SELECT TO USE AND SOME OF THE DETAILS THAT WILL BE INCLUDED. HAVE STUDENTS COMPLETE THE GRAPHIC ORGANIZER AS THE PRE-WRITING TO THEIR INFORMATIONAL ESSAY.


• ASSIGN STUDENTS TO WRITE AN INFORMATIONAL MULTI-PARAGRAPH ESSAY FROM THEIR ORGANIZER.

• EXPLAIN TO THE STUDENTS THAT THERE ARE THREE TYPES OF TRANSITIONAL WORDS THEY WILL BE LEARNING ABOUT: TIME WORDS, WORDS THAT COMPARE OR CONTRAST, AND WORDS FOR ADDING INFORMATION. MODEL THE ADDITION OF TRANSITIONAL WORDS TO THE TEACHER-DEVELOPED ESSAY.

• HAVE STUDENTS CIRCLE THE TRANSITION WORDS IN THEIR DRAFTED ESSAY. ASSIGN STUDENTS TO LOOK BACK AT THE WORD SPLASH AND TRANSITION WORDS ORGANIZER AND SEE IF THERE ARE ADDITIONAL OR BETTER TRANSITION WORDS THAT SHOULD BE INCLUDED IN THE REVISION OF THEIR ESSAYS.

• COLLABORATIVE PAIRS – 1S TELL 2S THREE CATEGORIES OF TRANSITION WORDS; 2S TELL 1S AN EXAMPLE OF A TRANSITION WORD IN EACH OF THE THREE CATEGORIES.

SUMMARIZING STRATEGY THE IMPORTANT THING ABOUT INFORMATIONAL WRITING


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Time Words

First, second, third Though

Soon Then

Meanwhile Finally

Comparison/Contrast

Also Although In the same way

Similarly However On the other hand

Likewise But Add information

Again For instance

Also Additionally

For example Finally


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Word Splash

The Important Thing The important thing about informational writing is But the most important thing about informational writing is


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Informational Writing Organizer

Opening Paragraph An introduction to the topic, mentioning each detail

Main Idea #1 Main Idea #2 Main Idea #3

Supporting details ▪

▪

▪

Conclusion A personal statement

A summary


▪

▪


▪

▪


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Lesson 3 Extending Thinking Lesson – Compare and Contrast

ESSENTIAL QUESTION: HOW ARE NARRATIVE AND INFORMATIONAL ESSAYS ALIKE AND DIFFERENT? MINI-LESSON:

• REVIEW WHAT STUDENTS REMEMBER ABOUT NARRATIVE WRITING. WHAT DID WE DO TO MAKE OUR NARRATIVE ESSAYS MORE INTERESTING?

• REVIEW WHAT THE STUDENTS REMEMBER ABOUT INFORMATIONAL WRITING? WHAT DID WE DO WHEN REVISING OUR INFORMATIONAL PIECES TO IMPROVE OUR WRITING STYLE?

TASK: YOU AND YOUR PARTNER HAVE BEEN MADE “TEACHER FOR A DAY” FOR ONE OF THE SECOND GRADE CLASSROOMS IN OUR SCHOOL. YOUR JOB IS TO HELP THESE STUDENTS UNDERSTAND THE DIFFERENCE BETWEEN NARRATIVE WRITING AND INFORMATIONAL WRITING. TO HELP THEM UNDERSTAND THE SIMILARITIES AND DIFFERENCES BETWEEN THESE TWO WRITING MODES, YOU AND YOUR PARTNER ARE GOING TO PREPARE A PARAGRAPH ON THE SAME TOPIC, BUT WRITTEN FOR A DIFFERENT PURPOSE. ONE OF YOU WILL WRITE TO TELL A STORY ON THE TOPIC, AND THE OTHER PARTNER WILL WRITE TO PROVIDE INFORMATION ON THE TOPIC. BEFORE WRITING, COMPLETE THE GRAPHIC ORGANIZER THAT COMPARES AND CONTRASTS NARRATIVE AND INFORMATIONAL WRITING. BE PREPARED TO SHARE YOUR PARAGRAPHS WITH THE CLASS TO SEE IF THEY CAN DETERMINE THE MODE IN WHICH MODE OF WRITING EACH OF YOU HAS WRITTEN. SUMMARIZE/SHARE: HAVE STUDENTS SHARE THEIR PARAGRAPHS WITH THE CLASS. HAVE EACH STUDENT ANSWER THE LESSON ESSENTIAL QUESTION ON A TICKET OUT THE DOOR.


