Lessons adapted from materials developed by Jean Wolph Louisville Writing Project and the National Writing Project i3 College Ready Writers Program funded by the Department of Education Do you feel bullying is a problem in our school ID: 701183
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Opinion Mini-UnitCyndi Wiles & Kristi Britt / NTESLessons adapted from materials developed by Jean Wolph, Louisville Writing Project andthe National Writing Project i3 College Ready Writers Program, funded by the Department of Education.
Do you feel bullying is a problem in our school?Slide2
2
Writing
Reading
Argument MINI-UNITEmphasis# of LessonsARGUMENT SKILLS PRODUCT ELEMENTS OF ARGUMENTCLOSE READING STRATEGIESRESPONSE TO READINGSTOPICSDraft, Feedback, Revise, ReflectClose reading strategiesWriting & talking to develop knowledge on topic or issueMaking a strong claim5 LessonsEntering Skills:Foundational Skills: Writing a claim that is debatable, defensible, and compelling. Use specific evidence from a text to support it, providing attribution. Making a comment about evidence.Digging Deeper:Developing the context (introductory material to provide background to the reader)Product: Multi-paragraph guided draft Kernel EssayRevisionClaimEvidenceStudying models to improve our writingHighlighting key words and definitionsHighlighting sources of informationWriting in response to textsTurn and TalkIt Says/I Say notes SHOULD WE _____________? 3 shared texts(chart, video , article)
Mini-Unit OverviewSlide3
Writing Standards Emphasized in the Mini-Unit Write arguments to support claims with clear reasons and relevant evidence, using valid
reasoning.
Conduct short research projects to answer a question, drawing on several sources ….Gather relevant information from multiple print and digital sources…and quote or paraphrase the data and conclusions of others while avoiding plagiarism ….Draw evidence from …informational texts ….Write routinely over longer and…shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Slide4
Day 1 Day 2Day 3
Day
4-5
Days 6Days 7-8Day 9Brain Pop Video—take notes with graphic organizer.Think/Write/Pair/Share on what has been learned so far and add to organizers.Independently analyze the bullying issue in the book “Thank You Mr. Faulker.”Create table of examples and ways it was addressed or not addressed in comp books.Share examples of bullying with partner using Think/Write/Pair/ShareRead article on bullying.Complete It says/I say organizer in comp notebook.Carousel activity on school areas where bullying may exist (classroom, lunch, recess, specials) with note-taking in comp notebook.Reread writings and notes.Write what you are thinking now.Make a claim.Write a seed essay.Peer review writing seed with partner to gather future ideas (add notes/ideas). Mini-Unit Sequence Slide5
In this unit, we will read about an issue, examine the facts, and make a claim.Claim: A statement of opinion that others can either agree with or disagree with.Slide6
Writer’s Notebook (Day 1): Brain Pop Video
Turn and talk.
Then stop
and write.Slide7
Writer’s Notebook (Day 2):Analyze the issue of bullying in this book and create a list of examples in your composition notebook.
Thank
You Mr. FalkerSlide8
Day 4: Read “Bullies: What is Bullying?”Slide9
While reading the article, jot down facts you read in Column 1. Afterward, we’ll take time to add our reactions in Column 2.
It
Says
I SaySlide10
Read the following articles…….. Take notesSlide11Slide12Slide13Slide14Slide15
THINK-WRITE-PAIR-SHAREAfter reading the two articles on bullying, write down the important points you learned from the articles in your writing composition notebooks.Share what you wrote and learned with your partner.Time to share with the entire class Slide16
Add to your notebook entry . . .use your “They Say / I Say” chart to add a paragraph or more to your writing about bullying. Use sentence starters like these: “As [fill in name of someone from the video] says, “
“The
video [fill in title] explains
…”“ According to …”“Supporting my example, …”“Just as [expert’s name] says in [his/her] [interview, speech, or whatever]…”“Although the video [fill in title] says …”“While [expert’s name] explains …”Slide17
School Environment Carousel—What about bullying in these areas of the school?Slide18
Is bullying a problem in our school? Review bullying notesComplete the “Prewriting” sheetCreate a “seed” paragraph(s) using your sentence starters.Slide19
Peer Feedback:Review your partner’s new paragraph(s). Did he/she use sentence starters that show where the evidence came from? Did he/she make a comment about the evidence? “As [expert’s name] says, ““The
video [title] explains
…”
1. Underline the starters you find. 2. Make a * anywhere you see an opportunity for your partner to add one of these phrases.3. Circle the comments your partner wrote about the evidence (the facts).4. Draw an arrow to show where your partner COULD make comments about the facts.5. Switch papers and talk about your suggestions.6. REVISE your own writing based on these suggestions.“ According to …”“Although the video [title] says …”