UNIT X 160 | UNIT 4 Student Model A Park for My Neighborhood by Daniel Mora My neighborhood is South Plains. There is no park in my neighborhood now. I think that South Plains needs a park. In my opinion, all neighborhoods need a park. People can exercise in a park. Exercise is important for children. It is important for adults. For example, children can exercise on a playground. Adults can run or walk in a park. Parks bring people together. For example, people can meet their friends at a park. Finally, a park is a good place for plants and animals. For example, the animals can live in the trees. We need a park in South Plains soon. Opinion Text Write About Your Community Opinion texts tell what you think. This kind of writing has: • an opinion, or point of view (I think that / In my opinion,) • reasons and facts that support your opinion • examples that support your opinion (For example,) • a conclusion that summarizes your opinion WRITING STRATEGY Give Reasons for Your Opinion Think about your opinion. What are some reasons for your opinion? Think of an example for each reason. Write an opinion text about something you want to change in your community. Include your opinion and three reasons. Support your opinion with examples. CONNECT TO Writing UNIT 4 160 CON22_3_SE_U04_160-163_CWM.indd 160 30/10/2020 13:43 Instructional Routine: Writing p. Txxxvi Opinion Text: Write About Your Community • Recognize characteristics of text type Write opinion text on the board. Ask: What do you know about opinion texts? Help students recall “Community Field Trips,” from earlier in the unit. Elicit that opinion texts include an opinion statement and support. • Understand text structure Have students read along silently as you read aloud the elements of an opinion text. Call attention to the terms opinion, reasons, examples, summarizes, and conclusion and discuss their meanings. Point out the key phrases in bold type students should use when writing their opinion statements and examples. • Culture note In some cultures, writers use conventions different from conventions of native English speakers in the US to express and support opinions. Invite students to describe what they know from their home cultures. Prompt Activate prior knowledge Read aloud the prompt. Ask: What have we read about people changing their communities? Remind students about Sonia in “The Show Must Go On!” and other texts in the unit. Then ask students to think about what they might like to change in their community. Student Model • Listen actively Read aloud the student model as students follow along. Then give students time to read silently to build comprehension. • Recognize academic language Revisit the key phrases signaling opinions and examples. Then work together to identify Josue’s opinion statement, his reasons, and his examples. Ask a volunteer to read aloud the conclusion that summarizes Josue’s opinion. • Writing Strategy: Give Reasons for Your Opinion Support opinions Read aloud the writing strategy text as students follow along. Then use the Student Model to review the difference between a reason (People can exercise in a park.) and an example to support that reason. (Children can exercise on a playground.) EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold • Clarify the terms opinion, reason, example, and conclusion. Then read and annotate the Student Model together. Project or copy the Student Model onto the board. Use one color to highlight the opinion and conclusion, one for the reasons, and one for the examples. (Alternatively, use underlining, circling, and bracketing.) • Provide sentence frames for students to practice describing annotations and identifying key elements of the Model. We used the color _____ to highlight the _____. The opinion is _____. The reasons for the opinion are _____. Examples for the first reason are _____. Amplify Have students look back in the book to find other examples of opinion texts. They can work in pairs to choose a text and identify the opinion, the reasons, and examples. Challenge students to consider whether the author supports her or his opinion adequately in the text. UNIT 4 / CONNECT TO WRITING
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