Four Corners Activity
Day 1
bugs_are_creepy_opinion.pdf | |
File Size: | 523 kb |
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Is this essay a fact or an opinion?
What is the author's opinion?
What is the author's purpose?
Do you agree with the author's opinion?
The author is trying to persuade, or convince, the reader that bugs are disgusting and annoying. That is the author's purpose, or their reason for writing.
Why might it be good to know how to write a persuasive essay?
What is the author's opinion?
What is the author's purpose?
Do you agree with the author's opinion?
The author is trying to persuade, or convince, the reader that bugs are disgusting and annoying. That is the author's purpose, or their reason for writing.
Why might it be good to know how to write a persuasive essay?
Day 2
Four Corners Activity
Let's revisit the "Bugs are Creepy" essay.
Get with your partner and re-read the essay together.
Who might the author be trying to convince that bugs are creepy? Why?
While many different kinds of people may read a persuasive essay, authors of persuasive essays usially have a certain kind of audience in mind when they are writing.
What are some things we notice about persuasive essays?
Remember, the author's purpose is to convince their reader about something.
Author's write with a certain audience in mind.
Let's look at another persuasive essay by a different author.
Think about this author's purpose for writing and the audience they might have in mind.
Let's revisit the "Bugs are Creepy" essay.
Get with your partner and re-read the essay together.
Who might the author be trying to convince that bugs are creepy? Why?
While many different kinds of people may read a persuasive essay, authors of persuasive essays usially have a certain kind of audience in mind when they are writing.
What are some things we notice about persuasive essays?
Remember, the author's purpose is to convince their reader about something.
Author's write with a certain audience in mind.
Let's look at another persuasive essay by a different author.
Think about this author's purpose for writing and the audience they might have in mind.
insects_are_amazing.pdf | |
File Size: | 521 kb |
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Who do you think is the audience for this piece?
In the sentence "I actually think they are amazing" the author tells us exactly what her opinion is. She then gives several reasons that support her opinion.
What reasons does she give?
Let's compare this essay to the other one. Which essay is more persuasive to you? Why?
People often write persuasive essays when they have strong opinions about whether something is good or bad, or right or wrong.
In the sentence "I actually think they are amazing" the author tells us exactly what her opinion is. She then gives several reasons that support her opinion.
What reasons does she give?
Let's compare this essay to the other one. Which essay is more persuasive to you? Why?
People often write persuasive essays when they have strong opinions about whether something is good or bad, or right or wrong.
Possible Opinions for Persuasive Essays
We should have more recesses.
Wresting is the most exciting sport.
Sharing with your classmates is important.
Watching a lot of TV is not healthy.
What opinions do you have that you might be able to write a persuasive essay about? Turn to your partner and talk.
Writing Time: 25 minutes
In your writing ideas section, think about and list opinions you might want to write a persuasive essay about. Revisit your heart map. Are there any ideas on it that you could list?
Pick one of your ideas and write your opinion about it.
•Check for run-on sentences.
• Proofread your draft for spelling, grammar, and punctuation.
• If you finish, work on any other opinion you may have.
Day 3
Four Corners Activity
* The 49ers are going to win the Superbowl.
* Cats make better pets than dogs.
* All the Star Wars movies are the greatest movies ever made.
* Summer is the best season.
* I love reading.
The past few classes we have looked at opinions about bugs.
Today you will hear and read another persuasive essay on a different topic.
What do you notice the author doing?
* The 49ers are going to win the Superbowl.
* Cats make better pets than dogs.
* All the Star Wars movies are the greatest movies ever made.
* Summer is the best season.
* I love reading.
The past few classes we have looked at opinions about bugs.
Today you will hear and read another persuasive essay on a different topic.
What do you notice the author doing?
bike_helmets_opinion.pdf | |
File Size: | 517 kb |
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What is the author's purpose in writing, or what is he trying to convince us to believe?
Who do you think the author's audience is?
In the sentence "I think riding without a helmet is dangerous and people should wear a helmet every time they ride a bike." He states his opinion clearly and in one sentence. He then gives us several reasons for his opinion. What reasons does he give?
Did the author follow the OREO format in his writing? How do you know?
