Title: Tuck Everlasting
Author: Natalie Babbitt
Subject: Writing
Grade
Level: 4th grade
State
Standard(s):
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Lesson
Goals
After the students read the chapter from Tuck Everlasting students will write a response giving their opinion with three reasons and supporting examples of whether of not the main character, Winnie, should drink from the spring and live forever.
After the students read the chapter from Tuck Everlasting students will write a response giving their opinion with three reasons and supporting examples of whether of not the main character, Winnie, should drink from the spring and live forever.
Instructional
Methods
Prior Knowledge
Student will need to:
- read Tuck Everlasting chapter
- know what an opinion is
Prior Knowledge
Student will need to:
- read Tuck Everlasting chapter
- know what an opinion is
Anticipatory
Set
- Have students move to the rug by table numbers. "We will be having discussion on the rug. Please bring your writers notebook and a pencil with you. Table one please move to the rug and sit in your assigned spot." Repeat this process until all students are on the carpet.
- "I have a question I want you to think about. Would you want to live forever? Why or why not? Before anyone shares I am going to set my timer for one minute. I want you to either make mental notes or write down reasons in your writers journal why you would or would not want to live forever."
- After the minute is over have students turn to their neighbor and share their thoughts.
- Draw four names from the pop sickle stick jar with students names written on them. Have the students share what they thought and what their partner told them as well.
- "Are we sharing our opinion or a fact?" Opinion
- "What is an opinion?" A belief or way of thinking about something.
- Have students move to the rug by table numbers. "We will be having discussion on the rug. Please bring your writers notebook and a pencil with you. Table one please move to the rug and sit in your assigned spot." Repeat this process until all students are on the carpet.
- "I have a question I want you to think about. Would you want to live forever? Why or why not? Before anyone shares I am going to set my timer for one minute. I want you to either make mental notes or write down reasons in your writers journal why you would or would not want to live forever."
- After the minute is over have students turn to their neighbor and share their thoughts.
- Draw four names from the pop sickle stick jar with students names written on them. Have the students share what they thought and what their partner told them as well.
- "Are we sharing our opinion or a fact?" Opinion
- "What is an opinion?" A belief or way of thinking about something.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.1 Activate or supply background knowledge
Students discuss living forever and what an opinion is. |
4.1 Vary the methods for response and navigation
Students pair share and make notes in their writers journal. |
7.3 minimize threats and distractions
Students sit in pre-assigned spots on the rug. |
Introduce
and Model New Knowledge
- "We are going to be writing an opinion paper today. To help you write your paper I am going to show you a strategy that will help you remember the steps of writing an opinion paper."
- Complete the hamburger anchor chart.
- After each letter phrase discuss and clarify what each mean.
- Discuss opinion sentence starters and transition words.
- "We are going to be writing an opinion paper today. To help you write your paper I am going to show you a strategy that will help you remember the steps of writing an opinion paper."
- Complete the hamburger anchor chart.
- After each letter phrase discuss and clarify what each mean.
- Discuss opinion sentence starters and transition words.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.2 Clarify syntax and structure
Students are provided with an anchor chart that outlines the structure of an opinion piece. |
6.2 Support planning and strategy development
Students are supplied with an outline strategy of how to write their paper through the chart. |
9.1 Promote expectations and beliefs that optimize motivation
Students are shown what a well developed opinion piece consists of and is expected. |
Guided
Practice
- Pass out the opinion graphic organizer to each student.
- Keep a graphic organizer for yourself and project the blank copy using the Elmo.
- "We are going to practice filling out this graphic organizer together first and then you will complete one on your own."
- On the section labeled state your opinion write "Summer is a better season than winter."
- "Why did I write this sentence under the first section?" Because you are giving your opinion.
- "What is my opinion?" Summer is a better season than winter.
-"Some of you may agree with me and some of you may not, but let us pretend that all of us prefer summer to winter."
- Use the pop sickle stick jar and draw a name.
- Ask the student "What is one reason you or someone else would have the opinion summer is a better season than winter?" Responses will vary.
- Write what is said in the first reason blank.
- Repeat these steps with different students until all three reason sections are filled.
- "How many reasons have we given why summer is a better season than winter?" Three
- "What should I write in the last blank?" A concluding sentence.