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Graphic Organizer Concluding project – Select one of the essays that you wrote and choose a format in which to publish it. You may want to publish it as a children’s book, as an editorial in a newspaper, as a letter to some, or in another format of your choice. Revise and edit your writing so that it is your best work. Conference with at least two peers and teacher before you do your final publishing.

Purpose

Beginning

Vocabulary

Conclusion

Let’s compare Narrative writing and Informational writing.

How are they alike?

How are they different?


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Rubric for Assessing Extending Thinking Activity 4 3 2 1 Content Specific,

illustrative content and sophisticated ideas related to the topic are included.

The content is sufficiently developed with adequate elaboration or explanation.

The content is limited with little elaboration or explanation

The content is superficial and/or minimal

Organization Paragraph begins with a topic sentence, includes at least three details that support the topic sentence, and includes a concluding sentence in support of the topic.

Paragraph begins with a topic sentence and includes at least three details that support the topic sentence

Paragraph has a topic sentence and at least two details that support the topic sentence.

Paragraph contains sentences related to the topic, but without a topic sentence, supporting details, and/or conclusion.

Style The lead and conclusion are written using strategies suggested on the graphic organizer; two or more transition words are also used.

The lead is written using a strategy suggested on the graphic organizer; at least one transition word is used between sentences

The lead is written using a strategy suggested on the graphic organizer

The opening sentence does not use one of the suggested strategies for an effective lead or conclusion. Transition words are not used between sentences.

Conventions Writing shows evident control of grammar, mechanics, spelling, usage, and sentence formation.

Writing shows sufficient control of grammar, mechanics, spelling, usage, and sentence formation.

Writing shows limited control of grammar, mechanics, spelling, usage, and sentence formation.

Writing shows minimal control of grammar, mechanics, spelling, usage, and sentence formation.


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Lesson 4 LESSON TOPIC: OPINION WRITING ESSENTIAL QUESTION: HOW CAN I ORGANIZE MY THOUGHTS BEFORE WRITING TO PREPARE A MULTI-PARAGRAPH OPINION ESSAY? HOW CAN I MAKE MY OPINIONS MORE FLEXIBLE AND EASIER TO SUPPORT? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - WHAT DO STUDENTS NEED TO KNOW TO ANSWER THE ESSENTIAL QUESTION? FORMAT OF THE PRE-WRITING ORGANIZER, MEANING OF QUALIFIER WORDS ACTIVATING STRATEGY READ ALOUD THE TEXT THE WRETCHED STONE BY CHRIS VANALLSBURG. ASK THE STUDENTS WHAT “THE WRETCHED STONE” REPRESENTS IN THIS BOOK. ASK THE STUDENTS WHAT MESSAGE THE AUTHOR WAS CONVEYING ABOUT COMPUTERS, TELEVISION, AND OTHER ELECTRONIC DEVICES IN OUR LIVES. ASK THE STUDENTS WHY THE AUTHOR WROTE THIS STORY. WAS IT TO INFORM, TO PERSUADE, OR TO TELL A STORY? EXPLAIN THAT THIS TYPE OF WRITING IS REFERRED TO AS PERSUASIVE OR OPINION WRITING. ACCELERATION/PREVIEWING (KEY VOCABULARY) STATEMENT SORTS–FACTS/OPINIONS, ANTICIPATION GUIDE–QUALIFIERS, FRAYER–OPINION WRITING TEACHING STRATEGIES • INTRODUCE THE PRE-WRITING GRAPHIC ORGANIZER FOR OPINION