Let's look at our Scholastic News from this week.
With your partner, read the opinions they wrote.
What do you notice about their opinions and their reasons.
Let's write together an opinion about the topic in our Scholastic News. Turn to the article entitled "Who Are You Calling Ugly?"
After you watch the video, get with your partner and compare and contrast your reactions to the appearance of different animals that appear in the video.
Did you agree with one another or did you have different opinions?
Read the article "Who Are You Calling Ugly" as you read the article stop and record the main idea of each section. Then think of at least one hashtag that summarizes each main idea. For example, you could use #ProtectCreepy Creatures for the first section. On the back page,
RE- read the article, fill out the Close Reading Questions page.
Why are these details important for the article?
Writing Time: 15 minutes
Continue the piece you started yesterday or start a new piece about an opinion you have.
Share your opinion with your partner.
What opinion did your partner write about?
Do you have the same opinion as your partner or a different opinion?
Why is it important that we find a respectful way to talk to one another about our opinions, especially if we disagree?
Who do you think the author's audience is?
In the sentence "I think riding without a helmet is dangerous and people should wear a helmet every time they ride a bike." He states his opinion clearly and in one sentence. He then gives us several reasons for his opinion. What reasons does he give?
Did the author follow the OREO format in his writing? How do you know?
Let's look at our Scholastic News from this week.
With your partner, read the opinions they wrote.
What do you notice about their opinions and their reasons.
Let's write together an opinion about the topic in our Scholastic News. Turn to the article entitled "Who Are You Calling Ugly?"
After you watch the video, get with your partner and compare and contrast your reactions to the appearance of different animals that appear in the video.
Did you agree with one another or did you have different opinions?
Read the article "Who Are You Calling Ugly" as you read the article stop and record the main idea of each section. Then think of at least one hashtag that summarizes each main idea. For example, you could use #ProtectCreepy Creatures for the first section. On the back page,
RE- read the article, fill out the Close Reading Questions page.
Why are these details important for the article?
Writing Time: 15 minutes
Continue the piece you started yesterday or start a new piece about an opinion you have.
Share your opinion with your partner.
What opinion did your partner write about?
Do you have the same opinion as your partner or a different opinion?
Why is it important that we find a respectful way to talk to one another about our opinions, especially if we disagree?
Day 4
Four Corners Activity
* I think youth sports are too intense.
* Youth sports are good for future athletes
* Parents put too much pressure on kids to do well in sports.
What did you learn yesterday about persuasive essays?
The author's we looked at expressed their opinions, even though they probably knew some people would disagree with them.
If you really believe something, why is it important to express that opinion, even though others might not agree with you?
What can you do when listening to other people's opinions to make it safe and comfortable for everyone?
As you read the article entitled "Are Youth Sports Too Intense?" Fill out the Close Reading Questions.
Once you are finished, turn to the Plan an Essay page.
Watch this video about Making an Opinion Writing Plan and writing an Introduction.
* I think youth sports are too intense.
* Youth sports are good for future athletes
* Parents put too much pressure on kids to do well in sports.
What did you learn yesterday about persuasive essays?
The author's we looked at expressed their opinions, even though they probably knew some people would disagree with them.
If you really believe something, why is it important to express that opinion, even though others might not agree with you?
What can you do when listening to other people's opinions to make it safe and comfortable for everyone?
As you read the article entitled "Are Youth Sports Too Intense?" Fill out the Close Reading Questions.
Once you are finished, turn to the Plan an Essay page.
Watch this video about Making an Opinion Writing Plan and writing an Introduction.
Day 5
Let's look at the introduction, or first paragraph of the "Bike Helmets" essay.
What sentence in the opening paragraph of this essay tells us exactly what the author's opinion is?
Why might starting an essay with a question be a good way to capture the reader's attention?
If you wanted to start your essay with a question and then state your opinion in the answer, what might you write? Turn to your partner and talk.
Now let's look back at the "Bugs Are Creepy"essay.
What sentence in the opening paragraph of this essay tells us exactly what the author's opinion is?
How does the author caputre the reader's attention?
What about the "Insects Are Amazing" essay.
In both "Bugs Are Creepy" and "Insects Are Amazing" the authors write opening paragraphs that have clear statements of opinion and strong, specific language that captures the reader's attention.