- "What should be in my concluding statement?" Restate your opinion and include my three reasons why.
- Use the pop sickle stick jar to draw a name and ask the student what an effective concluding statement would.
- Write the conclusion statement.
- Keep a graphic organizer for yourself and project the blank copy using the Elmo.
- "We are going to practice filling out this graphic organizer together first and then you will complete one on your own."
- On the section labeled state your opinion write "Summer is a better season than winter."
- "Why did I write this sentence under the first section?" Because you are giving your opinion.
- "What is my opinion?" Summer is a better season than winter.
-"Some of you may agree with me and some of you may not, but let us pretend that all of us prefer summer to winter."
- Use the pop sickle stick jar and draw a name.
- Ask the student "What is one reason you or someone else would have the opinion summer is a better season than winter?" Responses will vary.
- Write what is said in the first reason blank.
- Repeat these steps with different students until all three reason sections are filled.
- "How many reasons have we given why summer is a better season than winter?" Three
- "What should I write in the last blank?" A concluding sentence.
- "What should be in my concluding statement?" Restate your opinion and include my three reasons why.
- Use the pop sickle stick jar to draw a name and ask the student what an effective concluding statement would.
- Write the conclusion statement.
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| Add caption |
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
3.2 Highlight patterns, critical features, big ideas, and relationships
A pattern is shown through the relationship of the hamburger anchor chart and hamburger graphic organizer structure. |
5.3 Build fluencies with graduated levels of support for practice and performance
Teacher models how to complete a graphic organizer. |
7.1 Optimize individual choice and autonomy
Individual students decide what is included in the graphic organizer. |
Independent
Practice
- "Now it will be your turn to fill out your own graphic organizer. You are going to give your opinion if Winnie should or should not drink form the spring and live forever."
- Write "Winnie should or should not drink from the spring and live forever."
- "I have a handout where you can brainstorm pros and cons if you would like."
- Pass out the pros and cons sheet to students who would like the handout.
- Pass out the lyrics to the song for students who would like a copy.
- Pull up the video from YouTube and play the song for the students.
- Once the song is played tell students to fill out their graphic organizers independently.
- Walk around monitoring their writings and assist students who need support.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.5 Illustrate through multiple media
Students are shown a video of a song from the Tuck Everlasting musical |
5.2 Use multiple tools for construction and composition
Students are provided with a pros and cons handout |
8.4 Increase mastery-oriented feedback
Teacher is made available to provide timely feedback by monitoring students work. |
Wrap-up
- Once students have completed their graphic organizers students will share and give peer feedback within their desk groups.
- Students will make any corrections and edit their organizer if needed.
- Remind students to refer back to their graphic organizers and the anchor chart for support in writing their papers.
- Once students have completed their graphic organizers students will share and give peer feedback within their desk groups.
- Students will make any corrections and edit their organizer if needed.
- Remind students to refer back to their graphic organizers and the anchor chart for support in writing their papers.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
2.2: clarify syntax and structure
Students edit and review structure of peers. |
6.4 Enhance capacity for monitoring progress
Students monitor their peers and individal graphic organizers. |
8.3: Foster collaboration and community
Students will use peer review |
Assessment
- Students will write a paper including a topic sentence which states the opinion, three reasons with examples, and a concluding statement.
-Students may choose to hand write or type the paper in a Word document.
- Students will be assessed using a rubric.
-Students may choose to hand write or type the paper in a Word document.
- Students will be assessed using a rubric.
Recognition
“What”
Multiple means
of Representation
|
Strategic “How”
Multiple means
of Action and Expression
|
Affective “Why”
Multiple means
of Engagement
|
1.1 Offer ways of customizing the display of information
Students may choose to and write or type their papers. |
4.2 Optimize access to tools and assistive technologies
Students have access to computers with Word software. |
7.1 Optimize individual choice and autonomy.
Students have the option to type or write their papers. |
Materials
- Tuck Everlasting book
- class pop sickle sticks
- anchor chart
-markers
- graphic organizers
- pro cons handouts
- writers journals
- internet access
- computers
- Elmo projector
- class pop sickle sticks
- anchor chart
-markers
- graphic organizers
- pro cons handouts
- writers journals
- internet access
- computers
- Elmo projector
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