OpinionWritingActivityCaliforniaWomen

Author:KelseyOlson
Datecreated:04/02/20156:44PMEDTDatemodified:04/06/20153:46PMEDT

VITALINFORMATION
TotalNumberofStudents

23total(13Malesand10Females)

Area(s)StudentsLiveIn

Suburban

Free/ReducedLunch

.09%

EthnicityofStudents

AfricanAmerican/Black:3
Asian:3
White:15
Hispanic/Latino:2

EnglishLanguageLearners

TwostudentsareEnglishlearners.OnestudentisfluentEnglishproficient.

StudentswithSpecialNeeds

Onestudenthasaspecificlearningdisabilityandonestudenthasaspeechandlanguageimpairment.

Subject(s)

Elementary,LanguageArts(English),SocialStudies

TopicorUnitofStudy

OpinionWritingandCaliforniaStateHistory

Grade/Level

Grade4

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Thislessonispartofthelargerunitonopinionwriting.Previously,studentshaveworkedingroupstoorderasetof
picturesandwriteanopinionparagraphstatingwhytheirorderiscorrect.TheyhavealsoreadaTimeForKidsarticle
aboutwhetherornotallparticipantsinsportsshouldreceiveaprize.Thestudentsdividedintotwoopposingsidesand
arguedinpairs.Afterthislesson,studentswillbegintoexpandtheiropinionwritinglengthtofiveparagraphessays.The
studentshavebeenstrugglingwithdeterminingreasonsandfindingevidencetosupportthosereasonssothislessonis
intendedtosupportthisskillbeforewestartcreatingmultipleparagraphessays.Inaddition,thestudentshavebeen
learningaboutthecreationofCaliforniaasastateinSocialStudies.Thewomenwhotheywillbereadingaboutwere
eachmentionedbrieflyintheirtextbook.

LearningOutcome(s)

Thefirstlearningoutcomeofthislessonisthatstudentswillknowhowtodeterminereasonsfromatexttosupportan
opinionstatementandtheywillalsobeabletosupportthesereasonswithspecificevidence.
ThesecondlearningoutcomeofthislessonisthatstudentswillknowtherolethatBernardaRuizdeRodriguez,Nancy
Kelsey,Bridget"Biddy"Mason,andLouiseAmiliaKnappSmithClappe"DameShirley"playedinthecreationofCalifornia
asastate.

Summary

Standards

Studentswillwatchashortvideoandlearnthattheirisacampaigntoputawomenonthe$20bill.Asaclass,wewill
readashortbiographyofRosaParks(oneofthecandidates)highlightimportantinformationandfilloutaTchartwith
reasonswhysheshouldbeonthe$20billandsupportingevidenceforeachreason.Thestudentswillthenbedivided
intofourgroups.EachgroupwillreadaboutoneoftheimportantwomeninCaliforniastatehistory,highlightimportant
detailsinthebiography,fillinagraphicorganizershowingreasonswhysheshouldbeonthe$20billandsupporting
thesereasonswithevidencefromthetext.Next,thegroupswillcreateaposteradvertisingtheirwomantotheclass.
Thegroupswillpresentandeachstudentwillwriteashortopinionpiecewithanopeningclaim,onereason,andone
pieceofsupportingevidence.

CACaliforniaK12AcademicContentStandards
Subject:History&SocialScience
Grade:GradeFour
Area:California:AChangingStateStudentslearnthestoryoftheirhomestate,uniqueinAmericanhistoryintermsof
itsvastandvariedgeography,itsmanywavesofimmigrationbeginningwithpreColumbiansocieties,itscontinuous
diversity,economicenergy,andrapidgrowth.InadditiontothespecifictreatmentofmilestonesinCaliforniahistory,
studentsexaminethestateinthecontextoftherestofthenation,withanemphasisontheU.S.Constitutionandthe
relationshipbetweenstateandfederalgovernment.
SubStrand4.3:Studentsexplaintheeconomic,social,andpoliticallifeinCaliforniafromtheestablishmentofthe
BearFlagRepublicthroughtheMexicanAmericanWar,theGoldRush,andthegrantingofstatehood.
Standard4:StudythelivesofwomenwhohelpedbuildearlyCalifornia(e.g.,BiddyMason).

