TeacherCandidate:

_
HayoungYoo
____________

Date:
_
2/26/15
____

THEUCILESSONPLANNER

Part1:ClassroomInformation

Grade:
_2nd_
ContentArea/ClassTitle:
__OpinionWriting_______________________________

School/MT:
__Chaparral/MarieSykes__ GroupSize:
_31___
LessonLength:
__60___
minutes

ClassroomContext:
Totalenrolled:__31__
Secondlanguagelearners:Emerging___Expanding___Bridging_1__RFEP___
Specialneedsstudents(IEP,504,RSP,GATE):
o Describespecificaccommodationsforeachofthesestudents

Part2:PlanningfortheLearningSequence

CentralFocus:

Describewhatthestudentshavelearnedbeforethislessonandwhattheywilllearnafterthis
lesson.

Beforethislesson
Thislesson
Afterthislesson
learnedaboutandpracticed
outlineanopinionpieceusing writeanopinionpiecewiththe
linkingwords
OREO
informationtheyoutlinedin
participatedinawholeclass
OREO
sharedoutlineusingOREO

Part3:PlanningfortheLesson

A:Standards

i.
KeyContentStandard
:

CCSS.ELALITERACY.W.2.1

Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,state
anopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,
because
,
and
,
also
)toconnectopinionandreasons,andprovideaconcludingstatementorsection.

ii.

PracticeStandardorCapacity:
CCSSMStandardsforMathematicalPractice
,or
NGSSScienceandEngineeringPractices
,
CCSSELACapacityofLiterateIndividuals

iii.

RelatedELDStandard
:

2.UnderstandingcohesionApplyunderstandingofhowideas,events,orreasonsarelinkedthroughout
atextusingavarietyofconnectingwordsorphrases(e.g.,forexample,afterthat,suddenly)to
comprehendingandwritingtextsindependently

B.Objectives

i.
LearningObjective
:Thestudentswill(DO__)to(LEARN___).

ThestudentswillformanopiniononabooktooutlineusingtheOREOgraphicorganizer.

ii.
LanguageObjective
(transferthisfrom"IncorporatingAcademicLanguage"):

Studentswilljustifytheiropinionofabooktheylikebyprovidingreasonsandevidences.

C.Assessments:

i.
Informalassessmentstrategiesyouwilluseduringclass(Whatevidencewillyoucollect?)

Wewillaskstudentsabouttheiropinion,reasons,examples,andconcludingsentences

ii.
Writtenassessmentyouwillusetodetermine,
foreach
individualstudent,towhatextent
theyhavemetyourlearningobjectives.(Whatevidencewillyoucollect?)

OREOgraphicorganizer

D.LessonResources/Materials(e.g.,handouts,manipulatives,textpages,specialsupplies):
OREOgraphicorganizer
CloudyWithaChanceofMeatballs
TheWindUpMouse

Part4:InstructionalSequenceEngagingStudentsintheLearningProcess

Optional:Starterand/orHomeworkDiscussion(___min.)

Introduction(20min.):
Describehowyouwillmakeconnectionstopriorknowledge,tapintotheir
experiencesandinterests,andletstudentsknowwhattheobjectiveofthelessonis.

Statetheobjective:StudentswillformanopiniononabookandoutlineanopinionpieceusingOREO
Today,wewillbereadingtwonarrativestoyouandyouwillbechoosingwhichofthetwo

booksyouthinkisthebetterbook.Whilewearereading,thinkaboutwhatyoulikedanddidnt
likeaboutthebookandwhatevidence/examplesyoucanusetosupportyouropinion.

Readaloud
CloudyWithaChanceofMeatballs
After,askthestudentstothinkaboutandsharewhattheylikedanddislikedaboutthebook.
Then,read
TheWindUpMouse
After,askthestudentstothinkaboutandsharewhattheylikedanddislikedaboutthebook
Tellstudentstothinkaboutwhichbooktheylikedbetter
Nowthatwevediscussedbothbooksandwhatwelikedanddidntlikeabouteachofthem,
decidewhichofthetwobooksyoulikedbetter.Thisisyouropinionthatyouwillbewriting
about

BodyoftheLesson(35minutes)
:Describestepbystepwhattheteacher
and
thestudentswillbe
doingduringthelesson.

Tellstudentstogotoonesideoftheclassroomiftheylikedthebook
CloudyWithaChanceof
Meatballs.
Tellthestudentstogototheothersideoftheclassroomiftheylikedthebook
The
WindUpMouse.
Pairupstudentsineachofthegroups.

