Teacher Resource Book. Writing INSTRUCTION TEACHER RESOURCE BOOK

TEACHER RESOURCE BOOK 2 Writing INSTRUCTION Teacher Resource Book

Lesson OVERVIEW Lesson 3 Writing an Opinion: Paragraph Lesson Assignment Lesson Source Text Write a paragraph telling your opinion about an unusual home you would like to visit. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Science Source Text 2 Step 3 Read and Gather Evidence Source Text 1 http://www.bikehomes.pin/whatsinside What s Inside? by Luis Vargas What is Opinion Writing? 1 Opinion writing is writing that expresses the author s opinion about a topic. The author of a piece of opinion writing states an opinion, or what he or she thinks, feels, or believes, and provides reasons or evidence to support the opinion. Examples of Opinion Writing Editorials, Book or Movie Reviews, Advertisements Peek inside this tiny house on the back of a bicycle. Homes come in all shapes and sizes. Have you ever heard of a home on the water? You may have seen a tree house or played in one. Can you imagine living in a different kind of home? There s a light for reading at night. The windows let in air and light. A Home in the Trees 2 3 Tree houses are made of things from the environment, or the land, water, and air around us. Those things are called resources. People use the resources to build tree houses. They use wood from trees and they use the tree itself! They may collect rainwater to use for a shower. They may even use sunlight for heat! There is a kitchen to prepare food. The bed is up high. The generator makes power for the light and television. Some tree houses are simple. Others are very fancy with bedrooms, a kitchen, a bathroom, and a living room, too! The bicycle helps move the home from place to place. There is storage to keep the home neat. The tree house doesn t hurt the tree. 70 Copying is not permitted. Copying is not permitted. Source Text 1 Source Text 2 Unusual Homes Magazine Article What s Inside? Website: Diagram 73 Learning Progression Writing Standard 1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Grade 1 Grade 3 Writing 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion... Writing 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion... Writing 1a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Writing 1.... supply a reason for the opinion... Writing 1.... supply reasons that support the opinion... Writing 1b. Provide reasons that support the opinion. Writing 1.... use linking words (e.g., because, and, also) to connect opinion and reasons... Writing 1c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Writing 1.... and provide a concluding statement or section. Writing 1d. Provide a concluding statement or section. Writing 1.... and provide some sense of closure. 66a Grade 2 Lesson 3 Writing an Opinion: Paragraph Copying is not permitted

Lesson 3 Overview Ready Reading Connection Ready Reading Unit 3, Lesson 11 Theme Homes, Past and Present Skill Understand how text features organize ideas and highlight important information. Lesson Resources Rubric for Opinion Writing page 93d Lesson Writing Samples pages 93e 93f Planning Chart page 93g Conference Prompts pages 93h 93i Opinion Writing Checklist: Paragraph page 93j Peer Review Checklist page 93k Language Handbook page LH188 LH239 Teacher-Toolbox.com Don t forget to look online for lesson resources. Student Book Teacher Resource Book Lesson Pacing Guide 45 50 minutes writing per day 2 3 days 1 2 days 2 3 days 2 3 days 2 3 days Step 1 Learn About Opinion Writing Read the Mentor Text Step 3 Read and Gather Evidence Think It Through Step 4 Plan Step 5 Draft Introduction Body Conclusion Step 8 Publish Collaborate Share Step 2 Unpack Lesson Assignment Step 6 Revise Step 7 Edit Copying is not permitted 66b

Step 1 Learn About Opinion Writing Focus Study a Mentor Text Objectives Identify the purpose and parts of an opinion paragraph. Analyze the features of a mentor opinion paragraph. Standards W.2.1; RI.2.1 Also: RI.2.6; RI.2.8 Get Started Lesson 3 Step 1 Learn About Opinion Writing W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Writing an Opinion: Paragraph What Is an Opinion? Opinions tell what we like or what we would choose. I love to swim! Do you? What s your opinion? My favorite food is grass. What s your opinion? Have students turn to the Writing Path on pages 8 9, and tell them that they will use all of the steps as they learn to write an opinion. Today you will learn about what an opinion is. We ll also read a paragraph that tells an opinion. Read aloud the text under the heading What Is an Opinion? and Hershel s remarks. Model an opinion you have and ask volunteers to share an opinion. Remember we can have different opinions. We don t all need to like the same things or have the same favorites. Read aloud the text below the heading What Is an Opinion? Discuss how it is different from informational or narrative writing. Discuss the color-coded elements of opinion writing. Remind students that like other writing they have done, opinion writing has a beginning, middle, and an end. Let s look carefully at what happens in each part. What should happen in the beginning? (state the topic and opinion) A reason explains why. Where should the writer put the reasons for the opinion? (in the middle) What should the writer remember to do at the end? (make the opinion clear) English Language Learners 66 What Is Opinion Writing? Writers tell their feelings about a topic. Writers also give reasons to support their opinions. Readers want to know why the writer has that opinion. Opinion Writing has: a beginning that introduces the topic and opinion a middle that gives reasons an end that makes the opinion clear English Language Learners Opinion Statements Work with English learners to familiarize them with the big idea of the lesson before beginning. Use sentence starters such as, I like, I don t like, My favorite is, I would choose, and I would rather to introduce the idea of stating an opinion. Point out the cognates for opinion opinión, and reason razón, to Spanish speakers. Copying is not permitted. 66 Copying is not permitted

THEME Homes, Past and Present Luke wrote an opinion paragraph about a house that would be hard to build where he lives. Let s read it. FOCUS Study a Mentor Text Read as a Reader Lesson 3 Step 1 MENTOR TEXT Too Warm for an Igloo by Luke Weber Would it be harder to build log houses or igloos where I live? I think building igloos would be much harder. It would be harder because we don t get snow and ice here. I live in Florida. We might get a little bit of snow sometimes. But it s not enough snow to build igloos. Also, igloos would melt if we built them. It s very warm in Florida. It can be really hot! Igloos would melt very quickly. The weather where I live makes building an igloo impossible. 1 Did Luke write a beginning? Underline his topic and opinion in green. 2 Did he write a middle? Underline his reasons in yellow. 3 Did he write the end? Underline the words that tell his opinion again in red. Tell students that as you read Luke s paragraph aloud, they should pay attention to what Luke s opinion is about whether a log home or an igloo would be harder to build where he lives. Make certain students are familiar with these types of homes. Read aloud Luke s opinion paragraph, stopping only to define any words that interfere with comprehension, such as Florida and melt. Use the following discussion prompts: Why did Luke write the paragraph? (to tell which home would be harder to build) Why does Luke think an igloo would be harder? (There is not enough snow in Florida, and it is very warm so the igloo would melt.) Ask students to turn to a partner and retell Luke s opinion and one of his reasons. Check that students can distinguish between an opinion and reasons. Access Content Copying is not permitted. 67 Access Content Marking Strategy Remind students of the traffic light color-coding they have used to mark other types of writing. Discuss what is different in the beginning of an opinion. Point out key elements such as the topic and the reasons as students underline the beginning in green. If students seem uncertain, ask them to underline in pencil and check with a partner before underlining with a color. Continue in a similar manner for each part. If students struggle identifying the structure of an opinion paragraph, then create a diagram to show how the parts connect. Write the title Opinion Paragraph above three boxes arranged in a column. Label the top box Beginning: Topic and Opinion. Label the center box Middle: Reasons, and label the bottom box Ending: Opinion in New Words. As time allows, fill in the boxes with information from Luke s paragraph. Read as a Writer This time you will read the paragraph as a writer. Notice how the writer begins the paragraph and then gives his reasons. Reread the Mentor Text together. Read aloud activities 1 3, and guide students as they complete them as a class or with partners. As you reread each sentence of Luke s paragraph, ask students to hold up the color they used to mark each sentence. Quick Write On a piece of paper, have students respond to the following prompt: How is writing an opinion different from writing a story? Ask volunteers to share their ideas. Copying is not permitted 67

