Should Animals Wear Clothes? 5 of 5

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Objective

With prompting and support TSWBAT write a brief opinion paper using sentence frames and drawing an accompanying illustration.

Big Idea

Sentence frames provide ELLs language support and a framework to explain their thinking. They are used in this lesson to help students write a brief opinion paper in response to a story read aloud.

Warm Up

15 minutes

I gather the students on the carpet. I show them the charts and templates that we had used in prior lessons to gather our information about our opinion, Should animals wear clothes? First we review the tree map from lesson one that we used to identify and match the characters to the piece of clothing that they were wearing as a hat. We then review the Bubble Map we used on the second lesson of this unit.  The Bubble Map is how we brainstormed adjectives that described what the animals looked like when they were wearing their hat.   We then review the T-chart that we used on the third lesson of this unit.  The T-chart is where the students declared their opinion about whether the animals should wear clothes or not wear clothes.  

It is so important for me to review the information we collected as a class from the previous days so every one "remembers" what was discussed.  I love the maps and charts as they all can stay up and be a visual reference for them.  Reviewing information is vital to my ELL students comprehending the content.  They need to have multiple exposures to a concept or vocabulary that includes a variety of hands on activities in order for them to "own" the information. 

I start off today's lesson by modeling the reading procedure.  I use a small pointer and touch every word of my sentence as I read it.  Then EVERYONE points from where they are and touches each word as we read it together.  Because I have written their name at the end of their sentence, they know who is next.  Each student comes up and reads the sentence by themselves and then we all point and read it with them as they touch each word.  

The repetition helps them learn vocabulary and sentence structure.

Classroom Video: Connection to Prior Knowledge

 T chart video

tree map:linda

the hat bubble map

Reading predictable chart video

 

Lesson and Activity

15 minutes

 I then model how we are going to write our opinion paper by using the document camera.  I model how to copy my sentence onto my paper and how to draw a detailed picture.  I call them one by one to get their paper.  They will get their pencil boxes and sit at their table to write their sentences and draw an accompanying picture.  I go around the room to give support to the students that might need assistance.  Some of my students need help with fine motor skills.  Some of the boys have difficulty coloring with purpose and with more than one color.  

Wrap Up

15 minutes

This is the fun part of my lesson.  I have stressed the idea that an opinion is how you think and feel about something.  I have also taught my students to express the reasons they think and feel as they do.  My students’ writing will vary in quality, illustrations, and creativity.  When my children are all done, I gather them back on the carpet for a read aloud of their story retells.

I make a class book with the writing pieces and place the book in our classroom library.

There are coloring pages on Jan Brett’s website that can be used homework or in a center.  http://www.janbrett.com/images/hat_coloring_page.gif

The Hat by Jan Brett can be seen on YouTube:

www.youtube.com/watch?v=vfwnx3r-LoE‎