Beacon Lesson Plan Library
Independent - To Be or Not Top Be - Day 2, Lesson E: In My Opinion . . .
Bay District Schools
Building on retelling of significant events from QAD information, students record personal reflections and opinions using the Mountains to Climb self-reflection sheet.
The student reads and organizes information from multiple sources for a variety of purposes (for example, supporting opinions, predictions, and conclusions; writing a research report; conducting interviews; taking a test; performing tasks).
The student extends the expectations of the fourth grade with increasingly complex reading selections, assignments and tasks (for example, differences between fact, fiction, opinion).
The student prepares for and gives presentations for specific occasions, audiences, and purposes (including but not limited to informational or imaginative presentations, research reports, extemporaneous talks).
The student understands reasons Americans and those who led them went to war to win independence from England.
The student knows significant events between 1756 and 1776 that led to the outbreak of the American Revolution (for example, the French and Indian War, the Stamp Act, the Boston Tea Party).
-Studentsí American Flag graphic organizer
-Studentsí completed French and Indian War QAD
-Mountains To Climb self-reflection sheet
-Tokens. Donít forget to distribute these.
1. Studentsí completed French and Indian War QAD.
2. Copy of Mountains To Climb self-reflection sheets for each student.
3. Studentsí Independent notebooks.
4. Studentsí American Flag Graphic Organizer.
This lessons models how to complete the Mountains to Climb self-reflection sheet. Students will complete a reflection sheet after each QAD.
1. Call on volunteers to read their paragraphs aloud from their American Flag organizers, retelling the event of the French and Indian War.
2. Formative assessment occurs as you facilitate a class discussion of the event. Listen for understanding of the actions and reactions, reasons for, and significance of the French and Indian War.
3. Lead students to share their thoughts, personal opinions, and interpretations of the event. This will give them a chance to learn about the event as retold by peers, listening to other's opinions, and digesting the information before they write.
4. Hand out to students a Mountains To Climb self-reflection page.
5. Guide students to record the title of the event in the appropriate space and allow students time to write their personal thoughts about it.
6. Select various students to visit the Authorís Chair and read their personal opinions aloud. Remind students of Oral Presentation Rubric strategies when presenting their thoughts and feelings. Formative assessment occurs as students practice these presentation skills.
7. Ask students how the opinions expressed are different from the facts of the significant event as read in the selected text.
8. Ask why, at the end of a commentary, that often times we hear the statement that the view and opinions expressed are not necessarily that of this station. Discuss ideas from the class. Explain this is one of our freedoms for which the colonists fought. (To be able to have an opinion and to have the right to express.)
9. Through discussion, determine how opinions are different from facts. Formatively assess students' understanding, listening for the idea that facts are exactly what happened and opinions are what each of us think about the facts.
10. Have students place their Mountains To Climb personal reflection sheets in their notebooks.
NOTE: Capitalize on this writing opportunity to begin with a mini-writing lesson on specifics of any of the writing traits that you know your students need strengthening in.
Formative assessment occurs as studentsí responses to questions and participation in discussions are monitored for accuracy of retelling about the French and Indian War, understanding of fact and opinion, and as they practice strategies of the Oral Presentation Rubric.
1. This lesson is taught during the Social Studies time block to insure a logical flow from the QAD to the recording of personal response to the studied event.
2. Students can review, reflect, and respond to studied events by recording personal thoughts and opinions on the Mountains To Climb reflection page during the Writing Block Component of each day.
3. Liberty and Justice for All is an interactive Student Web Lesson. The lesson addresses this standard: the student understands reasons Americans and those who led them went to war to win independence from England. (See link to unit plan at the top of this page.)
4. United We Stand is an interactive Student Web Lesson. The lesson addresses this standard: the student knows significant events between 1756 and 1776 that led to the outbreak of the American Revolution. (See link to unit plan at the top of this page.)
5. Lessons may reflect modifications of, but are designed in conjunction with, the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom. It is suggested that you have a historical fiction or a non-fiction book selected for use with the Shared Reading Component. Also, for the Self-Selected Reading Component, you will need to have appropriate period books available for which students to choose.
6. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2956. Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, if any.
Mountains To Climb - Student Reflection
†††††File Extension: pdf