Step 2 Unpack Your Assignment Step 2 Unpack Your Assignment W.2.7: Participate in shared research and writing projects. FOCUS Identify Assignment Details Focus Identify Assignment Details Objectives Analyze a writing assignment to identify the task, purpose, and audience. Understand the goals of opinion writing. Standards W.2.1; W.2.7 Also: RI.2.1 Get Started Today you will study the assignment Luke received for writing his opinion paragraph. You ll use the same steps he followed when you unpack your assignment. Modeled Instruction Read aloud Luke s assignment. Let s see how Luke unpacked his assignment before he started writing. Reread the assignment, and work through each section of the Think Aloud with students. Where do we find the question Luke needs to answer? (beside the question mark) What do you find beside the picture of the book? (what Luke needs to read before he writes) Luke thinks about his assignment. He needs to understand the question before he reads the texts. He needs to know who will read his writing and what to include in it. Discuss how Luke s thinking can help students unpack their own writing assignment. How can looking at Luke s assignment help you? (It helps me know what to look for in my assignment.) English Language Learners Modeled Instruction Let s see how Luke unpacks his assignment. 68 Luke s Assignment Would it be harder to build a log cabin or an igloo where you live? Read a chapter about igloos and an article about log cabins. Write a paragraph for your teacher. Share your opinion about which house would be harder to build where you live. In the beginning tell the topic and your opinion. Give two reasons in the middle that tell why. Tell your opinion in different words at the end. English Language Learners Frontload the Assignment Think Aloud To answer this question, I need to know how to build a log cabin and an igloo. I will look for those details when I read these sources. I am writing a paragraph, and my teacher will read it. I will make sure it has my topic, my opinion, two reasons, and my opinion in different words. Call attention to the different parts of the students assignment. Some students may be overwhelmed at first. Have them rewrite each step of the assignment on a separate index card and number the cards. As students work through the assignment have them put a large checkmark on each card as they complete that step. Copying is not permitted. 68 Copying is not permitted

Guided Practice Lesson 3 Step 2 Write Time Your Assignment Let s read and mark your assignment. Which home would be the most fun for a weekend visit? Read Unusual Homes and What s Inside? Write a paragraph for your friends. Share your opinion about which home would be the most fun. In the beginning tell the topic and your opinion. Give two reasons in the middle that tell why. Tell your opinion in different words at the end. 1 Underline the question you will answer. 2 Draw a box around what you will write. 3 Circle who will read what you write. Turn and Talk What should each part of your paragraph include? Copying is not permitted. 69 Guided Practice Now you will unpack your own assignment. We will follow the same steps that Luke used when he unpacked his assignment. Read aloud the instructions and the assignment. Have students work with a partner or in small groups to reread the assignment and complete the numbered activities. When students have finished, have volunteers share their responses. Use the following prompts to check understanding: Why do you think you will need to read the two texts? (to learn about the houses) Where will you find reasons to support your opinion? (in Unusual Homes and What s Inside? ) What three parts should your paragraph include? (a beginning with the topic and opinion, a middle with two reasons, and an ending that retells the opinion) Discuss how their assignment is similar to Luke s assignment. Access Content Access Content Words and Sentences Some students may benefit from a refresher on the differences between words, sentences, and paragraphs. Project or display a paragraph. Invite volunteers to circle a letter and then put a box around the word it helps create. Then have students underline the sentence the word helps create. Finally, have students put a frame around the sentence. Model naming each part and have students repeat the terms. If students struggle with the steps of the assignment, then work with them to create a task list. Talk together about the mini-steps that need to happen between the larger steps. For example, consider adding a mini-step for taking notes from the text. Perhaps add a mini-step in which students make a chart of what they want to include in the beginning, middle, and end. Turn and Talk Read aloud the Turn and Talk. Circulate to make sure students are able to accurately describe each part of an opinion paragraph. Ask volunteers to share their ideas. Independent Practice Quick Write On a piece of paper, have students respond to the following prompt: Use your own words to explain the assignment. Ask several students to share their writing and clarify any misunderstandings for them. Copying is not permitted 69

Step 3 Read and Gather Evidence Step 3 Read and Gather Evidence Source Text 1 W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Focus Gather Evidence from Source Texts Objectives Read and understand two source texts. Locate details to use when writing. Identify text features: captions, headings, and callouts. Standards W.2.8; RI.2.10 Also: RI.2.1; RI.2.2; RI.2.5; RI.2.6; RI.2.7; L.2.1c Get Started Explain to students that they are going to read two texts to help them answer the question in the writing assignment: Which of the homes you read about would be the most fun to visit for a weekend? Source Text 1: Magazine Article English Language Learners by Luis Vargas 1 Homes come in all shapes and sizes. Have you ever heard of a home on the water? You may have seen a tree house or played in one. Can you imagine living in a different kind of home? A Home in the Trees 2 Tree houses are made of things from the environment, or the land, water, and air around us. Those things are called resources. People use the resources to build tree houses. They use wood from trees and they use the tree itself! They may collect rainwater to use for a shower. They may even use sunlight for heat! 3 Some tree houses are simple. Others are very fancy with bedrooms, a kitchen, a bathroom, and a living room, too! Read as a Reader Read aloud Unusual Homes with students, pausing to define words that may interfere with understanding, such as environment, collect, and simple. Use the following prompts to check understanding: What makes a tree house an unusual home? (Possible answers: It is in a tree. People collect rainwater for showers.) Reread as a Writer Now we will reread as writers to find details you can use for your own paragraph. When students reread the text with a partner or in a small group, instruct them to underline several interesting facts about the tree house. 70 Source Text Summaries Unusual Homes In Unusual Homes information is provided on three types of unusual homes. The first is a tree house made from resources in the environment. The other homes are a house made of thousands of recycled bottles and a houseboat. What s Inside? uses a crosssection diagram to present information about a bicycle home. The callouts with the diagram give details about the features of this traveling home. The tree house doesn t hurt the tree. Copying is not permitted. English Language Learners Build Vocabulary Talk with students about what the word unusual means, and help students generate synonyms such as strange, uncommon, and different. Ask for ideas about what might make a house unusual. List their suggestions and return to the list after reading the selections to see if any of their ideas were reflected in what they read. 70 Copying is not permitted

