Lesson Title: Lucy Calkins Writers Workshop Session 11

Grade: 3
Name: Katie Galayda

A. Standard

CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an organizational
structure that lists reasons.

CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.

CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grade 3 here.)

B. Objectives/Targets and I CAN Statements

Objective: Teach students to embrace the notion of writing for an audience by selecting the most
convincing material to help their arguments.

I CAN decide the strongest evidence for my writing in order to persuade my audience to agree with
my topic.

By the end of the lesson, students will be able to have narrowed down their evidence to what
they believe is the most convincing to the point they are trying to make.

Formative Assessment: TTW will formatively assess students by observing student progress
from the previous day’s lesson in their writers notebooks.

C. Lesson Management: Focus and Organization

Lesson Management
• Review how examples of evidence can convince readers to care about an opinion.
• Select the most and least convincing evidence to support opinions
• Apply what they learn in the group on their own.
• Show understanding of the lesson by doing this task on their own.

Movement-
• Students will move from their seats to the carpet and back to their seats.

Active Student Participation-

Students will actively participate by stating ideas and reasoning and to explain their thinking in
response to teacher prompted questions.

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Classroom Management Focus-

D. Introduction: Creating Excitement and Focus for the Lesson Target

• TTW generate interest by having students gathered on the carpet.

• TTW remind students of a story they talked about yesterday.
• TTW tell students today’s teaching point (when writing your opinion, you only put in the
best most convincing evidence and ask yourself “will this make the audience care?”)
• TTW model how to pick the most convincing evidence followed with some assistance from
the students.

E. Input: Setting up the Lesson for Student Success

Task analysis:
• TTW hang up her example work.
• TTW refresh students minds with the story from yesterday about the Florida Oil Spill and
the oily duckling.
• TTW tell students how successful writers keep the most convincing evidence in order to
help make the audience care
o Example: Teacher’s topic and how picking key evidence could change the classes
opinion on the topic.
• TTW model with two pieces of evidence the decision process of if the evidence is strong

Thinking Levels:
● Remembering: What is does it mean if evidence is strong?
● Understanding: So what is does strong evidence look like?
● Applying: Identify your strongest pieces of evidence.
● Analyzing: Students will Inspect evidence to see if it’s the strongest possible.
● Evaluating: *NA*
● Creating: *NA*

Accommodations

Remediation/Intervention:
o Walking students through the process of how a strong piece of evidence best
matches the theme of their paper.

Extension/Enrichment:
o Tell your topics and strongest pieces of evidence to a partner. Ask your partner if
they agree that these are the strongest pieces and if not other pieces of evidence
that would better work.

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Methods, Materials, and Integrated Technology:
• Teacher Text
• Student Writer’s Notebooks
• Pencil
F. Modeling: I DO

• TTW pick a piece of evidence

• TTW think aloud on how to decide if the evidence is strong and will either cross it out if it is
not or draw a star if it is.
• TTW repeat this process again.

G. Checking for Understanding

• TSW ask students to turn and talk about if the example evidence is strong
• TTW check in with students with nonverbal cues to make sure students are following along.

H. Guided Practice: We Do

• TTW Pick a piece of evidence for students to decide the strength of

• TSW turn and talk with a partner to decide if the evidence is strong

I. Independent Practice (You Do)

• TSW will analyze their evidence to decide which points are the strongest.

J. Closure

• Teacher will restate the “I Can” Statement

• Students may share what they decided was their strongest piece of evidence.
• “Today we learned this______. How did we learn this? How will this help our writing?”

K. Assessment

• While there will be no assessment turned in, TTW check in with each student throughout
the process to see where they are at. This is the time where any additional rephrasing or
scaffolds could be applied.