LIT 1 6 B ed TPA - assignments PDF

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Lesson Name: Lesson 1 – Structure of a letter Grade: 1st Subject: Writing Central Focus: Students will compose a persuasive piece (letter) Objectives: • Students will learn the structure of a letter. • Students will learn the different greetings and closings and justify their usage in a letter. Standards: • CCSS.ELA-LITERACY.W.1.1 - Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. • CCSS.ELA-LITERACY.W.1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. • CCSS.ELA-LITERACY.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • CCSS.ELA-LITERACY.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • CCSS.ELA-LITERACY.RF.1.1 - Demonstrate understanding of the organization and basic features of print. • CCSS.ELA-LITERACY.SL.1.6 - Produce complete sentences when appropriate to task and situation. • CCSS.ELA-LITERACY.SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Materials: • Smartboard • Document camera • Laptop and speaker • Letter Part song • Parts of a letter image • Chart paper and Sharpie • Letter writing paper choices (two) • Pencils and erasers Prior Academic Learning and Prerequisite skills: • In the first week of this unit, students read, observed, and discussed multiple persuasive letters. Thus, they are aware that in a persuasive letter the writer tries to convince a person on a topic. • Students have also written friendly letters to their parents, friends and teachers focusing on the content of the body of the letter. Thus, they are aware about what a letter is and the different reasons why people write letters. • Students are aware of the meaning and usage of the word “persuasion and persuasive”. Procedure: Introduction -

Time (in minutes) 5

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I will start the lesson with a “Letter part” song. The song follows the tune of a popular nursey rhyme (The farmer in the dell) that students are familiar with. After singing the whole song myself once, I will ask the students to join along the second time. If I feel that the students will benefit from another repetition, we will sing the song a third time too.

Exploration/ Concept Development • I will display the image of “Parts of a letter” on the smartboard. • I will ask the students to recall (using the letter parts song) what each part of the letter means and turn-and-talk to their partners about it. For instance, the heading of the letter is the date and the body of the letter is the message. • Building on student’s answers, I will create a visual representation to show each part of a letter in the structure of a letter. • Using the structure of a letter, I will tell the students that today we are going to concentrate on “greetings” and “closings”. • I will urge students to recollect different greetings and closings they have encountered when they read letters. Students will have the chance to turnand-talk with their partners before sharing their thoughts with the whole class. • Based on student’s answers, I will create an anchor chart of different greetings and closings. • I will ask students questions to push them to think of the different situations in which it is appropriate to use a specific greeting or closing. The questions are: • When do you think you will use “Dear” at the start of your letter? Why do you think you would “Dear” and not “To”? • When you are writing a letter to your teacher what greeting will you use? Why do you think it is correct to use this greeting? • When will you use the closing “Sincerely”? Why so? • Do you think it is correct to use the closing “Your friend” when you write a letter to your best friend? Why so? Is there any other closing you can use? • Next, I will tell the students that today as a class we are going to write a persuasive letter to the class’ teacher requesting her to let us play a learning song. I will ask students to tell me the first part of a letter, the second part of a letter and so on when I am writing a persuasive letter. I will write the letter using the shared writing teaching technique. • Next, I will recap the learnings from the lesson – the parts of a letter, the structure of a letter and the different greetings and closings of a letter. • I will introduce the topic for today’s independent letter writing. The topic will be displayed on the Smartboard as I read it. The topic is – “Write a letter to your mom, dad, or anyone who loves you at home convincing them to buy you a special gift for your birthday or take you somewhere special for your birthday.” • I will also have a conversation with students about how we are writing this letter in English, but letters can be written in any language. In addition, I will discuss how can read the letters they write to their parents or grand paren ple who love them at home if they cannot read English

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or even translate and convey the meaning of the letter in their native language. Next, I will tell the students about the two paper choices they can choose from to write their letters. At the start of independent work time, I will check-in with my struggling readers to ensure that they have understood the writing prompt. I will also conference with other students reminding them to think about the parts of a letter and structure of a letter when writing their letters. I will urge students to use the parts of letter handout as a tool to their advantage when writing their letters.

Closure • I will ask some (2-3) students to share their persuasive letters with the class. • I will ask the following questions while students read their letters to the class: • What was the first thing you wrote when you started your letter? What part of the letter is this? • What did you write next? What part of the letter is this? • What is the greeting in your letter? Why did you choose this greeting? • What is the closing in your letter? Why did you choose this closing? • I will also provide an opportunity for other students to ask questions or clarify doubts they may have about the presenter’s letter.