WRITING. • INTRODUCE THE OPINION WRITING PROMPT – SOME TEACHERS,

ADMINISTRATORS, AND EDUCATIONAL RESEARCHERS ALSO BELIEVE THAT HOMEWORK IS UNNECESSARY, ALTHOUGH OTHERS THINK IT IS OF GREAT BENEFIT TO STUDENTS. WHAT DO YOU THINK? WRITE AN ESSAY EXPLAINING WHY YOU THINK STUDENTS SHOULD OR SHOULD NOT BE REQUIRED TO DO HOMEWORK. REMEMBER TO INCLUDE DETAILS THAT WILL HELP CONVINCE THE READER TO AGREE WITH YOUR OPINION.

• MODEL COMPLETION OF THE GRAPHIC ORGANIZER USING THE TOPIC SELECTED FOR WRITING. THINK ALOUD THE EVENTS YOU WILL SELECT TO USE AND SOME OF THE DETAILS THAT WILL BE INCLUDED. HAVE STUDENTS COMPLETE THE GRAPHIC ORGANIZER AS THE PRE-WRITING TO THEIR ESSAYS.


• MODEL WRITING A LEAD ON THE POSITION THAT IT IS IMPORTANT TO HAVE HOMEWORK USING ONE OF THE THREE STRATEGIES FROM THE ORGANIZER. HAVE THE STUDENTS WRITE THEIR LEAD AND SHARE IT WITH A PARTNER. ASK STUDENTS IF THEY INCLUDED A QUALIFYING WORD OR PHRASE IN THEIR LEAD.

• REVISE THE MODEL LEAD TO INCLUDE A QUALIFYING WORD OR PHRASE. HAVE STUDENTS REVISE THEIR LEADS TO INCLUDE QUALIFIERS. HAVE


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SEVERAL STUDENTS SHARE THEIR LEADS BEFORE AND AFTER THE QUALIFYING WORDS OR PHRASES WERE ADDED. ASK OTHER STUDENTS IN THE CLASS WHICH STATEMENT MADE THE BETTER LEAD AND WHY.

• COLLABORATIVE PAIRS – 1S TELL 2S THREE QUALIFYING WORDS. 2S TELL 1S WHAT PURPOSE QUALIFYING WORDS SERVE IN OPINION WRITING.

• ASSIGN STUDENTS TO COMPLETE THE ORGANIZER AND THEN DRAFT THEIR ESSAYS. AFTER STUDENTS HAVE FINISHED DRAFTING THEIR OWN PIECES, HAVE THEM EXCHANGE PAPERS WITH A PARTNER AND CIRCLE THE QUALIFYING WORDS OR PHRASES.

SUMMARIZING STRATEGY LESSON REFLECTION QUESTION: WHAT ARE THE IMPORTANT THINGS TO REMEMBER WHEN WRITING AN OPINION ESSAY?

Anticipation Guide – Qualifiers

Before each statement, write yes or no to indicate whether or not you think it includes a qualifier. __________ 1. Hunters are friends of the environment. __________ 2. The South Western School Board should implement year

round schools. __________ 3. Year round schools would probably be good for the students of South Western.

__________ 4. In most cases, wearing uniforms to school would

eliminate the competition some students feel to be the best dressed student in class.

__________ 5. Because they have so many after school activities, most students find it difficult to find time for homework. __________ 6. It is usually better to prohibit gum chewing in school.

__________ 7. Often, professional athletes are paid more than people

who are responsible for the lives and welfare of others. __________ 8. Wearing uniforms to school would take away students’

individually.

__________ 9. Students are too busy with other activities to find time for doing homework.


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__________ 10.Most hunters take care of the woods in which they hunt.