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade4students:

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ContentArea:LiteratureK5
Strand:Reading
Domain:KeyIdeasandDetails
Standard:
1.Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawing
inferencesfromthetext.
Strand:Writing
Domain:
TextTypesandPurposes
Standard:
1.Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.
a.Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichrelatedideas
aregroupedtosupportthewriterspurpose.
b.Providereasonsthataresupportedbyfactsanddetails.
c.Linkopinionandreasonsusingwordsandphrases(e.g.,forinstance,inorderto,inaddition).
d.Provideaconcludingstatementorsectionrelatedtotheopinionpresented.
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
2.Paraphraseportionsofatextreadaloudorinformationpresentedindiversemediaandformats,including
visually,quantitatively,andorally.
Standard:
3.Identifythereasonsandevidenceaspeakerprovidestosupportparticularpoints.
Domain:
PresentationofKnowledgeandIdeas
Standard:
4.Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriatefacts
andrelevant,descriptivedetailstosupportmainideasorthemesspeakclearlyatanunderstandablepace.

Comments

ASSESSMENTS
Assessment/Rubrics

Thislessonwillbeaformativeassessmentofstudents'understandingofopinionwritingandabilitytostatereasonsand
evidencetosupporttheiropinionclaimstatement.Studentswillbeassessedthroughobservationoftheirparticipation
duringthewholegroupRosaParksactivity.StudentswillalsobeassessedintheirabilitytofillouttheOpinionNote
pageshowingreasonsandevidencethatsupportstheiropinionaswellasparticipateequallyduringthegroupposter
creationandpresentation.Theexitticketwillshowwhichstudentsintheclassareabletoformanopinionclaim
statement,writeareason,andsupportthatreasonwithevidenceindependentlyinordertoarguetheiropinion.

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

1.
2.
3.
4.
5.

6.
7.
8.
9.

ProjectorandcomputertoshowtheOpinionWritingslideshow
RosaParksbiographyforeachstudent
Highlighterforeachstudent
WhiteboardtoplanandcreateTchartafterRosaParksreading
BiographiesforBernardaRuizdeRodriguez,NancyKelsey,Bridget"Biddy"Mason,andLouiseAmiliaKnappSmith
Clappe"DameShirley"(Thestudentswillbedividedintofourgroupswiththreegroupsofsixstudentsandone
groupoffivestudents)
OpinionNotePagegraphicorganizerforeachstudenttorecordthereasonsandevidencefromtheirgroup's
biography.
Fourpostersanddifferentcoloredmakersforeachstudentineachgroupinordertomonitorwhowriteswhat.
Outlinedexitticketforthestudentswhoneedextrasupportwithwriting
Blankhalfsheetsofpaperfortherestoftheclasstowritetheirexitticket

Comments

IMPLEMENTATION
SequenceofActivities

8:309:30(60Minutes)
Introduction(20Minutes8:308:50)
1. Showtheclassthevideo"WhereAretheGirlsontheMoney?"http://www.womenon20s.org/
2. TellstudentsthatthisorganizationistryingtogettheSecretaryoftheTreasury(thedepartmentthatdealswith
money)todesignanew$20billwithahistoricwomenonitby2020whichwillbethe100thanniversaryofthe
passingofthe19thamendmentwhichgavewomentherighttovote.SincewelearnedaboutRosaParksearlier
thisyear,wearegoingtoreadashortbiographyonhertodeterminereasonsandevidencethatsupportsthe
opinionthatshewouldbeagoodwomentoputonthe$20bill.
3. AskstudentstogetoutahighlighterandhaveastudentpassouttheRosaParksbiographypapertoeach
student.(WhilethepapersarebeingpassedoutcreateaTchartontheboardthathas"Reasons"ononeside
and"Evidence"ontheother.)Makesurethatstudentsunderstandthatwearepracticingasaclasswhatthey
willsoonbedoingintheirgroupswithdifferentpeople.
4. Callondifferentstudentstoreadaloud,stoppingaftereachparagraphtohighlightimportantfactsfromthe
article.