Lesson 3 Step 3 Read as a Reader A House of Bottles 4 It takes a lot of energy to recycle bottles. Some people have found a way to reuse them. This house is made of bottles! People reuse all kinds of bottles. They use plastic bottles. They use glass bottles. They put the bottles next to each other like bricks. They don t have to use cement to make them stick together. Sand and dried mud work, too. The bottles are side by side. They make a wall or a roof. They keep the cold winter air outside and warm air inside. People help the environment when they reuse bottles. They don t need to use wood from trees. This house is made with thousands of bottles. Copying is not permitted. 71 Mini-Lesson Compound Words Explain that a compound word is a word made up of two smaller words. Students can use what they know about the meaning of the smaller words to figure out what the longer word means. Point out the word rainwater in the Source Text. Explain that it is made up of the small words rain and water. Ask students to use their understanding of the meanings of those words to predict what a rainwater shower might be like. Have students draw a box around each of the compound words they find in the Mentor Text and the Source Texts. Create a chart of all these words. Ask students to look closely at the illustration and the caption. Explain that both help readers understand the text. Point out that good readers use all the information on the page when reading. Read the text aloud. As you reread the text, you may want to pause to define recycle and cement. Use the following prompt to check students understanding: What are some of the steps involved in building a bottle house? (Possible answers: Gather bottles. Lay the bottles next to each other. Put the bottles together with sand and dried mud.) Mini-Lesson Reread as a Writer Review the title of the section and discuss details the writer used that support the idea that this is an unusual home. Why does the writer use bold headings? (to help readers know which type of house they are learning about) Ask students to reread Paragraph 4 quietly to themselves or with a partner. What information about the bottle house do you find most interesting, and which sentences from the paragraph tell you that information? (Answers will vary, but make certain students can cite the location of the information in the text.) What new information is included in the caption? (The bottle house is made with thousands of bottles.) Copying is not permitted 71

Step 3 Read and Gather Evidence Read as a Reader Have students read the heading and caption and look at the picture. Ask why they think this page will be about an unusual home. Read the text aloud. You may want to pause when rereading to define dock, porch, and motor. Use prompts such as these to check students understanding: What makes this an unusual home? (Possible answers: It floats. You can fish from the porch.) What is one difference between the types of houseboats? (Some are tied to a dock and others go from place to place.) Access Content A Home that Floats 5 Have you heard of a houseboat? It s one way to live while taking a ride on the water. Many houseboats look mostly like boats. Some houseboats stay in one place. They are tied to a dock. Other houseboats travel from place to place using powerful motors. You can sit out on the porch to go fishing. You can tuck yourself into bed as the houseboat floats. You can sail on the water while you sleep! 6 Wouldn t it be fun to stay in one of these special houses? Let s go! Reread as a Writer Review the writer s topic. What detail does the writer include about houseboats that go from place to place? (Houseboats use powerful motors.) Ask students to reread the last paragraph. What does the writer think of these unusual homes and how do you know? (The writer must think they are interesting because he wrote about them. He says that it would be fun to stay in one of them and ends by writing, Let s go! ) Extend Learning 72 This houseboat is on the move. Access Content Reflexive Pronouns Explain that a reflexive pronoun is a special pronoun that ends in self or selves. Have students locate a reflexive pronoun in the section about the houseboat. (yourself) Create a set of regular pronoun (I, you, she, he, it, me, them, we, us) cards and reflexive pronoun (herself, himself, myself, itself, yourself, yourselves, themselves, ourselves) cards. Have students sort the cards into categories of reflexive and not reflexive pronouns, and then use each in a sentence. Use pages LH196 197 of the Language Handbook for more support. Extend Learning Connect to Content Areas Copying is not permitted. Make a connection to science by discussing how each of the four houses uses resources from the environment such as trees and water in unique ways. Students may want to explain which home they think does the most to help the environment. Remind students to return to the text to locate information to support their reasoning. 72 Copying is not permitted

Source Text 2 Lesson 3 Step 3 continued http://www.bikehomes.pin/whatsinside There s a light for reading at night. The bed is up high. The bicycle helps move the home from place to place. Copying is not permitted. Extend Learning Compare and Contrast What s Inside? Peek inside this tiny house on the back of a bicycle. There is storage to keep the home neat. The windows let in air and light. There is a kitchen to prepare food. The generator makes power for the light and television. 73 To help students focus on the details of the four unusual homes, set up a chart that begins with the sentence starter, All four homes and encourage students to suggest commonalities, such as they all have roofs, a place to sleep, and are all non-traditional homes. Then focus on the differences with sentence starters such as, Only a tree house, Only a bottle house, Only a houseboat, and Only a bicycle house. Source Text 2: Website: Diagram Read as a Reader Preview how this text differs from Unusual Homes, and then discuss what a cross-section diagram is and how it uses call-outs to present information. Explain that the diagram allows you to see inside by removing the outer wall or a layer that prevents you viewing the inside. Read the callouts aloud. Use prompts like these to check students understanding: What is the generator used for? (It makes power for the light and television.) Which callout is about something few houses have? (the bicycle) Reread as a Writer Point out the use of bold text in each callout. Help students understand that the writer is using bold text to draw attention to the most important words. Why do you think the writer decided to use a diagram rather than just words? (Possible answer: Since few people have seen a bicycle house, a picture helps readers understand what it looks like.) Why are the lines from the callouts important? (The lines connect the callout and the picture. They help the reader locate the information.) Have students tell partners one part of the bicycle house they found most interesting, and then read aloud the callout that confirms the information. Extend Learning Copying is not permitted 73