Some words I think are qualifiers: My prediction of the meaning of the word qualifier ______________________

________________________________________________________________


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Definition in my own words Characteristics

Examples Non-examples

Opinion Writing


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Opinion Writing Organizer

Position or Opinion □ Question □ Announcement □ A bold and challenging statement

Conclusion • A personal statement • A prediction • A summary

Reason #1 Reason #2 Reason #3


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Lesson 5

ESSENTIAL QUESTION: HOW MIGHT UNDERSTANDING SOMEONE ELSE’S PERSPECTIVE ON AN ISSUE HELP ME TO WRITE A MORE CONVINCING OPINION ESSAY? MINI-LESSON:

• FIND A PARTNER WHO HAD THE SAME POINT OF VIEW AS YOU DID REGARDING HOMEWORK FOR FIFTH GRADERS. EXCHANGE PAPERS TO READ WHAT YOUR PARTNER HAD TO SAY. USE THE GRAPHIC ORGANIZER TO RECORD YOUR PERSONAL PERSPECTIVES ON THE TOPIC OF HOMEWORK. IDENTIFY THE REASON OR LOGIC BEHIND YOUR PERSPECTIVES. RECORD IT ON THE CHART.

• WHO MIGHT HAVE A DIFFERENT PERSPECTIVE ON THE SUBJECT OF HOMEWORK? WRITE THAT PERSON’S NAME OR CATEGORY ON THE CHART. WITH YOUR PARTNER, PREDICT THAT PERSON’S PERSPECTIVE ON HOMEWORK AND THE REASONS OR LOGIC BEHIND THAT PERSPECTIVE. WRITE AT LEAST THREE REASONS FOR THAT PERSON’S VIEWPOINT ON THE CHART.

• WHAT CONCLUSIONS CAN YOU DRAW ABOUT THE REASONS PEOPLE HAVE DIFFERENT VIEWPOINTS ON THE TOPIC OF HOMEWORK?

• CONCESSIONS CAN HELP TO MAKE YOUR ARGUMENT MORE CONVINCING. CONCESSIONS INCLUDE WORDS SUCH AS THE FOLLOWING: EVEN THOUGH, I AGREE THAT, I CANNOT ARGUE WITH, WHILE IT IS TRUE THAT, ADMITTEDLY, GRANTED.

TASK: 1. CHOOSE ANOTHER TOPIC ON WHICH TO WRITE PERSUASIVELY. SOME

TOPICS YOU MAY WANT TO CONSIDER INCLUDE THE FOLLOWING: • WHETHER STUDENTS SHOULD OR SHOULD NOT BE PERMITTED TO CHEW GUM IN SCHOOL, • WHETHER TELEVISION IS BENEFICIAL OR HARMFUL TO CHILDREN • WHETHER PROFESSIONAL ATHLETES SHOULD OR SHOULD NOT BE PAID MORE THAN PEOPLE IN

OTHER PROFESSIONS • WHETHER STUDENTS SHOULD OR SHOULD NOT BE REQUIRED TO WEAR UNIFORMS TO SCHOOL

2. BEFORE WRITING, COMPLETE THE ANALYZING PERSPECTIVE ORGANIZER TO SHOW BOTH YOUR VIEW AND THAT OF ANOTHER PERSON.

3. COMPLETE THE OPINION WRITING ORGANIZER. 4. WRITE AN EFFECTIVE LEAD THAT EXPRESSES YOUR VIEW WHILE ALSO

POINTING OUT THE THINKING OF THE OTHER VIEWPOINT. 5. AS YOU DRAFT YOUR ESSAY, USE QUALIFYING WORDS AND PHRASES

TO MAKE YOUR POINT OF VIEW MORE FLEXIBLE AND EASIER TO SUPPORT.

6. USE CONCESSIONS IN YOUR TRANSITIONS BETWEEN SENTENCES OR


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Extending Thinking - Analyzing Perspective Issue: Should fifth grade students be given homework? My perspective:

’s perspective:

Reasons for my viewpoint:

1.

2.

3.

Reasons for that person’s viewpoint:

1.

2.

3.