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5. Afterreading,asktheclasstothinkofwordsthatdescribeRosaParks.Writeontheboard.Askstudentsifanyof
thesewordswouldbereasonswhyRosaParkswouldbeagoodpersontohaveonthe$20bill.Ifneeded,prompt
studentstothinkofhercourageandworkfortheCivilRightsmovement.
6. FillouttheTChartasaclassshowingreasonsthatRosaParksisanimportanthistoricalfigureandsupporting
thosereasonswithevidencefromthetext(Reason1:Shewascourageous,Evidence:Sherefusedtogiveupher
seattoawhitemaneventhoughthebusdrivercalledthepolicetoarrestherandshecontinuedfightingforCivil
Rightseventhoughherlifewasthreatened.Reason2:ShewasanimportantCivilRightsicon,Evidence:First
womantojoinNAACPHerarreststartedaboycottofthecitybusses,whicheventuallyendedbus
segregationSupportedDr.Kingindemonstrationsandcivilrightsmarches.)
GroupActivityReading(20Minutes8:509:10)
1. TelltheclassthatsincewearebecomingexpertsonCaliforniahistory,wearegoingtoworkingroupstocreate
opinionwritingpiecesarguingwhichCaliforniawomenwouldbethebestrepresentativefromourstateforthe$20
bill.
2. Gothroughthelesson'sagendawiththestudents.Firstyouwillbeputintogroupsandgivenabiographyto
whisperreadasagroup.Asyouread,highlightimportantfactsthatyoulearn.Next,filloutindividualgraphic
organizerswhileworkinginyourgrouplistingthereasonsyourpersonisimportantandsupportingyourreasons
withevidencefromthetext.Onceyourgrouphasfinished,sendonerepresentativetocheckinwithmesoyou
cangetthesuppliestostartcreatingapostershowingwhyyourwomanshouldbeonthe$20bill.
3. Separatetheclassintofourgroups(threegroupsofsixandonegroupsoffive)andpassoutthebiographyand
graphicorganizers.Placestudentsaroundtheroomsoeachgrouphasspacetowork.
GroupPosterCreationandPresentation(20minutes9:109:30)
1. Onceagrouphasfinishedreadingandfillingoutthegraphicorganizer,onememberwillcheckinwithmeand
receivetheposterboardanddirections.Letthestudentsknowthattheyaretryingtoconvincetherestofthe
classoftheir"opinion"thattheirwomenisthebestrepresentativeofCalifornia.Eachgroupmemberwillbe
expectedtowriteontheposterboard(usinganindividualcolorofmarker)andspeakduringthepresentationto
theclass.
2. Wheneachgroupisfinished,havethestudentsreturntotheirdesksfortheshortpresentations.
3. Passoutahalfsheetofpaperforeachstudenttowritetheiropiniononafterthepresentationsasanexitslip.For
studentswhoneedextrawritingsupport,thesheetwillsay:"Itakethepositionthat______shouldbeonthe
$20bill.Onereasonis________.Ithinkthisbecause___________."Forotherstudentsthepaperwillbeblank,
buttheguidewillbeprojectedontotheboard.
4. Asanexitslipeachstudentwillwriteonahalfsheetofpaper
5. Collectexitslipsandhavethestudentslineupforlibrary.
GroupingStrategies

WholeclasswhilereadingaboutRosaParksanddeterminingthereasonsandevidenceforwhysheshouldbeonthe
$20bill.
SmallgroupswhilethestudentsreadaboutdifferenthistoricalCaliforniawomen,filloutagraphicorganizer(eachwill
createanindividualgraphicorganizer),andcreateaposter"advertising"theimportanceoftheirwoman.
Wholeclasswhileeachgrouppresentstheirposters.
Individualexitslipresponsetothepresentations.

DifferentiatedInstruction

Studentnameswillbewrittenontheirbiographypapersforthegroupreadingportionofthelesson.Studentswillbe
placedinmixedlevelgroupsandthethreestudentswhoareEnglishlearnersand/orspecialeducationstudentswill
eachhavebiographypaperswherethemostimportantinformationislightlyunderlinedforthem.Thiswillhelpbetter
supporttheirinclusioninthegroupdiscussion.
TheexitslipisdifferentiatedforthestudentswhoareEnglishlearnersandspecialeducationstudents.Thesestudents
willreceiveanexitslipthatalreadyhasthestructurefortheiropinionresponsesothattheycanjustfocusonfillingin
theiropinion,reason,andevidence.Advancestudentswillbeencouragedtowritetheirexitslipopiniononawomen
thatanothergrouppresentedsothattheyhavetheextrapracticeofwritingondiversetypesofinformation.

Comments

REFLECTIONS
PriortoLesson

Iwillknowthatthestudentlearningoutcomesweremetifstudentsareabletoparticipateequallyduringthegroup
assignment.Iwillknowstudentsareworkingcollaborativelyifeachstudent'smarkercolorisonthegroup'sposter
equallyandifeachstudentspeaksduringthepresentation.Iwillalsoknowthatthestudentlearningoutcomesaremet
ifstudentsareabletowritetheirshortopinionstatement,giveareason,andsupportwithevidencefromthe
presentationsindependently.
AchallengeIanticipateisstudentsthinkingoftworeasonswhytheirwomanwouldbeagoodrepresentativeof
Californiaonthe$20bill.IhopethatbymodelingtheRosaParksbiographywiththewholeclass,studentswillseethat
reasonsshouldbebroadlike:courageous,hardworking,importanticon,charitableandthatevidenceisusedtoprove,
orshow,thereasons.

PostLesson
Comments

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