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Assessments: • I will assess students’ understanding of the structure of a letter by reviewing the letter/s they write. I will look to see if students have followed the format of a letter, i.e. the correct position of the heading, greeting, body, closing and signature. • I will also assess students’ understanding of different the greetings and closings of a letter and its usage by reviewing the letter/s they write. I will look to see if students have used a greeting and closing in his/ her letter and if its usage is correct. • I will also assess students’ understanding of different the greetings and closings of a letter based on the conversations they have during the turn-and-talks at the rug. I will look to see if students are able to recollect any greeting/ closing based on the letters they have previously read or written.

Lesson Name: Lesson 2 – Adding an opinion sentence to a persuasive letter Grade: 1st Subject: Writing Central Focus: Students will compose a persuasive piece (letter) Objectives: • Students will identify the difference between an opinion and a fact • Students will learn to include an opinion sentence/s in persuasive letters Standards: • CCSS.ELA-LITERACY.W.1.1 - Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. • CCSS.ELA-LITERACY.W.1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. • CCSS.ELA-LITERACY.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • CCSS.ELA-LITERACY.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • CCSS.ELA-LITERACY.RF.1.1 - Demonstrate understanding of the organization and basic features of print. • CCSS.ELA-LITERACY.SL.1.6 - Produce complete sentences when appropriate to task and situation. • CCSS.ELA-LITERACY.SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Materials: • Smartboard • Document camera • Truth and False movement game sentences • Opinion sentence starters anchor chart • Letter writing noticing anchor chart • Chart paper and Sharpie • Letter writing paper choices (two) • Pencils and erasers Prior Academic Learning and Prerequisite skills: • In the first week of this unit, students read, observed, and discussed multiple persuasive letters. Thus, they are aware that in a persuasive letter the writer tries to convince a person on a topic. • Students have also written friendly letters to their parents, friends and teachers focusing on the content of the body of the letter. Thus, they are aware about what a letter is and the different reasons why people write letters. • Students are aware of the meaning and usage of the word “persuasion and persuasive”. Procedure: Introduction –

Time (in minutes) 5

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I will start the lesson with a True or False movement game to review the parts of a letter and the greetings and closings in a letter. In the game, students will do a jumping jack if the statement I read is true and spin around if the statement is false. I will tell the students the rules of the game. I will then display one sentence at a time on the smart board and read it too. The statements in the game are: • Letters always have a date in the heading. • I do not write my name in a letter. • The greeting of a letter can be “Dear” • Letters do not have a closing in them • The message of a letter is called the body of a letter

Exploration/ Concept Development – • I will tell the students a story to introduce the concept of fact and opinion. Story - My husband and I were deciding which flavor ice-cream we should buy. My husband said, “I think vanilla is best flavor of ice-cream. We should buy vanilla.” I did not agree with my husband. So, I said, “I disagree. I believe cookie cream is the best flavor of ice-cream. We should buy that.” We both felt that we were right, and the other person was wrong. Before I tell you how the story ended. I want you to think and tell your partners Who do you think was right and why do you think that? • Building on students’ answers, I will introduce the concept of “Fact” which is a truth and “Opinion” which is something one person thinks or feels. • I will also complete the story (We both got a cup of ice-cream that we thought was the best flavor) and ask the students if both the statements in the story were our opinions or facts? • I will provide students with a few more of examples of facts and opinions. I will list these sentences in a T chart as I share them with the class. • Next, I will ask students to come up with examples of a fact and/ or an opinion. I will add students’ examples to the T chart too. • I will tell students that in persuasive letters that we write to convince somebody we must always write our opinion. I will also explain why it is important to state one’s opinion. • Next, I will tell students about the different opinion sentence starters. I will have an anchor chart to display the different sentence starters and have students read one sentence starter and complete it using their opinion. The opinion sentence starters are – I prefer…, I think…, I feel…, I know…, I believe…, In my opinion…, The best thing about…, and Everyone should… • Then, as a class we will come up with a list of topics on which we can write persuasive letters. Some of the topics could be: More choice time, more time to read books from the school library, and more recess time every day. • After we create a list of 6-8 topics, I will ask students to choose a topic they would like to write a persuasive letter on and make their paper choice. • I will show the students an anchor chart displaying the parts of the letter with the shared writing letter that we wrote as a class yesterday. I will tell the students how they can use this tool when drafting their own letters. • I will remind the students to write at least one opinion sentence in their persuasive l ay and that they can use any of the opinion sentence starters from hor chart.

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At the start of independent work time, I will check-in with my struggling readers to ensure that they have chosen the topic for their persuasive letter. If needed, I will reread all the topics to them. I will also conference with other students reminding them to add an opinion sentence to their persuasive letters. I will urge students to use the parts of letter handout as a tool to their advantage when writing their letters.