Think It Through Focus Locate Information and Evidence Objectives Cite evidence from a text. Use text details to provide reasons that support an opinion. Standards W.2.1; W.2.8 Also: RI.2.5; SL.2.2 Get Started You are going to use details from the two Source Texts to complete this activity. You read about a tree house, a house made of bottles, a houseboat, and a house on a bicycle. Read aloud the instructions. Discuss why it is important to return to the text for details about each house rather than just relying on what one remembers. Work Together Think It Through 1 Fill in each chart. Use details from Unusual Homes and What s Inside? Sample responses are provided. Tree House Reason Why It Would Be Fun A shower of rainwater would be fun. Detail from the Text They may collect rainwater to use for a shower. Bottle House Reason Why It Would Be Fun It would be fun to build part of a bottle house. Detail from the Text They put the bottles next to each other like bricks. HINT Use the same words as the text. HINT What makes this house special? Work through the tree house activity together. Model returning to the text, using the subheading A Home in the Trees and the photo to locate the right section, underlining details, and entering that information as text evidence. Ask questions such as these to check students understanding: What might make the tree house fun to visit? (Possible answer: You can take a shower with rainwater.) What does the text say about that? Let s go find the exact sentence and underline it. (Possible answer: They may collect rainwater to use for a shower. ) Access Content 74 Access Content Focus on Text Evidence Students may want to rely on past experiences or prior knowledge to determine which home might be most fun to visit. For example, a student may say that a tree house would be fun because it is high in the air. Accept that as a possible reason, but then ask the student to return to the text and read a sentence that would support that reason. You might create a chart of reasons given by students. Then ask the group to review the Source Texts and put a checkmark next to each reason that is supported by evidence from the text. Copying is not permitted. 74 Copying is not permitted

Lesson 3 Think it Through Houseboat Reason Why It Would Be Fun It would be fun to sleep on the water. Detail from the Text You can sail on the water while you sleep! Bicycle House Reason Why It Would Be Fun It would be fun to sleep in a house that moves. Detail from the Text The bicycle helps move the home from place to place. 2 Put a checkmark beside the home you will write your paragraph about. HINT Picture yourself inside this kind of house. HINT What do you notice in the picture? Copying is not permitted. 75 Work Time Now it s your turn to complete each chart. Notice that there is one chart for each house we read about. Remember that you need to go back to the text to find information to support your thinking. Read aloud the Hints and discuss how they can be helpful. Students may benefit from working with a partner to offer support as they go back into the texts. When students have completed the activity, ask volunteers to share reasons and details from the text that align with each home. Ask all students to go back into the text and find the details that are being referenced by the volunteers. Read aloud Activity 2. Now you are going to select which of the four homes you will write your paragraph about. Think carefully about which home you think would be the most fun to visit. Put a checkmark beside your choice. Review Work Scaffolded Instruction Shared Research: Additional Resources You may bring in additional resources related to the four types of homes discussed. Encourage students to find more information about the home they selected. If possible, model how to conduct an online search for information and images that supply other examples of and more details about each type of house. If students have difficulty supplying details from the text to complete the chart, then have them follow along as you reread the text aloud. Ask students to raise their hands when they hear a sentence that includes a detail they would like to underline in the text. Encourage students to explain why that sentence was especially interesting to them. Ask students to explain their choices to partners. As you circulate, listen for students to support their choices with reasons that reflect what they have read. Redirect the conversations as needed by asking students to point to the sentence in the text that supports the reasons. Scaffolded Instruction Quick Write On a piece of paper, have students complete the following sentence frame/prompt: The house I would least like to visit is because. Remind students to use text evidence to support their thinking. Copying is not permitted 75

Step 4 Plan Step 4 Plan W.2.1:... state an opinion, supply reasons that support the opinion... FOCUS Organize Your Details Focus Organize Your Details Objectives Organize reasons to support the topic of an opinion paragraph. Complete a web diagram. Standards W.2.1; W.2.8 Also: RI.2; SL.2.2 Modeled Instruction Luke made a plan before he wrote. He thought about why building an igloo might be hard. Reason not enough snow Reason don t have the tools Get Started Opinion Display the Writing Path on pages 8 9 and summarize the steps they have completed so far. Talk about why it is important to plan before writing begins. Today you will put your opinion and the reasons for your opinion in a planning web. Explain to students that the web they see shows Luke s planning. Remind students that Luke wrote about why he thought it would be harder to build an igloo than a log house where he lives. Modeled Instruction Read aloud the instructions and parts of the web. Discuss how webs like this one help writers plan what they want to write about before they begin writing. Where is Luke s opinion located in the planning web? (in the center Opinion space) What is Luke s opinion? (Building an igloo would be harder.) Reread the Mentor Text and ask students to identify Luke s reasons. What two reasons did Luke include to tell why building an igloo would be harder? (not enough snow and the igloo would melt) Let s add melt to the web in the empty space. It looks like Luke didn t include some of the reasons in his paragraph. That shows us Luke really thought about his reasons and chose the best ones. Work with students to put checkmarks by the two reasons Luke used. Scaffolded Instruction Reason don t know how An igloo would be hard to build. 1 Fill in the blank space with the other reason Luke included in his paragraph. 2 Put a checkmark beside each reason Luke used when he wrote his paragraph. 76 Scaffolded Instruction Shared Writing: Graphic Organizers Reason It would melt. Some students may be unfamiliar with a web. Model how to complete one to help build their confidence. Draw a diagram on the board or chart. Model your thinking aloud. I decided that the houseboat would be the most fun to visit. Where should I write that? Is it an opinion or a reason? I ll write my opinion in the center space. Let me look back to the Source Text, Unusual Homes, to remember what the text said about the houseboat. The text says that it floats, and I would love to float on the water. I ll add that as a reason in one of the outer spaces. Copying is not permitted. 76 Copying is not permitted

Guided Practice Lesson 3 Step 4 Use the web below to plan your writing. 3 Write the home you would like to visit in the center. 4 Write your reasons in the outer spaces. Reason Sample responses are provided. Reason Guided Practice Before you fill out your own planning web, let s think about what the assignment asked you to do. go from place to place sleep on the water Reread the assignment on page 69. Review the four houses from the Source Texts. Opinion A houseboat would be fun to visit. In the center space you will write your opinion. Which of the unusual houses would be the most fun for a weekend visit? Tell a partner which house you chose and then write it in the center space. Discuss what types of words or phrases would go in the outer spaces. Point out some examples of facts and details that might be useful. Remind students to look back at the Source Texts to find reasons they can use. Reason fish from the porch Reason house that looks like a boat 5 Put a checkmark beside the two reasons you will include in your paragraph. Independent Practice Write Time Write a sentence that tells each reason you chose. Copying is not permitted. 77 Access Content Once students have written the reasons in the outer spaces, ask volunteers to share some of the opinions and reasons. Have students complete the planning web or thinking map by putting a checkmark by the two reasons they will use in their paragraphs. Access Content Reluctant Writers Some students may be hesitant to state an opinion because they think there is one correct choice. Model trying on several opinions and making several planning webs with the group. Explain that different people have different opinions and that doesn t make any of their opinions incorrect or wrong. Remind students that any opinion they have should be supported with reasons. If students have difficulty determining where to place the reasons and the opinion on the web, then help students see that the diagram looks like a wheel with spokes. The most important element, their opinion, holds everything together. It is at the center or core of the diagram. All the reasons must connect to that opinion in the center. Turn and Talk Have students work in pairs to tell each other the reasons they used. Circulate and check that pairs are focusing on reasons they selected. Independent Practice Write Time Read aloud the Write Time activity and have students write a sentence for each of their two reasons on the Lesson 3 Write Time on page 90. Ask volunteers to share the sentences they wrote. Copying is not permitted 77