Conclusions about differing viewpoints:

BETWEEN PARAGRAPHS AS YOU REFUTE THE OTHER POSSIBLE POINT OF VIEW.

7. WRITE AN EFFECTIVE CONCLUSION THAT RESTATES YOUR VIEWPOINT WHILE ALSO REFUTING THE OTHER VIEWPOINT.

SUMMARIZE/SHARE: SHARE YOUR ESSAY WITH A PARTNER WHO WROTE ON A DIFFERENT TOPIC FROM THE ONE YOU CHOSE. AS YOUR PARTNER LISTENS, HAVE HIM/HER COMPLETE THE ANALYZING PERSPECTIVE ORGANIZER TO SEE HOW WELL YOU MENTIONED AND REFUTED THE PERSPECTIVE THAT WAS DIFFERENT FROM YOUR OWN.


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Rubric for Assessing Extending Thinking Activity 4 3 2 1 Topic selection

Topic selected is one on which many people have differing viewpoints.

Topic selected is one on which most people agree, but some may have a different viewpoint.

Topic selected is one on which reasonable people would agree.

Topic selected is not well suited to an opinion essay.

Content Specific, illustrative content and sophisticated ideas related to the topic are included.

The content is sufficiently developed with adequate elaboration or explanation.

The content is limited with little elaboration or explanation

The content is superficial and/or minimal

Organization The essay includes and effective lead paragraph, three supporting paragraph, and a concluding paragraph.

The essay includes an opening paragraph, three supporting ideas, and a concluding paragraph.

The essay includes an opening statement, at least two supporting ideas and a restatement of the opening statement.

Paragraph contains sentences related to the topic, but without an opening statement, details, and/or conclusion.

Style The lead and conclusion are written using strategies suggested on the graphic organizer; at least two qualifying words/phrases, and at least two concessions are also used.

The lead and conclusion are written using strategies suggested on the graphic organizer; at least one qualifying word/phrase, and at least one concession is also used.

The lead and/or conclusion are written using a strategy suggested on the graphic organizer. A qualifying word or concession is used.

The opening sentence does not use one of the suggested strategies for an effective lead or conclusion. Qualifying words and concessions are not included.

Conventions Writing shows evident control of grammar, mechanics, spelling, usage, and sentence formation.

Writing shows sufficient control of grammar, mechanics, spelling, usage, and sentence formation.

Writing shows limited control of grammar, mechanics, spelling, usage, and sentence formation.

Writing shows minimal control of grammar, mechanics, spelling, usage, and sentence formation.


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Culminating Activity

How can I share one of my essays with an audience? Writing is usually meant to be shared with an audience beyond the writer. As a student, you often write for just your teacher or your classmates. But, writing beyond school is usually done for a particular audience. Choose one of the pieces of writing you have drafted in this unit, and publish it in a format for an audience. You may choose to write a children’s book, an article, a letter, an editorial, a wiki entry, or any other form of published writing approved by your teacher. Steps: 1. Select one of your pieces of writing that you would like to publish. 2. Determine the audience for your piece. 3. Decide what publication format you would like to use (article, children’s

book etc.) 4. Revise your writing so that it meets the “4” criteria on the writing rubric

that matches the writing mode you are using. 5. Have a peer conference to be sure that your writing has an effective lead

and conclusion, and that you have used transitions between sentences and paragraphs appropriately.

6. Edit your writing for punctuation and complete sentences by starting at the beginning of your essay and going through to the end..

7. Edit your writing for spelling by starting at the end of the essay and touching each word as you check it for the correct spelling.

8. Ask a peer whose writing skills you respect to edit your writing using a different color pen or pencil.

9. Publish your writing in the format you have chosen. Add illustrations, photographs, or any other creative touches that you feel will enhance your project.