Closure – • I will ask some (2-3) students to share their persuasive letters with the class. • I will ask the following questions while students read their letters to the class: • What was the first thing you wrote when you started your letter? What part of the letter is this? • Does your persuasive letter have an opinion sentence? • What is the opinion sentence in your letter? How can you tell that this is the opinion sentence? • I will also provide an opportunity for other students to ask questions or clarify doubts they may have about the presenter’s letter.

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Assessments: • I will assess students’ understanding of what an opinion sentence is by reviewing the letter/s they write. I will look to see if students have used the opinion sentence starters to write their opinion sentence. I will also see if the opinion sentence is in alignment with the topic of the letter. In other words, that the opinion sentence is the student’s opinion on the topic of the letter and not his/ her opinion on a different unrelated topic. • I will also assess students’ understanding of what a fact is and what an opinion is based on their partner discussions and examples of each that they provide. I will look to see if students can differentiate that a fact is a universal truth and an opinion is one person’s belief/ thinking. • I will also assess the class’ understanding of the parts of a letter based on the responses in the true and false movement game. I will look to see if students are able to correctly identify the statements as true or false.

Lesson Name: Lesson 3 – Adding a reason to a persuasive letter Grade: 1st Subject: Writing Central Focus: Students will compose a persuasive piece (letter) Objectives: • Students will persuade the reader by including a reason/s to support their opinions in the persuasive letter Standards: • CCSS.ELA-LITERACY.W.1.1 - Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. • CCSS.ELA-LITERACY.W.1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. • CCSS.ELA-LITERACY.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • CCSS.ELA-LITERACY.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • CCSS.ELA-LITERACY.RF.1.1 - Demonstrate understanding of the organization and basic features of print. • CCSS.ELA-LITERACY.SL.1.6 - Produce complete sentences when appropriate to task and situation. • CCSS.ELA-LITERACY.SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Materials: • Smartboard • Document camera • Post-its with opinion and fact statements • The class’ list of persuasive letter topics • Chart paper and Sharpie • Letter writing paper choices (two) • Pencils and erasers Prior Academic Learning and Prerequisite skills: • In the first week of this unit, students read, observed, and discussed multiple persuasive letters. Thus, they are aware that in a persuasive letter the writer tries to convince a person on a topic. • Students have also written friendly letters to their parents, friends and teachers focusing on the content of the body of the letter. Thus, they are aware about what a letter is and the different reasons why people write letters. • Students are aware of the meaning and usage of the word “persuasion and persuasive”. Procedure: Introduction – • I will start th will use the d

Time (in minutes) 5 with a review of what a fact is and what an opinion is. I t camera to display sticky notes with statements (fact

or opinion) onto the smartboard. I will read the statement displayed and ask students whether it is a fact or my opinion. I will also push students to explain their thinking about why it is a fact or an opinion. The statements are: • The Math folder is red in color. • Today morning all first graders sang the letter part song. • I believe all first graders love Broccoli. • I prefer to eat cheesy fries over regular fries. • I like to eat a piece of chocolate after dinner. • There are five tables in our classroom. Exploration/ Concept Development – • I will introduce the importance of adding a reason to persuasive letters by telling the students a personal story. Story – Over the weekend my husband and I got into an argument. My husband said, “It is your turn to do the dishes.” I said, “No it is your turn.” Then again, he said, “No its not my turn. It’s your turn.” And we went on and on. That’s when I realized that we are not going to reach any solution with we just keep saying “Its your turn.” To persuade my husband and convince him that it is his turn to do the dishes I need to give him a reason. So, I said, “It is your turn to do the dishes because I cooked the food and cleaned the stove.” When I gave him to good reasons, he said, “Okay. I agree. I will do the dishes.” • After providing students this context, I will emphasize on the importance of adding a reason statement along with an opinion statement in a persuasive letter. • Next, I will write a persuasive letter with an opinion statement and reason statement using the shared writing approach. • First, I will ask a student to choose a topic from the list of topics the class generated yesterday. • Next, I will write the letter based on the students’ ideas and thoughts. I will push the students to follow the structure of a letter, add an opinion statement and at least one reason. • After we complete the letter, I will ask students to choose a topic they would like to write a persuasive letter on and make their paper choice. • I will remind the students to write an opinion sentence and at least one reason in their persuasive letters today. • At the start of independent work time, I will check-in with my struggling readers to ensure that they have chosen the topic for their persuasive letter. If needed, I will reread all the topics to them. • I will also conference with other students reminding them to add an opinion sentence and at least one reason to their persuasive letters. I will urge students to use the parts of letter handout as a tool to their advantage when writing their letters.

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Closure – • I will ask some (2-3) students to share their persuasive letters with the class. • I will ask the following questions while students read their letters to the class:

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What was the first thing you wrote when you started your letter? What part of the letter is this? • Does your persuasive letter have an opinion sentence and a reason? • What is the reason in your letter? I will also provide an opportunity for other students to ask questions or cla...