TCNJ Writing Unit Plan

Lesson #6 Draft Writing

Student Name: Keri Anacker School Name: Hopewell Elementary
Grade Level: 3rd Host Teachers Name: Ms. Hamilton


Guiding Questions:
How can I tell the difference between fact and opinion?
Do informational authors use facts or opinions? Why?
How can I start draft writing?
What can I use to hook my reader?


Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content):
Students have experience writing other forms of nonfiction such as biographies and Important
books. They also have information on what is a fact and what is opinion but will need a
refresher. They may also think they can include opinions in their articles, as some articles
include opinions however informational texts include only facts.

Standards:
CCSS.ELA-LITERACY.W.3.2:Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.

CCSS.ELA-LITERACY.W.3.2.A:Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.3.2.B:Develop the topic with facts, definitions, and details.
CCSS.ELA-LITERACY.W.3.2.C:Use linking words and phrases (e.g., also, another, and, more,
but) to connect ideas within categories of information.
CCSS.ELA-LITERACY.W.3.2.D: Provide a concluding statement or section.





Learning Objectives and Assessments:
Learning Objectives Assessment

Students will be able to differentiate between
fact and opinion.
Students will be sorting the fact vs. opinion
cards and teacher will assess for correct
identification.

Students will be able to start draft writing
their articles with evidence of an engaging
intro.
Students will begin writing their articles.
Teacher will collect drafts and assess for
progress and attempt at an engaging intro.



Materials: (List all, include any online or book references)
Fact or Opinion Game, draft paper, Anchor Chart from Lesson #1, pencils, Hook Your Reader
chart, Ticket out of class


Plan for distribution/cleanup of materials:
Ms. Anacker will distribute and collect game cards by table. They will be pre-grouped in
baggies. Students will have access to the classroom writing center whenever they need materials.


Lesson Beginning:
Teacher will begin by asking students to summarize what they did the day before. They will
discuss their progress with the research so far and what they still need to do. Teacher will
explain that today will be the first day of writing. She will revisit the chart from lesson #1 about
features of informational articles. She will review the features and remind the students to
remember to use these things while writing. Teacher will say that authors use more facts instead
of opinions to help inform their writing.


Step by Step plan (numbered):
1. Lesson beginning
2. Ms. Anacker will explain the rules for the fact vs. opinion game. Students will be allowed to
work in partners drawn by popsicle sticks.
3. Students will play the fact vs. opinion sort and then teacher will regroup to go over the
answers.
4. Teacher will revisit the chart from lesson #1 again, this time stressing the hooking the reader
part. She will explain how writers hook their readers with engaging introductions to spark
interest and make the reader want to continue. She will bring out the hook the reader anchor
chart and discuss different strategies to hook the reader.
5. Using the frog mentor article, teacher will model some strategies on making an engaging
introduction.
6. Teacher will let students begin working on their rough drafts and will walk around to monitor
progress.
7. Students will write until teacher signals using the class chime.
8. Closure

Closure:
Teacher will use the chime to signal when writing time is done. She will hand out the ticket out
of class papers and tell the students to read their introductions to the person sitting next to them.
They can fill out the sheet evaluating each others work.


Key Questions (that you will ask):
What makes something a fact? What makes something an opinion?
Do we include opinions in informational text?
What are some ways we can hook a reader?
Did your partner hook the reader?



Logistics:

Timing: 1 hour 30 minutes
- lesson beginning 10 minutes
-fact vs. opinion sort 10 minutes
-hooking the reader discussion and chart 5 minutes











-frog article modeling 15 minutes
-student writing 45 minutes
-ticket out of class 5 minutes

.
Transitions: Teacher will use the class chime to give time warnings. The phrase 1 2 3 eyes on
me will also be used.
Classroom Management: Students will be reminded to be quiet and respectful to others when
they are draft writing. If the noise level gets too loud during any part, teacher will turn off the
lights and wait for silence to regain control.

Differentiation: Ticket out of class sheet will act as a mini assessment to see who is progressing
and who is not. We can use this information to further our future lessons. Students will be asked
to work in the hallway or back table if necessary. Further, certain students like Cameron and
Elias will be able to put more of their information in their visuals instead of the written
paragraphs. Teacher will also speak with Tom, Gabe, and Genevieve about developing their
writers voice in order to keep their reader engaged. Some students will have lines drawn with a
ruler on their paper to help them space out and organize their papers neatly.











What We Notice About Informational Articles:
Hook the reader with a story, example, or rhetorical questions.
Focus on an interesting idea about the topic.
Have quotes from experts and regular people
Facts are throughout the article
Written with a voice that keeps the reader interested.
Opinions.
Catchy titles and subheadings.
Photos with captions connect right to the writers big idea.
Sometimes written in columns.
Visuals include photos, maps, charts, and graphs.
Ticket Out of Class

Did Ye Hook the Reader?
Read your partners intro paragraph.
Did they successfully hook their
reader?
YES NO
Why?
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