What could you do to make your introduction paragraph appealing to a reader?
As you write your introduction today, ask yourself these questions:
Do you have an opening sentence or question that will get your audience interested in reading your essay? If so, how will it interest them? If not, where might you state it, and what could you write?
Writing Time: 25 minutes
Work on your persuasive essay.
Revise your opening sentences to get your reader interested.
Make sure to state your opinion clearly in the first paragraph.
Make sure to give reasons that support your opinion
Once you are finished, share your opening paragraphs with your partner. What does your partner think?
Day 6
Reread the drafts of your essay, and look at your graphic organizer. Quietly think about the following questions as I ask them, one at a time.
How can you make the supporting reasons in your own essay more persuasive.
What are the reasons that support your opinion?
How might you organize your reasons into paragraphs?
What facts and details can you add to your essay to tell more about your reasons?
Talk about it with your partners.
During writing time today you will continue to work on your persuasive essays, giving reasons to support your opinions.
Refer back to the two essays you looked at today to help you organize your own essay.
Some of you may want to do research to find facts and details about your reasons.
Where might you look for information about the reasons you've chosen to research?
Writing Time 25 minutes
* Work on your persuasive essay.
* Include reasons that support your opinion.
* Think about what you can add to give more information about your reasons.
How can you make the supporting reasons in your own essay more persuasive.
What are the reasons that support your opinion?
How might you organize your reasons into paragraphs?
What facts and details can you add to your essay to tell more about your reasons?
Talk about it with your partners.
During writing time today you will continue to work on your persuasive essays, giving reasons to support your opinions.
Refer back to the two essays you looked at today to help you organize your own essay.
Some of you may want to do research to find facts and details about your reasons.
Where might you look for information about the reasons you've chosen to research?
Writing Time 25 minutes
* Work on your persuasive essay.
* Include reasons that support your opinion.
* Think about what you can add to give more information about your reasons.
Day 7
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Today you will explore how authors use transitional words and phrases in persuasive essays.
One way to make your essays clearer and easier to follow is by adding transitional words and phrases. Transition words and phrases help readers understand how an opinion and the reasons that support it are linked (connected). Author's use transitional words and phrases to link opinions and reasons What transitional words and phrases might you use in a persuasive essay to link your opinion and the supporting reasons? |
Let's look at "Insects Are Amazing" The author uses the transitional words and phrases "because, for example, and also in the second paragraph.
These transitional words and phrases help the reader understand how the reasons are connected to the opinion.
With your partner, read the third and fourth paragraphs of the essay.
Work together to underline transitional words and phrases.
Now, look at your persuasive essay draft.
Find a place where uou use, or might use, a transitional word or phrase to connect a reason back to your opinion. Draw a small star in the margin next to that place.
Share with your partner.
Writing Time: 20 minute
* Continue writing your persuasive essay.
* Include reasons that support your opinion.
* Use transitional words and phrases to connect your opinion and supporting reasons.
These transitional words and phrases help the reader understand how the reasons are connected to the opinion.
With your partner, read the third and fourth paragraphs of the essay.
Work together to underline transitional words and phrases.
Now, look at your persuasive essay draft.
Find a place where uou use, or might use, a transitional word or phrase to connect a reason back to your opinion. Draw a small star in the margin next to that place.
Share with your partner.
Writing Time: 20 minute
* Continue writing your persuasive essay.
* Include reasons that support your opinion.
* Use transitional words and phrases to connect your opinion and supporting reasons.
Day 8
These past few weeks we have explored how authors begin persuasive essays, clearly state opinions, support your opinions with reasons, and use transitional words and phrases to connect opinions and reasons.
Today we will explore how authors conclude (end) their essays.
Think about how you want to conclude your essay.
Today we will explore how authors conclude (end) their essays.
Think about how you want to conclude your essay.
Let's visit the "Insects are Amazing" essay.
Read the last paragraph with your partner. Think about what the author writes in the last paragraph. What do you notice about the last paragraph of the essay? What words or phrases show you that the essay has reached an end? Did you notice that the author restates her opinion at the end of the essay? |
Opinion Essays
*The author clearly states their opinion early in the essay.
