Lesson 28
Lesson 28
Writing
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ә/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘e’ as /e/ (pet), /ee/ (me), or /ә / (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ә / + /l/ (animal) or /aw/ (wall); ‘il’ > /ә/ + /l/ (pencil); ‘ul’ > /ә/ + /l/ (awful); ‘el’ > /ә/ + /l/ (travel); ‘le’ > /ә/ + /l/ (apple); ‘tion’ > /sh/ + /ә/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘al’ > /aw/ (wall) (RF.2.3e)
At a Glance
Exercise
Writing Practice Take-Home Material
Materials
Minutes
Mr. Mowse’s Report on the War of 1812
Worksheet 28.1
20
Staying on Topic
Worksheet 28.2
10
Alphabetizing to the Second Letter
Worksheet 28.3
15
Tricky Spelling ‘a’
Worksheet 28.4
15
Staying on Topic
Worksheet 28.5
*
Unit 6 | Lesson 28 193 © 2013 Core Knowledge Foundation
Writing
30 minutes Mr. Mowse’s Report on the War of 1812
20 minutes
• Remind students that they have been learning about writing paragraphs. They have learned that a good paragraph has a topic sentence that gives an idea of what the paragraph is about, additional sentences that provide details supporting the topic sentence, and a concluding sentence that wraps up the paragraph at the end. Worksheet 28.1
• Ask students to turn to Worksheet 28.1. Remind students that in the previous lesson they read a letter from Mr. Mowse in which he talked about how much he was learning about the War of 1812, even though he still had some questions. Tell students that Mr. Mowse has also been listening to their lessons about writing paragraphs and decided to try writing some paragraphs about the War of 1812. • Read the title of the worksheet, and explain that a report is a piece of writing about a nonfiction topic. Tell students that Mr. Mowse started writing his report and, although he remembered some really good information about the War of 1812, he had difficulty organizing his thoughts, so he needs some help from the class. • Tell students that the sentences on the front of the worksheet are all from the same paragraph. There are six sentences: one is a topic sentence, one is a concluding sentence, and the rest are sentences that provide supporting details for the topic sentence. However, the sentences are not in the proper order. • Ask students to read all of the sentences aloud as a group, thinking in particular about which sentence might be the topic sentence. After a brief discussion, have all students mark the topic sentence. • Next, ask students to identify and mark the concluding sentence. Remind students that often the concluding sentence is a restatement of the topic sentence. Remind students that the concluding sentence is the very last sentence in a properly sequenced paragraph. • Finally, tell students that the remaining sentences are all details supporting the topic sentence. Ask them to number the remaining sentences in a logical order so that they make sense. • Summarize by having students reread the sentences in the correct order (i.e., topic sentence, supporting details in proper order, and the concluding sentence). • Complete the back of the worksheet with the next group of sentences in the same manner.
194 Unit 6 | Lesson 28 © 2013 Core Knowledge Foundation
Staying on Topic
10 minutes
• Ask students to turn to Worksheet 28.2, and explain that it includes several paragraphs. Each paragraph has a topic sentence, followed by additional sentences. • Explain, however, that in each paragraph, there is an extra sentence that does not relate to the topic sentence. Worksheet 28.2
• Explain that students are to underline the topic sentence in each paragraph and cross out the sentence that does not stay on the topic. Complete the worksheet as a teacher-guided activity.
Practice
30 minutes Alphabetizing to the Second Letter
15 minutes
• Ask students to turn to Worksheet 28.3 and complete it as an independent activity. You may wish to use this as an informal assessment.
Worksheet 28.3
Tricky Spelling ‘a’
15 minutes
• Have students turn to Worksheet 28.4 and read the words in the box aloud before completing the worksheet independently, as you circulate throughout the room, providing assistance as needed.
Worksheet 28.4
Take-Home Material Staying on Topic • Have students take home Worksheet 28.5 to complete.