28

Culminating Activity Rubrics PSSA GRADES 3–5 NARRATIVE SCORING GUIDELINES Score Point Description

4

• Distinctly established situation/theme that orients the reader and introduces the narrator and/or characters

• Effective narrative pattern that sequences events and provides a conclusion • Thorough elaboration that effectively supports the storyline • Effective use of narrative techniques to develop experiences and events • Effective use of transitions • Precise control of language that conveys experiences and events using concrete words, phrases,

and sensory details • Consistent control of sentence formation • Few errors may be present in grammar, usage, spelling, and punctuation; errors present do not

interfere with meaning

3

• Clearly established situation/theme that orients the reader and introduces the narrator and/or characters

• Narrative pattern that generally sequences events and provides a conclusion; interruptions to the sequence may occur

• Sufficient elaboration that supports the storyline • Adequate use of narrative techniques to develop experiences and events • Clear use of transitions • Adequate control of language that conveys experiences and events using concrete words,

phrases, and sensory details • Adequate control of sentence formation • Some errors may be present in grammar, usage, spelling, and punctuation; errors present

seldom interfere with meaning

2

• Vague situation/theme that inconsistently orients the reader and introduces the narrator and/or characters

• Weak narrative pattern that inconsistently sequences events and may or may not provide a conclusion

• Weak elaboration that somewhat supports the storyline • Limited use of narrative techniques to somewhat develop experiences and events • Inconsistent/limited use of transitions • Limited control of language that conveys experiences and events using limited concrete words,

phrases, and sensory details • Inconsistent control of sentence formation • Errors may be present in grammar, usage, spelling, and punctuation; errors present may


1

• Minimal evidence of a situation/theme • Minimal sequencing of events that may or may not establish a narrative pattern • Minimal elaboration that may or may not support the storyline • Minimal use of narrative techniques • Minimal use of transitions • Insufficient control of language (words, phrases, and sensory details) • Minimal control of sentence formation • Many errors may be present in grammar, usage, spelling, and punctuation; errors present often

interfere with meaning Pennsylvania Department of Education August 2014


29

PSSA GRADE 5 INFORMATIVE/EXPLANATORY SCORING GUIDELINES Score Point Description

4

• Sharp, distinct topic introduced, developed, and concluded with evident awareness of task, purpose, and audience

• Effective order and organizational structure that develop a topic • Substantial and relevant content that demonstrates an understanding of the purpose • Thorough elaboration with clearly presented information that is consistently supported with

facts, examples, and concrete details • Effective transitions that connect ideas and concepts • Established and consistently maintained formal style with effective control of language,

domain-specific vocabulary, stylistic techniques, and sentence variety • Consistent control of sentence formation • Few errors may be present in grammar, usage, spelling, and punctuation; errors present do not


3

• Clear topic introduced, developed, and concluded with general awareness of task, purpose, and audience

• Adequate order and organizational structure that develop a topic • Adequate and relevant content that demonstrates an understanding of the purpose • Sufficient elaboration with clearly presented information that is supported with facts,

examples, and concrete details • Clear transitions that connect ideas and concepts • Established and maintained formal style with appropriate control of language, domain-

specific vocabulary, stylistic techniques, and sentence variety • Adequate control of sentence formation • Some errors may be present in grammar, usage, spelling, and punctuation; errors present


2

• Vague topic introduced, developed, and concluded with limited awareness of task, purpose, and audience

• Inconsistent order and organizational structure that somewhat develop a topic • Inadequate, vague content that demonstrates a weak understanding of the purpose • Underdeveloped and/or repetitive elaboration that is inconsistently supported with facts,

examples, and details • Inconsistent/limited transitions that somewhat connect ideas and concepts • Inconsistently maintained formal style with limited control of language, domain-specific

vocabulary, stylistic techniques, and sentence variety • Inconsistent control of sentence formation • Errors may be present in grammar, usage, spelling, and punctuation; errors present may


1

• Minimal topic introduced, developed, and concluded with little awareness of task, purpose, and audience

• Minimal order and organizational structure • Minimal content that demonstrates little or no understanding of the purpose • Undeveloped writing with little support; may be a bare list • Minimal transitions that may or may not connect ideas and concepts • Ineffective formal style with little control of language • Minimal control of sentence formation • Many errors may be present in grammar, usage, spelling, and punctuation; errors present often