*The author gives reasons that support the opinion.
*The author uses transitional words and phrases to link opinions and reasons.
*The author restates their opinion at the end.
Writing Time 25 Min.
*Finish writing your draft.
* Carefully reread your essay to make sure it makes sense.
*Look at your success criteria. Did your writing meet all of those criteria?
*The author clearly states their opinion early in the essay.
*The author gives reasons that support the opinion.
*The author uses transitional words and phrases to link opinions and reasons.
*The author restates their opinion at the end.
Writing Time 25 Min.
*Finish writing your draft.
* Carefully reread your essay to make sure it makes sense.
*Look at your success criteria. Did your writing meet all of those criteria?
Day 9
day 1 Performance Task
This week, you will complete what is called a performance task. A task is a job that needs to be done. The purpose for the performance task is to show how well you are developing as writers.
For the past few weeks you have been doing opinion writing. These next few days we will learn strategies for doing well on the opinion portion of the performance task. You can use what you have learned to help you do well on the performance task.
WHAT HAVE YOU LEARNED ABOUT GOOD OPINION WRITING?
WHAT DID YOU DO TO MAKE YOUR OPINION PIECE INTERESTING AND EASY TO READ?
For the past few weeks you have been doing opinion writing. These next few days we will learn strategies for doing well on the opinion portion of the performance task. You can use what you have learned to help you do well on the performance task.
WHAT HAVE YOU LEARNED ABOUT GOOD OPINION WRITING?
WHAT DID YOU DO TO MAKE YOUR OPINION PIECE INTERESTING AND EASY TO READ?
performance task topic
Today I will introduce you to the topic of the performance task, and you will read an article about the topic.
In the coming days, you will learn more about the topic by reading another article.
Then, as a class, you will use what you learned to answer research questions and write essays about the topic.
You will learn about some inventions that have changed the way people live.
In the coming days, you will learn more about the topic by reading another article.
Then, as a class, you will use what you learned to answer research questions and write essays about the topic.
You will learn about some inventions that have changed the way people live.
INVENTION
A useful new product or process.
Inventions such as the electric light and the Internet have become such important parts of our everyday lives that we cannot imagine living without them. Before the electric light was invented, people had to light their homes with candles or oil lamps.
A useful new product or process.
Inventions such as the electric light and the Internet have become such important parts of our everyday lives that we cannot imagine living without them. Before the electric light was invented, people had to light their homes with candles or oil lamps.
- IN WHAT WAYS WOULD OUR LIVES BE DIFFERENT IF WE DIDN'T HAVE ELECTRIC LIGHTS?
- WHAT WOULD BE DIFFERENT AT HOME IF YOU DIDN'T HAVE THE INTERNET? WHAT WOULD BE DIFFERENT AT SCHOOL?
The first source of information you will read today is an article titled "The Telephone."
The article discusses the invention of the telephone and how it changed people's lives.
For this task, I will read the article aloud, but when you do your performance tasks, you will do it on your own.
Follow along as I read the article aloud.
The article discusses the invention of the telephone and how it changed people's lives.
For this task, I will read the article aloud, but when you do your performance tasks, you will do it on your own.
Follow along as I read the article aloud.
What did you learn about the telephone and how it changed people's lives from the part of the article you just heard? Turn to your partner.
You will reread the article, and with your partner you will use this graphic organizer to take notes about what you are learning about inventions that changed people's lives.
The graphic organizer has a column to write notes about how the invention of the telephone changed the way people live, a column to write notes about how the invention of the gasoline-powered engine changed the way people live, and a section at the bottom for other notes.
Today you will write notes in the left-hand column and in the "Other Notes" section.
As you read, stop in the middle to record notes on the graphic organizer. Notes are most helpful when they are brief and written in the writer's own words rather than copied exactly from the source. Then you will do the same with the second half of the article.
The graphic organizer has a column to write notes about how the invention of the telephone changed the way people live, a column to write notes about how the invention of the gasoline-powered engine changed the way people live, and a section at the bottom for other notes.
Today you will write notes in the left-hand column and in the "Other Notes" section.