BringstudentsbacktogetherandputOREOonthedocumentcamera
Weveseenthisrecordingsheettwotimesnow.LetsreviewquicklywhatOREOstandsfor
andwhatneedstogointoyouroutline
Students:OREOisopinion,reasons,evidence,andopinion
AskstudentswhatwewouldneedtowritefirstontheOREO.(Title)
Askstudentswhatcomesafterthetitle(topicsentence)andhowtheywouldstatetheiropinionintheir
topicsentence
Havestudentsshareexamplesoftopicsentencestheycoulduse.
Tellstudentstodiscusswiththeirpartnerwhattopicsentencetheycanwrite.
Haveaconversationwithyourpartneraboutwhattopicsentenceyoucanuse.Once
youguyshavecomeupwithone,gotoyourdesksandfilloutthetitleofthebookand
thetopicsentence
Bringstudentsbacktogetherandaskforreasonsandexamplesfortheiropinion
Tellstudentsthattheycantusetheexamplesfromthetextasareason.Theirreasonhastobea
big/keyidea.
Havestudentsshareexamplesofsomereasonstheycoulduseandwhatevidence/examples
fromthetextthatsupportthatreason.
Tellstudentstodiscusswiththeirpartnerreasonsandexamples.
Haveaconversationwithyourpartneraboutwhatreasonsyoucanuseandwhat
examplesyouhavefromthetext.Onceyouguyshavecomeupwithsomereasonsand
evidence,gotoyourdesksandfilloutall3reasonsandexamples.

Bringstudentsbacktogether
Askstudentswhattheconcludingsentenceneedstohave.
Students:itmustreferbacktotheopinion
Havestudentsthinkaboutandshareexamplesofsomeconcludingsentences
Tellstudentstodiscusswiththeirpartnerwhatconcludingsentencetheycoulduse

Haveaconversationwithyourpartneraboutwhatconcludingsentenceyoucanuse.
Onceyouguyshavecomeupwithagoodsentence,gotoyourdesksandfilloutthat
lastsection.

Homework(ifyouareassigninghomework,whatwillitbe?):

Closure(5minutes)
:
Describehowyouwillleadthestudentstosummarizethelessonandrestatethe
learningobjective.

Havestudentsshareanoutlinewithapartnerthatlikeadifferentbook.

*AcademicLanguageInterval:Studentswilljustifytheiropinionofabooktheylikebyproviding
reasonsandevidences.
A:(book)isabetterbookthan(otherbook)because(reasons+evidence).
ThesearethereasonsIlike(book)betterthan(otherbook).
B:Ithinktheotherbookisbetterthan(bookAread).

Part5:IncorporatingAcademicLanguage

(tobecompletedafteryouhaveplannedthecontentpartofyourlessonplan)

1. Describethelearningtask(s)relatedtothecontentlearningobjective.

StudentswillbeworkingwithapartnertoformanopiniononabookbyusingtheOreographic
organizer.

2. LanguageFunction:
Howwillstudentsbecommunicatinginrelationtothecontentinthelearning
task(s)?Identifythespecificfunction(purposeorgenre)youwantto
systematically
addressin
yourlessonplanthatwillscaffoldstudentstostrongerdisciplinarydiscourse.Someexamplesare:
describe,identify,explain,justify,interpret,analyze,construct,orargue.

Studentswilljustifytheiropinionofabooktheylike.

3. LanguageDemands
:Lookingatthespecificfunction(purposeorgenre)yourstudentswillbe
using,whatarethelanguagedemandsthatyouwillsystematicallyaddressinthislesson?
Vocabulary:
Newtothislesson:
Previouslytaughtbutneedcontinuedsupport:
Previouslylearned:opinion,reason,evidence

1
Syntax
:

Useofavarietyofsentencetypestoclarifyamessage,condenseinformation,andcombineideas,phrases,andclauses.

(book)isabetterbookthan(otherbook)because(reasons+evidence).
ThesearethereasonsIlike(book)betterthan(otherbook).
In(book),(event)whichmadeit(adjective)than(otherbook).

Discourse
:
A:(book)isabetterbookthan(otherbook)because(reasons+evidence).
ThesearethereasonsIlike(book)betterthan(otherbook).
B:Ithinktheotherbookisbetterthan(bookAread).

4. LanguageObjective:
Whatis/arethe
languageobjective(s)
foryourlesson?(Thestudentswill
(FUNCTION)(LANGUAGERELATEDTOCONTENT)(SYNTAXAND/ORDISCOURSE)
Forexample:Thestudentswillcomparedifferenttypesofparallelogramsusingtransitionwords
suchassimilarly,differentfromorbycontrast.
.Note:besuretocopyandpastethisintothetopofthelessonplanner.

Studentswilljustifytheiropinionofabooktheylikebyprovidingreasonsandevidences.

5. Whatdoesyourlanguageobjectivesoundlike/looklikefordifferentlevelsoflanguagelearners
Remembertoconsiderthelanguagedemandswhilecreatingsamplelanguagethatthestudents
mightuse.

Emerging
Expanding
Bridging
(book)isabetterbookthan
(book)isabetterbecause (book)isabetterbook
(otherbook).
(reasons+evidence).
than(otherbook)because
Ithinksobecause(reasons+

(reasons+evidence).
evidence).

6. LanguageSupport:
Whatstrategieswillyouuseduringyourlessontoteachthespecificlanguage
skillandprovidesupportandopportunitiesforguidedandindependentpractice?
Instruction

GuidedPractice

IndependentPractice

Discourseincludesthestructuresofwrittenandorallanguage,aswellashowmemberofthedisciplinetalk,write,and
participateinknowledgeconstruction.

Giveverbalexamplesof
sentenceframesstudentscan
usewhiletalkingtoanother
peer

Whilestudentsareworking,
teacherwillinformallyask
studentswhatreasonsthey
havefortheiropinion

Studentswillsharetheir
opinionwithanotherpeerwho
hasadifferentopinion