Pennsylvania Department of Education August 2014


30

PSSA GRADES 3–5 OPINION SCORING GUIDELINES Score Point Description

4

• Sharp, distinct opinion introduced, developed, and concluded with evident awareness of task, purpose, and audience

• Effective order and organizational structure that support reasons and evidence • Substantial and relevant content that demonstrates a clear understanding of the purpose • Thorough elaboration with clearly presented reasons that are consistently supported with facts

and details • Effective transitions that connect opinions and reasons • Established and consistently maintained formal style with effective control of language,

domain-specific vocabulary, stylistic techniques, and sentence variety • Consistent control of sentence formation • Few errors may be present in grammar, usage, spelling, and punctuation; errors present do not


3

• Clear opinion introduced, developed, and concluded with general awareness of task, purpose, and audience

• Logical order and organizational structure that support reasons and evidence • Adequate and relevant content that demonstrates an understanding of the purpose • Sufficient elaboration with clearly presented reasons that are supported with facts and details • Clear transitions that connect opinions and reasons • Established and maintained formal style with appropriate control of language, domain-specific

vocabulary, stylistic techniques, and sentence variety • Adequate control of sentence formation • Some errors may be present in grammar, usage, spelling, and punctuation; errors present


2

• Vague opinion introduced, developed, and concluded with limited awareness of task, purpose, and audience

• Inconsistent order and organizational structure that somewhat support reasons and evidence • Inadequate, vague content that demonstrates a weak understanding of the purpose • Underdeveloped and/or repetitive elaboration that is inconsistently supported with facts and

details • Inconsistent/limited transitions that somewhat connect opinions and reasons • Inconsistently maintained formal style with limited control of language, domain-specific

vocabulary, stylistic techniques, and sentence variety • Inconsistent control of sentence formation • Errors may be present in grammar, usage, spelling, and punctuation; errors present may


1

• Minimal evidence of an opinion introduced, developed, and concluded with little awareness of task, purpose, and audience

• Minimal order and organizational structure • Minimal content that demonstrates little or no understanding of the purpose • Undeveloped opinion with little support; may be a bare list • Minimal transitions that may or may not connect opinions and reasons • Ineffective formal style with little control of language • Minimal control of sentence formation • Many errors may be present in grammar, usage, spelling, and punctuation; errors present often

interfere with meaning Pennsylvania Department of Education August 2014


31

Differentiating the Unit Lesson 1 Students who have difficulty writing may complete the organizer and dictate their essay to a paraprofessional or classroom volunteer. Lesson 2 Students who need more support may dictate their organizer to a paraprofessional or classroom volunteer and then write their essay from the organizer. Lesson 3 Students who have difficulty writing may complete the organizer and dictate their paragraph to a paraprofessional or classroom volunteer. Lesson 4 Students who need more support may be given one reason in support of having or not having homework and several supporting facts to use as a model for completing the rest of the organizer. Lesson 5 Students who have difficulty writing may write a paragraph rather than another multi paragraph essay. In evaluating the paragraph, a modification of the rubric will be used, substituting the word “sentence” for paragraph in the organization section. All lessons Any student may chose to draft his or her essay on the computer or on paper. Lesson/Activity Sequence and Timeline 1. Launch activity – Sorting books by author’s purpose 2. Introduce student learning map of the unit 3. What pre-writing, lead, and conclusion help to create a well-written narrative essay? 4. What pre-writing and transitional words help to create a well-written informational

multi-paragraph essay? 5. How are narrative and informational essays alike and different? 6. How can I organize my thoughts before writing to prepare a multi-paragraph opinion

essay? How can I make my opinions more flexible and easier to support? 7. How might understanding someone else’s perspective on an issue help me to write a

more convincing opinion essay? 8. Culminating Task – Publishing for an Audience

constructing multi-paragraph essays: responding to...

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