Lesson 4- I Wanna Iguana
1. Teacher Name: Oropeza 2. Course/Content/Grade: ELA/Close Reading/ 3rd
3. Unit/Module/Topic: Unit 2 Week 2 4. Plan Duration: ~50 minutes
RI.3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answer.
W.3.1 Write opinion pieces on topics or texts, Today I am learning how to use evidence to write an
supporting a point of view with reasons. opinion piece.
6. Learning Intentions and Success So I can clearly state my opinions.
5. Core Standard(s): Introduce the topic or text they are writing
about, state an opinion, and create an Criteria I will know I have learned this when I complete an
organizational structure that lists reasons. opinion piece.
Provide reasons that support the opinion. Use
linking words and phrases (e.g., because,
therefore, since, for example) to connect
opinion and reasons. Provide a concluding
statement or section.
Social Studies: Students will understand
Adorable, compassionate, exactly, iguana,
7. Essential Vocabulary: 8. Inter-Disciplinary Connections: that reaching a good solution involves
mention, trophies.
cooperating and compromising.
9. Assessing for Student Learning: Partner talk and exit tickets.
10. Technology Integration:
Teacher Use: Smart board Student Use: Chrome books- google classroom
(When applicable)
11. Area for Content Specific Additions Continuing work on vocabulary words and discuss how the text structure is unique.
Lesson 4- I Wanna Iguana
12. 13. Lesson Sequence 14. 15. Grouping and Scaffolding 16. Engagement & Checking for Understanding
Pacing (What You Do When: Including Explicit DOK Structures (including interventions (OTRs: What will students be saying,
(mins.) Instruction/Guided Inquiry) Level for diverse learners) writing, reading & doing)
3 minutes Introduce the learning intention and success 1 whole class students are actively listening and
criteria participating
slide 36
5 minutes Review writing prompt and annotation. 1/4 Whole Class Students are actively listening and
Have students put a star next to the 3 lines they will participating
use for evidence.
Have students pick a side.
slide 37
7 minutes Have students partner read pages 250-253 and 4 Partner Students are reading with their partner taking
have them star their evidence that will support turns reading different pages.
their argument if he should or should not get the Annotating as they find evidence.
iguana
Slide 37
5 minutes Have partner A share their 3 pieces of evidence 4 Partner Have them use the 4 L’s to partner talk. Look,
they chose with their partner Lean, Lower, and Listen.
slide 38 Have students share back responses with the
whole class.
Have students circle questions and underline
responses
5 minutes Have partner B share their 3 pieces of evidence 4 Partner have them use the 4 L’s to partner talk. Look,
they chose with their partner Lean, Lower, and Listen.
slide 38 Have students share back responses with the
whole class.
Lesson 4- I Wanna Iguana
Have students circle questions and underline
responses
15 minutes Have students complete the prewrite 4 Independent/whole class Have students independently work through
Before starting, review the different parts of the the prewrite.
prewrite and the rubric. Support ELL students and if they need it help
Slide 40 with sentence frames and have them fill in the
blanks.
20 minutes Have students log into google classroom and type 4 independent Have students independently work through
up their piece. the final draft.
Slide 40 Support ELL students and if they need it help
with sentence frames and have them fill in the
blanks.
17. Closure: The final writing piece. Along with reflecting on their rubric score once they have been graded and adding the piece to their
(Students reflecting on their learning writing portfolio.
and providing feedback on their
understanding to the teacher)
18. Feedback to students: The rubric for their written piece along with verbal feedback throughout the lesson.
(Teacher providing feedback to
students on their learning and
growth)