Step 5 Draft Step 5 Draft W.2.1: Write opinion pieces in which they introduce the topic or book, state an opinion.... Focus Draft an Opinion Paragraph Objectives Identify the main parts of an opinion paragraph. Draft an introduction. Standards W.2.1 Also: W.2.8 This chart shows the parts of an opinion paragraph. Use the ideas here as you draft your beginning, middle, and end. Parts of an Opinion Paragraph Get Started Today we will begin by reviewing the three main parts of an opinion paragraph. Read aloud the introduction above the chart. Display the Mentor Text. Remind students that it can be a model for what they write. A model or mentor text like this one can help you remember the purpose of each part of your opinion paragraph. Read aloud the Parts of an Opinion Paragraph chart. Remind students of how the color-coded parts in the chart are included in the Mentor Text. Have students identify the sentences in the Mentor Text that align with each element of the chart. Reread the chart, and use the following questions to prompt discussion: How is the beginning of an opinion paragraph like other beginnings you have written? (They all state the topic and try to interest readers.) What do all the writing projects you have worked on have in common? (They all have: a beginning, a middle, and an end.) Why is it important to tie together your topic and opinion at the end? (It is important to remind the reader of the main purpose of the paragraph.) Why would it be good to use different words to tell your opinion at the end? (to make it more interesting for the reader) English Language Learners BEGINNING States your opinion about the topic MIDDLE Gives reasons to support your opinion END Sums up how you feel about the topic 78 A strong beginning should: Tell what the paragraph is about. State your opinion about the topic. Interest readers. Middle sentences should: Give reasons for your opinion. Give support for each of your reasons. The end of your paragraph should: Tie together your opinion and the topic. Tell your opinion in different words. English Language Learners Preteach the Chart Pull aside English language learners before class to preview the chart. Connect the three parts of the chart to the three parts of the Mentor Text. Remind students of the colors used to draw attention to each part. It may help some students to remember that green means go and red means stop. You may also use a picture of a sandwich or hamburger to help students visualize the parts of the paragraph. The bread or bun would be the beginning and the end. The meat would be the middle that gives the paragraph substance. Copying is not permitted. 78 Copying is not permitted

Write the BEGINNING Study the beginning of Luke s paragraph. Then try writing the beginning of your paragraph. MENTOR TEXT Would it be harder to build log houses or igloos where I live? I think building igloos would be much harder. 1 Circle the topic of Luke s paragraph. 2 Underline the sentence that tells Luke s opinion. MY PARAGRAPH 3 Write two different beginnings for your paragraph. Sample responses are provided. What kind of house would I like to visit? I think a houseboat would be the most fun to visit. There are lots of unusual houses. I d like to stay on a houseboat. Independent Practice Write Time Draft the beginning of your paragraph. Use the tips from the chart on page 78. BEGINNING MIDDLE END HINT You may begin with a question or a statement. Turn and Talk What makes your beginning interesting to readers? Copying is not permitted. 79 Write the Beginning Lesson 3 Step 5 You can use the Mentor Text to help you draft your own beginning. Read aloud the introduction and the Mentor Text excerpt. What is the topic of Luke s paragraph? (which home would be harder to build) What is Luke s opinion? (The igloo would be harder to build where he lives.) Discuss that a writer often tries several versions before deciding which one to use. Suggest a beginning Luke might have tried such as, I would love to build a log house or an igloo, but an igloo would be hard to build here. Read aloud the first task and work though it with students. Do the same for the second. Ask students to remember the topic they are writing about. Remind them they wrote their opinion and reasons on the planning web. Read aloud the instructions. Before students write by hand or key in words on the computer, encourage them to talk with their partners about ways to write their beginnings. Scaffolded Instruction Scaffolded Instruction Shared Writing: Opinion and Reasons You may choose to model writing each part of a paragraph by using a shared writing method. Refer to the web diagram on page 77 and remind students of the opinion and reasons you selected in the previous Shared Writing. Model your thinking aloud: I want to let readers know that I m writing about which unusual home I d like to visit. How could I write that clearly? Encourage several volunteers to offer suggestions before writing. Think aloud as you begin writing with a capital letter and practice other foundational skills such as correct spelling and punctuation. Copying is not permitted If students struggle with writing a sentence that states the topic, then have them consider beginning with a question such as, What unusual home would I most like to visit for a weekend? You might ask students to try a beginning sentence that lets readers know there are choices such as, There are many types of unusual homes I could visit. Turn and Talk Read aloud the Turn and Talk. As students discuss, circulate and ask students how Luke made the beginning of his paragraph interesting. Independent Practice Read aloud the Write Time activity. Remind students they may begin writing on page 90. 79

Step 5 Draft continued Lesson 3 Step 5 Draft continued W.2.1: Write opinion pieces in which they... supply reasons that support the opinion... and provide a concluding statement or section. Focus Provide Reasons and Restate Your Opinion Objectives Draft the middle and end of an opinion paragraph. Support the opinion with reasons. Restate the opinion in different words. Standards W.2.1 Also: W.2.6; W.2.8 Write the MIDDLE Read one reason that Luke added to the middle of his paragraph. Then try writing one of your reasons. MENTOR TEXT It would be harder because we don t get snow and ice here. I live in Florida. We might get a little bit of snow sometimes. But it s not enough snow to build igloos. BEGINNING MIDDLE END Write the Middle You have already drafted a beginning for your opinion paragraph. Today we will write the middle. Read aloud the Student Book introduction, and review the chart on page 78 and discuss what should be included in the middle of an opinion paragraph. Read aloud the Mentor Text excerpt. Work with students to complete the first two activities. Let s look back at the final version of the Mentor Text to see how Luke used additional sentences to tell more about his first reasons. What should the middle of your paragraph include? (a reason for my opinion to explain why I would like to visit that unusual home) How can your planning web help you write the reasons for your opinion paragraph? (I have written the reasons for my opinion. I will include those in the middle of my paragraph.) Encourage students to talk with a partner about how each detail supports a reason. Ask volunteers to share their reasons and additional supporting sentences. Extend Learning 1 Underline the reason Luke gives. 2 Draw a box around the sentences that tell more about his reason. MY PARAGRAPH 3 Write one of your reasons. Add a sentence to tell more about the reason. Sample response is provided. A houseboat would let me sleep on the water. I would dream about being a sailor. 80 Extend Learning Adding Details HINT Use your word web on page 77 to remember your reasons. Remind students that opinions must be supported with reasons. Details can help make a reason clearer to the reader. Share an example, such as I could say that I like the movie because it was funny. Help students see that details about the funny parts of the movie would be interesting to the reader. Have students look back at the Mentor Text and identify details Luke used to make his reasons clearer. Copying is not permitted. 80 Copying is not permitted

