Do You Like Pizza? 2 of 2

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Objective

With prompting and support SWBAT write an opinion paper with an accompanying drawing.

Big Idea

Join us in writing our opinions about pizza.

Warm Up

5 minutes

Today's lesson is the second lesson in the opinion writing about pizza.  There was so much background work we had to do to get to today's point of being able to write.  Today's opinion writing is more involved than writing about our favorite pizza.  Today we will be stating who we are, what our opinion is and then briefly defending our opinion.  The common core specifies that our students need to be able to state an opinion based on a text and use text based information to defend it.  In the upper grades the students have to perform this skill for standards based assessments and district writing assessments.  Kindergarten is laying the foundation for this difficult skill using fun topics and text.

As a warm up we will review the charts that we filled out in yesterday's lesson.

T-chart

pizza bubble map

Story and writing Activity

20 minutes

I read the story straight through today because it is the second day of this lesson.  I will call my students a row at a time to stand in line at the easel.  My procedure is for each student to read their three sentences by themselves using a pointer.  I am encouraging them to touch each word as they read it.  Then they read it a second time with all of us pointing and chorally reading their sentences with them.  I taught them to point and look down their arm so they can see the sentences and touch each word with their finger.  The Predictable chart is great for my ELL students.  Everyones set of sentences are the same.  Only the first and last sentence with change by one word.  My students benefit from this repetition.  If they can see it and say it then they can go to their tables and write it.  Hopefully they will be able to read it at the end of the lesson.

Here is the predictable chart we created.

"Now that everyone has had a chance to read their sentences, I will model the writing under the document camera.  I will look at the Predictable Chart and copy my sentences.  My first sentence is, My name is Mrs. Adams.  Would you write Mrs. Adams on your line?  NOOOOOO!  You would write your name.  Then next sentence is; I like pizza.  Spell pizza as I write it.  Great.  Now my last sentence is;  It is gooey.  I am using the adjective gooey, you will use what we wrote on the Predictable chart.  Now that my sentences are done I can draw my pizza.  Hands on your head if you understand what to do?  I will cut your sentences out for you but they are too big to put on the table.  You will have to put them on the floor by your chair so you can still see it."

I cut out the blocks of three sentences for each student and send them to their tables.  I call on my class paper passers to pass out the story paper to every seat.   Sometimes I will type up their sentences and hand them the small slip of paper for them to copy.  I walk around and assist those in need.  As they finish my students sit on the carpet and read library books quietly.

 

Wrap Up

3 minutes

We clean up the library books and sit back on the carpet.  My students are excited to read their opinion papers.  I call them up to the front of the class one at a time to read their sentences and show off their drawings.  Each student gets the opportunity to read their sentences.  We cheer and applaud after each oral presentation.

Sometimes I collect the papers to make copies to put in their portfolio to show progress in comprehension, writing skills and ability.  It is during this part of the lesson that I use as a formative assessment.  Did my students understand the concept of an opinion?  Did they understand the thinking maps we used?  Did they have difficulty putting sentences together for the Predictable chart?  Were they able to do their writing and drawing independently?  Were they able to stand in front of the class and give their oral presentation so that everyone could understand what they read?

Here is an example of student writing and an oral explanation.