Opinion Writing in Grades 1 3 RECYCLING Adapted

Opinion Writing in Grades 1 -3: RECYCLING Adapted by Angel Peavler, KWP RSPDI Team bfrom NWP i 3 College Ready Writers Program and Kentucky Writing Project

Mini-Unit Overview Writing Argument MINI-UNIT Emphasis ARGUMENT SKILLS PRODUCT ELEMENTS OF ARGUMENT Reading CLOSE READING STRATEGIES RESPONSE TO READINGS TOPICS # of Lessons Writing & talking to Close reading strategies develop knowledge on topic or issue Draft, Feedback, Revise, Reflect Using textbased evidence to support an opinion 4 Lessons Entering Skills: • Using Flipbook format for writing • Partner sharing • Ind. sentence writing in response to a question Product: Multipage flipbook (First I Thought, Then I Learned, Now I Think) Researching to make an informed opinion Giving reasons based on evidence Reading or Viewing TWICE Scaffolded writing: First I SHOULD WE Thought, RECYCLE? Then I Learned, Now I Think) 3 shared readings (image, video, article) Foundational Skills: • Giving text-based evidence • Citing the source Digging Deeper: • Finding an audience 2

Writing Standards Emphasized in the Mini-Unit • Write opinion pieces in which they introduce the topic. • Write opinion pieces in which they state an opinion, giving reasons. • Write opinion pieces in which they provide a concluding statement or section.

Mini-Unit Sequence Day 1 Day 2 Day 3 Day 4 Introduce research question (inquiry) Watch video Read article twice (guided and then partner reading) Re-read flip book. Partner share Begin Flip Book First I Thought: Write in response to research question. Watch again, with sentence stems in hand to aid notetaking Study first image Partner share Then I Learned: Continue writing in response to research question. Study text in the image Partner share Then I Learned: Write in response to research question. Add to “Then I Learned” entry. Write a conclusion (“Now I Think…”) that shares opinion about the research question (Should We Recycle? ) Partner sharing Optional Class discussion: Who needs to know this? How could we share what we know?

Starting Our Flip Book Should we recycle? . n o i t s e u q h c r a ese r r u o s i Th Write this on the flap.

Should we recycle? What do you think? P k n i h T S r ai e r ha

Should we recycle? What did you and your partner think? • I don’t know if we should recycle. • I think we should recycle because________. • I think we should not recycle because ______.

Page 1 of Our Flip Book Should we recycle? First I thought… Write this on the next flap.

Fill the first flap: First I thought… Remember what you and your partner talked about? Use the space HERE to explain your thinking.

Should we recycle? x e T 1 # t Now let’s start our research. We’ll look at several texts to gather information about recycling. We’ll read this text TWICE and write about it TWICE. First Reading: Study the image. Turn and talk: What do you notice about this picture of a landfill?

What Did We Say in Partner Talks? • After observing the picture of the landfill, I noticed that ____________. • I learned that ___________. • The picture shows that ________. g n i k n i h t r u o g n i r u t p a C

What Did We Say in Partner Talks? • After observing the picture of the landfill, I noticed that lots of things we throw away could be reused. S E L P M A STUDENT S • I learned that our garbage goes to a landfill. • The picture says that if more people would recycle we wouldn’t need so many landfills. I wonder if that is true.

Page 2 of Our Flip Book Should we recycle? First I thought… Then I learned… Write this on the next flap.

Let’s continue writing: Then I learned… Use the space to explain what you noticed about the picture. In a moment we’ll add more facts.

Should we recycle? x e T 1 # t Now let’s take a second look. Let’s examine the information! What do the numbers tell us?

What Did We Learn from the Numbers? • After reading the text, I found out that ____________. • The text shows that __________. • The chart says ____________. g n i k n i h t r u o g n i r u t p a C

What Did We Learn the Second Time? • After reading the text, I found out that we throw away paper, plastic, metal, paper, grass clippings. • The text shows that 81% of landfill trash can be recycled. • The chart says that most of what we throw away is paper. s e l p m a S Student

We’re Still on Page 2 of Our Flip Book Should we recycle? First I thought… Then I learned… (HERE)

Let’s continue writing: Then I learned… Now we’ll add more facts. You may use ideas we recorded as a class or you may write your own sentences.

Te 2 # t x More RESEARCH! Is recycling worth it? CBS News What did you learn about recycling from watching this video? Share with a partner.

What Did We Say in Partner Talks? • After watching the CBS News clip “Is Recycling Worth It? ” , I learned __________. • According to the Deputy Commissioner of NYC Sanitation Department, ________. • The CBS News clip “Is Recycling Worth It? ” reports that __________. e r u t p a c d n a n i a g a. g h c n i t k a n i W h t r you

What Did We Note the Second Time? • After watching the CBS News clip “Is Recycling Worth It? ”, I learned that if we recycled we would les p save tens of millions of dollars. m a nt S Stude • According to the Deputy Commissioner of NYC Sanitation Department, 2/3 of our waste is recyclable. • The CBS News clip “Is Recycling Worth It? ” reports that the NYC Sanitation Department gets paid to recycle paper.

Return to Our Flip Book Should we recycle? First I thought… this spot. Here you will continue recording Then I learned… Find new learning about recycling. Use the back of the sheet, if needed.

Use the back of the flap or add a new sheet, if needed: Then I Learned… Use the space to explain facts about conserving natural resources that you learned from the video.

3 # t ex T Listen as the text is read aloud. Then partnerread this page before talking about what you’ve learned. Let’s READ and RESEARCH to find out more! A Way to Help Planet Earth

3 # t ex T Listen as the text is read aloud. Put your finger on the picture that matches what you are hearing. Re-read the text with your partner before talking about what you’ve learned. A Way to Help Planet Earth

Let’s capture things we learned about Recycling After reading “A Way to Help Planet Earth”, I learned _____________. “Time for Kids” explains that _______. Based on what I read in “A Way to Help Planet Earth”, _________________.

Let’s capture things we learned about Conserving Natural Resources After reading “A Way to Help Planet Earth”, I learned that everyone can recycle, even kids. “Time for Kids” explains that an old bottle can become something bigger and better if you recycle. Based on what I read in “A Way to Help Planet Earth”, I think we should recycle so the Earth isn’t covered with trash. les p m a S nt e d u t S

Use the back of the flap: Then I Learned… Go back to this same page. Explain what you learned about conserving natural resources after reading “A Way to Help Planet Earth. ” You may use ideas we listed as a class or you may write your own sentences.

Finishing Our Flip Book Should we recycle? First I thought… Then I learned… Now I think… Write this on the last flap. THEN RE-READ YOUR FLIP BOOK!

Fill the last flap: Now I think… After re-reading your flip book and thinking about the research we have done, you should have some ideas about what we should do about trash or about conserving natural resources. Use this last space to explain your thinking. In other words, now that you’ve done the research, should we recycle?

Sharing • Read your flip book to your partner. • Talk about ways you plan to recycle!

Something to think about…

Digging Deeper…. (optional) Class discussion topic: Who needs to know this? How could we share what we know?

Next Steps • Students could take their new learning about conserving natural resources to another audience, developing posters or creating a podcast. • Students could develop other flip books on new topics, using the same process. • A revision study could be planned. Students would select ONE flip book to turn into a polished piece.