Unit 6 | Lesson 28 195 © 2013 Core Knowledge Foundation
Writing
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ә/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘e’ as /e/ (pet), /ee/ (me), or /ә / (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ә / + /l/ (animal) or /aw/ (wall); ‘il’ > /ә/ + /l/ (pencil); ‘ul’ > /ә/ + /l/ (awful); ‘el’ > /ә/ + /l/ (travel); ‘le’ > /ә/ + /l/ (apple); ‘tion’ > /sh/ + /ә/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘al’ > /aw/ (wall) (RF.2.3e)
At a Glance
Exercise
Writing Practice Take-Home Material
Materials
Minutes
Mr. Mowse’s Report on the War of 1812
Worksheet 28.1
20
Staying on Topic
Worksheet 28.2
10
Alphabetizing to the Second Letter
Worksheet 28.3
15
Tricky Spelling ‘a’
Worksheet 28.4
15
Staying on Topic
Worksheet 28.5
*
Unit 6 | Lesson 28 193 © 2013 Core Knowledge Foundation
Writing
30 minutes Mr. Mowse’s Report on the War of 1812
20 minutes
• Remind students that they have been learning about writing paragraphs. They have learned that a good paragraph has a topic sentence that gives an idea of what the paragraph is about, additional sentences that provide details supporting the topic sentence, and a concluding sentence that wraps up the paragraph at the end. Worksheet 28.1
• Ask students to turn to Worksheet 28.1. Remind students that in the previous lesson they read a letter from Mr. Mowse in which he talked about how much he was learning about the War of 1812, even though he still had some questions. Tell students that Mr. Mowse has also been listening to their lessons about writing paragraphs and decided to try writing some paragraphs about the War of 1812. • Read the title of the worksheet, and explain that a report is a piece of writing about a nonfiction topic. Tell students that Mr. Mowse started writing his report and, although he remembered some really good information about the War of 1812, he had difficulty organizing his thoughts, so he needs some help from the class. • Tell students that the sentences on the front of the worksheet are all from the same paragraph. There are six sentences: one is a topic sentence, one is a concluding sentence, and the rest are sentences that provide supporting details for the topic sentence. However, the sentences are not in the proper order. • Ask students to read all of the sentences aloud as a group, thinking in particular about which sentence might be the topic sentence. After a brief discussion, have all students mark the topic sentence. • Next, ask students to identify and mark the concluding sentence. Remind students that often the concluding sentence is a restatement of the topic sentence. Remind students that the concluding sentence is the very last sentence in a properly sequenced paragraph. • Finally, tell students that the remaining sentences are all details supporting the topic sentence. Ask them to number the remaining sentences in a logical order so that they make sense. • Summarize by having students reread the sentences in the correct order (i.e., topic sentence, supporting details in proper order, and the concluding sentence). • Complete the back of the worksheet with the next group of sentences in the same manner.
194 Unit 6 | Lesson 28 © 2013 Core Knowledge Foundation
Staying on Topic
10 minutes
• Ask students to turn to Worksheet 28.2, and explain that it includes several paragraphs. Each paragraph has a topic sentence, followed by additional sentences. • Explain, however, that in each paragraph, there is an extra sentence that does not relate to the topic sentence. Worksheet 28.2
• Explain that students are to underline the topic sentence in each paragraph and cross out the sentence that does not stay on the topic. Complete the worksheet as a teacher-guided activity.
Practice
30 minutes Alphabetizing to the Second Letter
15 minutes
• Ask students to turn to Worksheet 28.3 and complete it as an independent activity. You may wish to use this as an informal assessment.
Worksheet 28.3
Tricky Spelling ‘a’
15 minutes
• Have students turn to Worksheet 28.4 and read the words in the box aloud before completing the worksheet independently, as you circulate throughout the room, providing assistance as needed.
Worksheet 28.4
Take-Home Material Staying on Topic • Have students take home Worksheet 28.5 to complete.
Unit 6 | Lesson 28 195 © 2013 Core Knowledge Foundation
