Vocabulary Targeted Academic Vocabulary Fact Opinion Topic Reasons Motivation Evidence Text Features Conclusion Targeted Content Area Vocabulary Canine Carnivore Cell Domesticated Evolve Instinct Pack Feline Preditor Protein Instructional Sequence Day(s) and Desired Outcome(s) Texts and Resources Instructional Notes Day: 1 Desired Outcome(s): 1. Students will be able to capitalize a book correctly -Daily graph choices and graph sheet -Sight Word Cheer Cards Daily Opinion Graph: What is your favorite color? Tell students each morning when they come in they will their card in the pocket chart graph. They will read the choices and put their card above the choice they like best. Practice this routine by giving each student a card with their name or picture on it. Have them line up and place their card
-two kinds of brownies, cookies, donuts, cupcakes, muffins, and pancakes -Youtube video of, If You Give a Cat a Cupcake -Audio recordings of, If You Give a Pig a Pancake and If You Give a Moose a Muffin -Sequencing Activities Day 6: Review activity and informal assessment of how to titles of books, magazines, articles, poems, and songs. Obtain two examples of books, magazines, article, poems, and sheet music. Place a number one through ten on each with a sticky note Place them around the room. Give students a piece of paper and have them number it one to ten. Tell students that they are going to quiety walk around the room and stop at each example. They are going to locate the title and write it with correct capitalization and underline it or use quotation marks. After the activity go over the answers as a class. Tell students that are all types of test they will be reading throughout the year. Tell them that they will be recording each type of text they read on their reading log. Instruction: Opinion Picnic: *This activity will take two days. On day one do the whole group example with, If You Give a Mouse a Brownie. Then have students do two stations. On day two have student do the remaining three stations and do the concluding activity. Tell students today they are going to get practice writing their opinions by having a book picnic. Tell students that at each station they will: Read or listen to the book Try one of each of the treats a square on the graph for the one they liked better their opinion sentence Do a sequencing activity for each book Reread or listen to the book until it is time to switch Model how students will complete each picnic station with the book, If You Give a Mouse a Brownie.
Tell students the first step to writing an opinion essay is to state their opinion. Tell them they have been practicing this. Call on a student to share their personal opinion starter. Use their sentence starter to model writing the first sentence on the board. Tell the students the next step is to use facts and reasons to support their opinions. Explain to students that they are required to write two supporting sentences. Post the cat poster for students to refer to. Call on two students to pick a fact to use. Model how to use the sentence starters. Now it will be the students turn to write supporting sentences. Call on two more students to pick facts. Have them work with a partner to write supporting sentences. Call on partnerships to share their examples. Repeat this process several times eventually have students write sentences on their own. Ask students, “What is the best way to support your opinions?” Emphasize that it is important to use facts to support your opinion not just, “Because it is fun, cute, awesome, cool…..” Have students pick favorite first and second sentence starters to write on yellow sentence strips. Have them decorate it. 2. Write an opinion essay with a beginning sentence and reasons: Have students lay out green sentence strip and two yellow sentence strips. Use the Oreo graphic organizer and show students where to put the beginning sentence and reasons. Instruct students to use their green sentence strip to write a beginning sentence about cats. Guide them in using the next two yellow sentence strips to write the next two sentences. 3. Cat Have students work on the cat craft. As they work go around and have each student read their sentences to you and look for capitals at the beginning. Then give them a paper to write a final draft. After students finish do a directed drawing of a cat. Have students include what they have learned about cats in the drawing and label them. Collect all of your students draft and directed drawing to compile them into a class book. Display the class book and allow students to read it during independent reading time.