Write the END Study the end of Luke s paragraph. Then try writing the end of your paragraph. BEGINNING MIDDLE Write the End Lesson 3 Step 5 continued MENTOR TEXT Igloos would melt very quickly. The weather where I live makes building an igloo impossible. 1 Underline the words that tell Luke s opinion again. MY PARAGRAPH 2 Write two different endings for your paragraph. Sample responses are provided. I d have the most fun on a houseboat. A houseboat would be my choice. Would you like to stay with me on a houseboat? Independent Practice Write Time Continue drafting the middle and end of your paragraph. END HINT Remind the reader of your topic. Turn and Talk How do the middle and end of your paragraph connect to the beginning? Copying is not permitted. 81 Read aloud the introduction to Write the END and the Mentor Text excerpt. What should the end of the paragraph include? (the opinion stated in different words) Reread the entire Mentor Text on page 67 and complete the activity as a class. The last sentence tells us again what Luke s opinion is. How does he state it at the beginning? How does he state it at the end? Remember that you tried two different ways to begin your paragraph. Now you ll try two different ways to end it. Read aloud the second activity. Remind students to look back at how they wrote their opinions at the beginning of their paragraphs. We want to keep the reader interested so remember to use different words when you write your opinion at the end. Have students read their endings to a partner before choosing the better ending. Access Content Access Content Reluctant Writers Some students may feel that writing The End is enough to conclude their paragraphs. Remind them that the assignment asks them to restate their opinion and that the end should sum up how they feel about the topic. Ask them to think about the opinion, reasons, and supporting details in the beginning and middle of their paragraphs. Did they prove their point? How could they state that? If students struggle to reword their opinions, then help them go over them word-by-word to think of replacement words. Encourage students to read their opening opinions to a partner and listen as the partner restates the opinion. Turn and Talk Read aloud the Turn and Talk activity. As you circulate, be certain students understand that the middle explains the opinion and the ending restates the opinion. Independent Practice Read aloud the Write Time activity. After students finish drafting their opinion paragraphs by hand on pages 90 93 or on the computer, invite them to read the draft to a partner. Copying is not permitted 81

Step 6 Revise Step 6 Revise W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising... FOCUS Organization Focus Organization Objectives Analyze a draft mentor text. Check the organization of an opinion paragraph to revise it. Use a checklist and peer review to revise. Standards W.2.1; W.2.5 Also: RI.2.6 Get Started Today you will begin to revise your opinion paragraphs to make them even better. Remember that revising is a very important part of writing for all writers. Read aloud the Student Book introduction. Distribute and walk through the Opinion Writing Checklist on page 93j. Explain to students that they will use it later when they revise their opinion paragraphs. Modeled Instruction Modeled Instruction Let s read Luke s draft and part of his checklist. MENTOR TEXT Draft Would it be harder to build log houses or igloos where I live? I think building igloos would be much harder. It would be harder because we don t get snow and ice here. I live in Florida. We might get a little bit of snow sometimes. But it s not enough snow to build igloos. I think building igloos would be much harder. 1 Underline Luke s opinion in green. 2 Underline his reasons in yellow. 3 Give Luke two ways to improve his paragraph. Luke should give another reason to support his opinion. He should also state his opinion in different words at the end, instead of using the same words. Opinion Writing Checklist Did I state my opinion? Did I give reasons for my opinion? Did I use different words to tell my opinion again? Project the Student Book page on a whiteboard, if possible. Read aloud the Mentor Text draft and the small checklist. Work through the color-coding activities together with students, reminding them of each color s meaning. Luke has included the topic and opinion in his draft. Think about the reasons he has included. Does each reason help explain Luke s opinion? What should Luke do? (No. He should leave out the sentence about Florida being a state.) Does Luke tell his opinion in different words? What should Luke do? (No. He should use some new words to tell why he thinks an igloo would be hard to build.) Help students compare this draft version to Luke s final version on page 67. Use the small checklist opposite the draft excerpt to compare the two versions. Mini-Lesson 82 Copying is not permitted. Mini-Lesson Aligning Reasons and Opinions On the board or on chart paper, write Luke s opinion and reason from his draft Mentor Text. Underneath, add the following reason: Igloos have round roofs. My house has a flat roof. Think aloud about why this reason doesn t support Luke s opinion: This information describes igloos and Luke s house, but it doesn t tell why building an igloo would be harder. Guide students in turning the sentences into a reason explaining why building a round roof would be harder than building a flat roof. Close by emphasizing to students that to align reasons and opinions, writers often have to delete unnecessary details or add a different reason. 82 Copying is not permitted

Guided Practice Lesson 3 Step 6 I wrote about the unusual home I would like to visit. Can you help me make my paragraph better? Where would I like to spend a weekend? I think a houseboat would be a great place to visit. It would be fun because I love being on the water. I also think it would be fun because the houseboat could go different places. 4 Underline Hershel s opinion in green. 5 Underline his reasons in yellow. 6 What did Hershel forget to do at the end? Hershel forgot to state his opinion in different words at the end. Independent Practice Write Time Use the Opinion Writing Checklist to help you revise your writing. Turn and Talk Give Hershel two ideas for a new ending. Copying is not permitted. 83 Scaffolded Instruction Shared Revising: Organization Use a version of a paragraph of shared writing or your own writing to model how to revise. Model how to use the checklist to make sure that the opinion paragraph includes all the necessary elements. Demonstrate how to delete unneeded information and to add additional text. If students have difficulty determining whether the reasons support their opinions, then work with them to try to connect each reason to the opinion. Use a sentence starter such as, I chose the houseboat because... and help them determine if each reason helps explain why. Guided Practice Read aloud the instructions, Hershel s draft, and the activities that follow. Work as a class to complete the color-coding of the draft or have students work in pairs to do so. Use guiding questions such as these to call attention to key elements of the draft: Do all of the reasons support the opinion? What should Hershel do? (No. He should take out the sentence about when he learned to swim because it doesn t belong.) Does the end tell the topic and opinion in different words? Explain. (No. Hershel needs to tell that he would like to visit a houseboat.) As you reread to revise your paragraph, you should be certain you have included all three parts and that your reasons support and explain your opinion. Scaffolded Instruction Turn and Talk Read aloud the Turn and Talk activity. Remind students that Hershel is writing about the same assignment they are. Have them review the assignment to find ways to help Hershel. Ask volunteers to share their responses and create a class version that improves Hershel s paragraph. Independent Practice Write Time Read aloud the Write Time activity and review the Opinion Writing Checklist. Have students use the checklist to evaluate their drafts and make revisions. Ask students to share something in their paragraphs that they revised. Copying is not permitted 83

