11-12 Cohort

5th Grade Opinion Writing using DBQ

Lesson 3 Strategy Implemented RAFT Creative Problem Solving Cubing/Think Dots Independent Study w/ contract Problem-based Learning Stations Tiered Assignment

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Lesson Title

Unit Title

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Course/Grade Level Author School

How do Writers Express Opinions Through Thesis Statements? Opinion Writing using DBQ – Document Based Questions 5th Grade Teklu/Varnedoe/McFarthing Gifted Endorsement Class 2011-2012

E-mail Part One: Overview of Lesson Summary: This goal of this lesson is to define the thesis statement and identify how a writer might use it: A thesis statement:    

Tells the reader how the writer will interpret the significance of the subject matter under discussion. Is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper. Is an interpretation of a question or subject, not the subject itself. Makes a claim that others might dispute.

http://writingcenter.unc.edu/handouts/thesis-statements/ ( ( Standard and Elements: Writing ELACC5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons .

Speaking and Listening Standards (SL) Comprehension and Collaboration ELACC5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Assessment Plan: (Should directly relate to the verbs and vocabulary in the standard; include a balanced assessment- constructed response, informal assessment, performance task, selected

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response.) Formative Assessment (Include rubrics or tools.)

Summative Assessment (Include rubric or tools.)

Students will complete the Thesis Match Up activity thesis and non-thesis statements. N/A

Essential Question and Guiding Sub-Questions: How do writers express their opinion through thesis statements?

Resources:  “Introduction Examples”  Writing samples  Thesis Statement Basics  “Thesis Match Up”  Thesis Statement Basics  Thesis Types  WWII RAFT  Persuasive Organizer 

http://writingcenter.unc.edu/handouts/thesis-statements/

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http://pages.cabrini.edu/jzurek/shakes/samplethesisstatements.htm

Flexible Grouping/Independent: (Explain your rationale.) Students will work independently based on their individualized contracts to: Identify which of the thesis statement are actual thesis statements and which are not. Answer questions regarding thesis statements. Identify thesis statements within paragraphs. Write and evaluate their own thesis statements. TSW will choose a topic for their RAFT paper and develop a thesis statement. They will develop a thesis and add to a graphic organizer. Part Two: Differentiation Plan for Gifted Learners Types of Differentiation

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Identify strategies used and modifications made for gifted learners. (Must differentiate at least one area- content, process or product.) Be specific. The WWII RAFT has been developed to support Social Studies curriculum.

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The one thesis statement of the student’s choice as well as the

Content

Process Product

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Methods to Differentiation

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Interest

supporting information will be presented in a graphic organizer of the student’s choice. Identify strategies used and modifications made for gifted learners. (Must differentiate at least one way- interest, readiness, or learning style.) Be specific. Students can select the topic they prefer on the RAFT.

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Students can select the modality they prefer on the RAFT.

Part Three: Higher Order Thinking Skills Bloom’s Level

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Apply

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Analyze

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Evaluate X Create

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Identify strategies used and modifications made for gifted learners. (Use the higher levels.) The students will apply their knowledge identifying thesis statements within paragraph samples. The students will analyze thesis statements for language found in thesis statements and answer questions regarding statements. The students will evaluate thesis statements, determine what how they can be changed to make them stronger. The students will create a thesis statement of their choice as well as the words/phrases that make it a thesis statement.

Part Four: Lesson Plan (Putting it all together in the classroom. Attach all resources- i.e. handouts, organizers, etc.) Time Allotted Mini-Lesson

List or describe teaching steps in sequence.  Hook: TTW ask tell the students that one of the most important aspects of persuasive writing is the ability to state your position well. TSW will learn how to “state a position” by choosing a side. TTW will ask the students to move to a different side of the class room based on their answers to the following questions: Vanilla or chocolate? Math or Reading? Justin Beiber or One Direction? Beach or Snow Skiing? Menchies or ColdStone? Democrat or Republican? Should everyone get a trophy or only the winner? Stem Cell Research or Not?

Worktime

TTW distribute the list of criteria for a thesis statement. http://writingcenter.unc.edu/handouts/thesis-statements/ As a class, the students will discuss the language used in thesis statements. TSW use the example of the mini-lesson and the criteria list to review four sample thesis statements. TSW determine word/phrase or

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sentence thesis statements a thesis statement. TSW complete Thesis Match Up activity, identifying if statements are or are not an example of a thesis, then re-writing the non-thesis statements, answer questions, and practice writing thesis statements.

TSW choose a topic from the WWII RAFT and write an introductory thesis statement. Closing

TSW share their answers with the class.

Extensions

TSW create their own thesis statements and have peers analyze and evaluate them using the peer review checklist. They will then switch sides and write a thesis for the opposing viewpoint.