As you read, stop in the middle to record notes on the graphic organizer. Notes are most helpful when they are brief and written in the writer's own words rather than copied exactly from the source. Then you will do the same with the second half of the article.
Day 2 Reading an Article and Taking Notes
Today you are working together with your partner to complete an opinion writing task.
Let's review what we learned yesterday about good opinion writing by looking at our Article Notes chart.
What did you learn about the invention of the telephone from the article we read yesterday?
Let's review what we learned yesterday about good opinion writing by looking at our Article Notes chart.
What did you learn about the invention of the telephone from the article we read yesterday?
These are directions for the first part of the performance task. You will encounter these types of directions when you do performance tasks by yourself.
Today's article is titled "The Gasoline-powered Engine." It discusses how the gasoline-powered engine changed people's lives.
Follow along as I read the article aloud. I will stop during the reading to have pairs discuss what you are learning.
Follow along as I read the article aloud. I will stop during the reading to have pairs discuss what you are learning.
What did you learn about the gasoline-powered engine and how it changed people's lives in the part of the article you just heard? Turn to your partner.
Let's look at the Article Notes again from Day 1. Pull them out of your 3 ring binder.
Today you will take notes in the right hand column and the "Other Notes" section of the graphic organizer.
As you read the article again you will stop, and discuss with your partner what you learned, and then write notes in the appropriate places of the graphic organizer.
You will use the information you collect to answer research questions and write opinion essays about whether the invention of the telephone or the gasoline-powered engine has changed people's lives more.
Today you will take notes in the right hand column and the "Other Notes" section of the graphic organizer.
As you read the article again you will stop, and discuss with your partner what you learned, and then write notes in the appropriate places of the graphic organizer.
You will use the information you collect to answer research questions and write opinion essays about whether the invention of the telephone or the gasoline-powered engine has changed people's lives more.
Tomorrow you will work together, using the sources and your notes to answer research questions about the inventionof the telephone and the gasoline-powered engine.
Why do you think it is a good idea to read a source more than once, like we did today?
What did you do today to work in a responsible way?
Why do you think it is a good idea to read a source more than once, like we did today?
What did you do today to work in a responsible way?
Day 3: Writing Responses to Research questions
We are learning strategies you can use to do well on the performance task.
Let's look at the "Article Notes" chart.
Today you will use your notes and the articles to answer research questions about inventions.
These are the questions you will answer in Part 1 of the performance task.
Let's look at the "Article Notes" chart.
Today you will use your notes and the articles to answer research questions about inventions.
These are the questions you will answer in Part 1 of the performance task.
The first step in writing a response to a question is to read and think carefully about the question.
Let's look at question 1
What information is this question asking for?
It is asking for "what is similar" about the telephone and the gasoline-powered engine.
"I know that the question is asking for what is similar about the telephone and the gasoline-powered engine. In my notes, I wrote that before people had the telephone, they could not easily talk to friends and family who lived far away. I also wrote that before gasoline-powered engines were used in cars, people had to use trains or horse-drawn wagons to travel. I think they are similar because both of these inventions changed people's lives. I think they are similar because both of these inventions changed people's lives. I'll write: Both the telephone and the gasoline-powered engine changed people's lives when they were first invented. Now, I'll write about how they changed people's lives. I'll write: The telephone helped people talk to family and friends who lived far away. The gasoline-powered engine helped people travel much more quickly. Both articles also mention that these inventions are important parts of people's lives today. I'll write: People still use both of these inventions today."
Let's look at question 1
What information is this question asking for?
It is asking for "what is similar" about the telephone and the gasoline-powered engine.
"I know that the question is asking for what is similar about the telephone and the gasoline-powered engine. In my notes, I wrote that before people had the telephone, they could not easily talk to friends and family who lived far away. I also wrote that before gasoline-powered engines were used in cars, people had to use trains or horse-drawn wagons to travel. I think they are similar because both of these inventions changed people's lives. I think they are similar because both of these inventions changed people's lives. I'll write: Both the telephone and the gasoline-powered engine changed people's lives when they were first invented. Now, I'll write about how they changed people's lives. I'll write: The telephone helped people talk to family and friends who lived far away. The gasoline-powered engine helped people travel much more quickly. Both articles also mention that these inventions are important parts of people's lives today. I'll write: People still use both of these inventions today."