Step 6 Revise continued Lesson 3 Step 6 Revise continued W.2.1:... use linking words (e.g., because, and, also) to connect opinion and reasons... FOCUS Linking Words Focus Linking Words Objectives Analyze a mentor text for linking words. Identify linking words. Use linking words correctly. Standards W.2.1; W.2.5 Also: W.2.6 Modeled Instruction One way to improve your opinion paragraph is to use linking words. They connect reasons to your opinion. Linking Words Add a Detail also another Show Cause and Effect because so Get Started Today you ll make more revisions to your opinion paragraph, focusing on linking words. Remember that even the most famous writers revise and change their work to make it better. They look at each sentence and each word to try to improve their writing. Read aloud the Student Book introduction and the examples of linking words in the chart. Consider making a class chart of linking words that students can reference during this lesson and beyond. English Language Learners Modeled Instruction Let s see how Luke used linking words in his paragraph. MENTOR TEXT I think building igloos would be much harder. It would be harder because we don t get snow and ice here. I live in Florida. We might get a little bit of snow sometimes. But it s not enough snow to build igloos. Also, igloos would melt if we built them. Think Aloud The word because links my opinion to my first reason. I think it would be too hard to build an igloo. My reason is that we don t get enough snow or ice. The word also connects my opinion to my second reason. Also means another or in addition to. 84 Copying is not permitted. Read aloud the instructions and Mentor Text. We ll look at Luke s paragraph to find out if he uses linking words. Linking words help connect the reasons to the opinion. Read the Think Aloud. Discuss how each linking word connects the reason to the opinion. Read each sentence without the linking words and help students understand the value of the linking words. Invite students to suggest other linking words that might also work in the sentences. Read each sentence again using the suggested replacement linking word. English Language Learners Linking Words Write each of the featured linking words on a large card. On sentence strips write an assortment of opinions such as, I like fruit and I like to swim. Write a series of sentence starters on sentence strips. Have the group add different linking word cards to create and complete the reasons: I like fruit because it is sweet. I like to swim so I enjoy the beach. Sample sentence starters: This book is my favorite. My dog is funny. Baseball is the best sport. 84 Copying is not permitted

Lesson 3 Step 6 continued Guided Practice Revise each sentence pair. Circle the linking word that connects the two ideas. 1 We don t build igloos here because there is no snow. An igloo would melt in the hot weather. We don t build igloos here because there is no snow. (Also, Because) an igloo would melt in the hot weather. 2 It would be hard to build an igloo. It is too hot here in Florida. It would be hard to build an igloo (another, because) it is too hot here in Florida. 3 We don t get much snow in Florida. We can t build an igloo. We don t get much snow in Florida, (because, so) we can t build an igloo. Independent Practice Write Time Try adding some linking words to your paragraph. HINT Which linking word adds a second reason? HINT Which linking word tells why? Turn and Talk How do linking words improve your writing? Copying is not permitted. 85 Guided Practice In this activity you will get some practice at using linking words to connect reasons to the opinion. Read the first activity aloud and model how to try each of the word choices before circling one. Read the Hints and discuss why one word is a better fit than the other. Why is the word also a better choice than because in Activity 1? (It adds a second reason.) Read aloud Activity 2 and then rephrase part of the sentence as a question. Why would it be too hard to build an igloo in Florida? (because it is too hot) Guide students through the remaining activity. If students are able, you may want to have them work in pairs to complete it. Turn and Talk Read aloud the Turn and Talk activity. As you circulate, ask pairs to provide a couple of examples of linking words and tell how each is used. Clarify their responses as needed. If students have trouble finding opportunities to add linking words to their paragraphs, then encourage them to look for the reasons they have used. Have students look at the chart of linking words and try on several of the words to see which word might help connect the reasons to the opinion. Model as needed. Extend Learning Computer Literacy If classroom computers are available, you may want to allow students to type in their paragraphs using a word-processing program. Teach students how to delete letters and words, replace text, and insert new words and phrases. When students revise their opinion paragraphs, they can mark the revisions on a hard copy and then enter the changes when they have computer time. Independent Practice Write Time Read the Write Time activity aloud. Prompt students to circle any linking words they have used and encourage them to find opportunities to add linking words that will help connect their reasons to their opinions. Encourage students to read aloud their paragraphs to partners. Extend Learning You may wish to use the Conference Prompts, pp. 93h 93i, as you meet with students. Copying is not permitted 85

Step 7 Edit Step 7 Edit W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by... editing. L.2.2c: Use an apostrophe to form contractions.... FOCUS Contractions Focus Contractions Objectives Edit a mentor text for contraction usage. Identify contractions. Use apostrophes correctly for contractions. Standards W.2.5; L.2.2c Also: L.2.3 Modeled Instruction One way to make your writing sound friendly is to use contractions. A contraction is two words put together. An apostrophe takes the place of the missing letters. Here are some examples. Forming Contractions Two Words does not do not let us I would it is Language Handbook To learn more about contractions, turn to page 212. Get Started Display or project the Writing Path on pages 8 9. Review the steps and point out to students that they are ready to edit their paragraphs. Today you will edit your draft, focusing especially on contractions. Modeled Instruction Read aloud the Student Book introduction. Reread and focus attention on the chart. Notice that when the two words are put together to make a contraction, the first word stays the same. Review the information in the Language Handbook. Invite students to suggest other contractions they know. Create a classroom chart for students to reference. Add contractions as students come across them throughout the year. Read aloud Luke s draft of the Mentor Text. Reread the draft of the Mentor Text and the activities. Complete the activities with students. Remind students that using the two words instead of the contraction is not wrong. Talk about how contractions give a more informal tone and reflect more of the way we usually talk to each other. If time permits, encourage students to work with a partner and search for examples of contractions in the two Source Texts such as don t, let s, what s, and wouldn t. Add the contractions they find to the class chart. Scaffolded Instruction Contraction doesn t don t let s I d it s Read part of Luke s draft below. MENTOR TEXT Draft It would be harder because we don t get snow and ice here. I live in Florida. We might get a little bit of snow sometimes. But it is not enough snow to build igloos. 86 Scaffolded Instruction Shared Editing: Contractions 1 Circle the contraction in the first sentence. Write the two words that make the contraction. do not 2 Read the last sentence. Help Luke make a contraction. it s Use the Shared Writing paragraph you have been developing with students to model how to add contractions. Read each sentence, and then ask if it has two words that can be put together to form a contraction. If a sentence already has a contraction, have students identify the two words that were put together. Read aloud each sentence with and without the contraction. Point out that the meaning doesn t change, but that the tone and rhythm might. Copying is not permitted. 86 Copying is not permitted

