Name: Beth Fowler Date: October 29, 2013 Lights, Camera, Action CCSS.ELA-Literacy.W.3.

1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. CCSS.ELA-Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Learning Objectives: The student will be about to write an opinion piece on their favorite body part and give supporting reasons. The student will be able to engage effectively in a range of collaborative discussions with peers on their favorite body part and why. The student will be able to produce writing in which the development and organization are appropriate to task and purpose, with guidance and support from adults. The student will be able to develop and strengthen writing as needed by planning, revising, and editing with guidance and support from peers and adults. Essential Question: How can I focus the topic of my writing? How can we persuade our readers in believe our favorite body part is the most important body part? Assessment: The teacher will grade each student on their participation in the classroom, and writing rubric each child is using to complete their persuasive piece on those standards. Activities/Procedures: Opening: The teacher will review persuasive writing in a whole group setting. The teacher will also give instructions for writing assignment. Activities: The students will pick a body part to write a persuasive piece (body part chosen within reason). The students will pick a partner to discuss what body part they would choose and why they have chosen that part. As the students wrap up their discussions, they will write their persuasive writing piece. As students begin to finish their FINAL draft of their persuasive writing piece, they will use a camera (with their partner) to take a picture of the body part they had chosen. The teacher will print off the pictures of the students. The students will cut out their picture and glue it to the top of their final draft. Closing: The students will conclude the lesson by revisiting the essential question, and sharing their favorite part about this writing assignment. Accommodations: ESL: Special groups catered to each students writing language understanding. Special Education: Resource & Inclusion: A partner to help the student understand the concept. Physical Handicaps: Visual: Students will be able to visually place facts together. Hearing: Students will be able to work in partners to talk about writing and what their ideas. Physical: Students will be able to maneuver to every area designated for grouping. Early Finishers: Students will be able to work on research projects on writing content that the child shows a special interest in one of the topics given by the teacher. Materials: final draft paper, pencils, paper, camera, computer, color printer.