Now let's look at Question 2.
What information is this question asking for?
Turn and talk to your partner.
Each of you will write your own response to the questions on your "Research Questions" sheet. Use details or examples from your notes and from the articles in your responses.
You will now reread and write your responses to Questions 2 and 3. Once you are finished, reflect on the quality of your responses by thinking about some questions you will ask.
Do you think your response does a good job of explaining how the invention of the telephone changed the way people lived? If not, what might you write instead?
Do you think your response includes enough details from the sourses? If not, what details might you add?
Revise your responses after your write.
Share with your partner what you wrote.
Here is what I wrote:
What information is this question asking for?
Turn and talk to your partner.
Each of you will write your own response to the questions on your "Research Questions" sheet. Use details or examples from your notes and from the articles in your responses.
You will now reread and write your responses to Questions 2 and 3. Once you are finished, reflect on the quality of your responses by thinking about some questions you will ask.
Do you think your response does a good job of explaining how the invention of the telephone changed the way people lived? If not, what might you write instead?
Do you think your response includes enough details from the sourses? If not, what details might you add?
Revise your responses after your write.
Share with your partner what you wrote.
Here is what I wrote:
Do you think your notes helped you write good responses to the questions? Why or why not?
Tomorrow you will use the sources (the articles), your notes, and your answers to the research questions to write an opinion essay about whether you think the telephone or the gasonline-powered engine changed peoples lives more.
Tomorrow you will use the sources (the articles), your notes, and your answers to the research questions to write an opinion essay about whether you think the telephone or the gasonline-powered engine changed peoples lives more.
Day 4: Writing an Essay
Yesterday you completed the first part of the guided practice performance task by answering questions about inventions that changed the way people live.
Today you and your partner will work together on the second part of the task: writing opinion essays about the topic.
Today you and your partner will work together on the second part of the task: writing opinion essays about the topic.
These are directions for the second part of the performance task, in which you will write an opinion essay about whether you think the invention of the telephone or the gasoline-powered engine changed people's lives more.
Listen as I read from each section of the directions aloud.
Listen as I read from each section of the directions aloud.
- When you do performance tasks on your own, (Like on the CMAS) you will be timed, but today you will not be.
- Each student needs to write an essay that tells your opinion about whether the telephone or the gasoline-powered engine changed people's lives more. Remember, you will need to support your opinions with reasons from the sources. You will follow the OREO format that we learned in our opinion pieces.
- Remember to PLAN, WRITE, AND REVISE
- Remember the qualities of a well-written opinion essay:
What questions do you have about the directions for writing the opinion essay?
Here is an example of what I wrote.
Here is an example of what I wrote.
What might you write about in your opinion essay today? Turn to your partner.
Day 5: Revising and proofreading your essay
What did you enjoy about writing your opinion essay yesterday? What did you find challenging?
Today you will have the opportunity to revise and proofread your essays.
Let's look again at my first two paragraphs that I wrote.
Today you will have the opportunity to revise and proofread your essays.
Let's look again at my first two paragraphs that I wrote.
I clearly stated my opinion about which invention I think changed people's lives more in the first paragraph. I tried to get the reader interested by writing that the gasoline-powered engine changed our lives forever. I think that will make the reader want to keep reading to find out more.
My essay is clearly organized. After stating my opinion in the introduction, I wrote a paragraph for each of the reasons supporting my opinion. I also stayed on topic throughout the essay. I used details from the sources in each paragraph. For example, in the fourth paragraph I campared how farmers used to use their hands or animals to do the work, but now gasoline-powered tractors and other machines made it easier. I used transition words to connect one idea to the next. For example, I wrote "one way, another way, and finnally" at the beginning of each paragraph to help the reader keep track of the the reasons for my opinion. My concluding sentence, "For all of these reasons, I think that the gasoline-powered engine changed the way people live more than the telephone" restates my opinion and lets the reader know the piece has come to an end. |
You will have time today to finish your essays, but first you will reread what you have written.
Let's look at your success criteria as you reread your essay. Answer each of the questions
Let's look at your success criteria as you reread your essay. Answer each of the questions