Lesson 3 Step 7 Guided Practice Circle the words that can be made into contractions. Write the contractions on the lines. 3 The tree house does not hurt the tree. doesn t 4 They do not need to use wood from trees. don t 5 It is one way to live while riding on the water. It s Independent Practice Write Time Check that you used contractions correctly. Check your spelling, capitalization, and punctuation, also. HINT The first word in the contraction does not change. HINT The apostrophe takes the place of the missing letters. Turn and Talk How can contractions help your writing? Guided Practice Now you will get some practice finding words that can be combined to make a contraction. Read aloud the instructions and ask a volunteer to restate what the students should do. Read aloud the sentence in the first activity and the Hint. Work through the sentence together and model which words to circle and how to write the contraction. Have students work in pairs to complete the other activities on the page. Ask volunteers to share their responses. Discuss any confusion or misunderstandings. Review where the apostrophe is placed in each contraction and which letters the apostrophe replaced. How do you know where the apostrophe should go? (The apostrophe goes where the letters are replaced.) What tips could you give to someone who is just learning about contractions? (Possible response: You don t change the first word. The apostrophe goes where you removed some letters.) Copying is not permitted. 87 Turn and Talk If students have difficulty writing contractions correctly, then have them use letter cards to spell the two words that will be combined. Model how to remove letters to make a contraction and leave an apostrophe card in the place of the letter or letters that were removed. Remind students that the first word hasn t changed. Access Content Edit for Conventions Some students may be overwhelmed by looking at capitalization, punctuation, and spelling all at once. Have students look first for capital letters at the beginning of sentences, then capitalization of any proper nouns. Then ask students to look for ending punctuation. Tell students to do a separate pass through their work to look for spelling concerns. Looking at one issue at a time may help students be more successful editors. Distribute the Peer Review Checklist on page 93k and encourage students to work together to check their writing. Read aloud the Turn and Talk activity. Remind students that we often use contractions when we talk to each other. Independent Practice Read aloud the Write Time activity. Focus students attention on the Opinion Writing Checklist. Guide them to review their drafts for conventions. Remind students to make a clean copy of their paragraphs to publish. Have students read aloud their published works in small groups. Access Content Copying is not permitted 87

Step 8 Publish and Share Step 8 Publish and Share W.2.6: With guidance and support from adults... produce and publish writing, including in collaboration with peers. FOCUS Ask and Answer Questions Focus Ask and Answer Questions Objectives Develop questions to ask others. Answer questions posed by others. Present information to others. Standards SL.2.3; SL.2.1c Also: SL.2.6; W.2.6 Prepare Get ready to share! You can show that you are interested in what others have written by asking a question. Here is one question about an unusual home. How would you answer it? Get Started Congratulations on completing your opinion paragraph! Today you ll share your work with others and hear your classmates opinions. Prepare Question What is the best thing about that home? Sample response is provided. Read aloud the introduction and Hershel s question in the purple speech bubble. Review why the question is a logical one to ask. Remind students that good questions stay on the topic, show that you listened, and give the speaker a chance to say more than yes or no. After Hershel s friend answers the question, should Hershel ask when the friend s birthday is? Why or why not? (No. It changes the topic.) What punctuation mark should we use at the end of each question? (question mark) English Language Learners Read aloud the first question underneath Hershel, and ask students to provide examples of logical answers in complete sentences. Ask students to write their own answers. What punctuation mark did you use at end of your answer? Why? (Possible answers: I used a period because my answer was a statement. I used an exclamation mark because I was really excited to tell about my reason.) For the last activity, have students suggest several questions, and then write their own question. 88 You could sleep on the water. Answer Copying is not permitted. English Language Learners Vocal Changes Some students may have a difficult time discriminating the change of your voice at the end of sentences versus questions. Say the same sentence as a statement and then as a question and vice versa. You have a dog. You have a dog? You may exaggerate the pitch of your voice going up at the end of the question. Here are a few more examples: The houseboat is the most fun. The houseboat is the most fun? You think houseboats are fun? You think houseboats are fun. 88 Copying is not permitted

Share Write two questions you might be asked about the unusual home you chose. Then write answers to those questions. Question Question What do you think your parents would like about a houseboat? Is there anything you wouldn t like about the house? Sample responses are provided. HINT Think about the things that make the home special and different. My parents like to fish. They would like to fish off the porch. I might get seasick. Answer HINT What questions did you think of when you first read about the home? Answer Copying is not permitted. 89 Extend Learning Using Technology If possible, create a video of the expert presentations. You might want to record a video program of Interviews with the Experts, in which students take turns asking and answering questions about their opinions. Replay the videos and have students identify some strong questions and wellconstructed answers. If students have difficulty speaking in front of the class, then have them work with a partner and take turns making an audio recording of them asking and answering questions. Encourage students to practice what they would like to say by talking into a mirror or using a puppet as a partner. Share Lesson 3 Step 8 You are going to work with a group of others who wrote about the same house that you wrote about. You will become a team of experts and practice asking and answering questions others may ask about the house you chose. Talk about what an expert is and why people go to experts to ask questions. Read aloud the instructions. Divide the class into groups. Each group should include students who selected the same type of house. Ask students to share their reasons for choosing that house. Remind students to follow your class discussion rules. As you listen to other reasons, think about how the reasons are similar to or different from your own. Once you have shared your reasons, begin working together to write questions your expert team might be asked. Write those questions. Work together to write answers for those questions. As students work, circulate and check that the questions are open-ended and encourage students to support their opinions using complete sentences. Provide an opportunity for expert teams to tell the class about the house they chose and for the rest of the class to ask them questions. Extend Learning Turn and Talk Have partners read the activity and take turns reading their drafts aloud. Have students use the Peer Review Checklist on page 93k to help them. Ask partners to share improvements their partners helped them make. Copying is not permitted 89

Write Time Independent Practice Write Time Have students use pages 90 93 to write their paragraphs. You may wish to have students draft their paragraphs on these pages and then keyboard the final version on computers. My Opinion Paragraph Independent Practice Write Your Opinion Paragraph Which home would be the most fun for a weekend visit? My Opinion Paragraph 90 Copying is not permitted. Copying is not permitted. 91 92 Copying is not permitted. Copying is not permitted. Copying is not permitted. 93 93 93 90 93 Copying is not permitted