- Unit 4
- Level 4
- 6 days
- opinion writing
- Download Lesson
Standards Addressed:
- L.1.1
- L.1.2
- L.1.2.b
- L.1.2.d
- RF.1.1.a
- RL.1.3
- RL.1.6
- RL.1.7
- SL.1.2
- W.1.1
- W.1.8
Lesson Materials/Resources
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Hey, Little Ant extension activity Visit Link
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Hey, Little Ant craft Visit Link
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Clean copy writing paper with ants Visit Link
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Another clean copy ant opinion paper Visit Link
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Graphic organizers and clean copy paper Visit Link
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Hey, Little Ant text evidence Visit Link
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More clean copy paper choices Visit Link
Objectives
Students will learn how to write an opinion story using Step Up to Writing techniques. The book, Hey, Little Ant, is written from both the perspective of the ant and of the little boy. Using a text to introduce opinion writing will give students a framework in which to form and support opinions that they will be making.
Assessment/CFU
Students will produce a paragraph with a topic sentence, four facts sentences, and a closing sentence. Have students check their sentences to make sure that they started each sentence with a capital, put a finger space between each word, and ended with a period. Students should state their opinion, give four facts supporting their opinion, and end with a closing sentence.
Opening/Warmup/Connecting Prior Knowledge
Day 1:
Read the book, Hey, Little Ant, by Philip Hoose.
Have a class discussion on reasons to step on the ant and reasons to save the ant. Make a chart to record students reasons.
Then have students "think, pair, share" with a partner to discuss their reasons.
Days 2 & 3:
As a whole group, discuss the concept of topic sentences. Then make a poster of topic sentences that first graders can use in their paragraph. (Or have students create their own topic sentence.) Students should write their topic sentence on a green strip of paper.
Then have students give you four reasons supporting their opinion. Give students four strips of yellow paper to write a "sloppy copy" of their reasons.
Last, have students write a closing sentence for their paragraph.
Day 4:
Have students use an editing check-list to correct their sentences. Then have students partner up with a peer to check their work and to expand their sentences (add adjectives or details.)
Day 5: Have students write a clean copy of their paragraph and draw an illustration.
Day 6: Have students share their work with the class.
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