The Common Core Companion: Booster Lessons, Grades 3-5. Leslie Blauman

mentor texts

       The anchor chart

      Context of This Lesson

      Continuing from the first writing lesson, students bring in examples of persuasion and opinion in the real world and we note these examples on our anchor chart.

      The Lesson

      The focus for this lesson is to examine author’s craft—how an opinion or persuasive piece is constructed. Perhaps the most beneficial tool for students is texts from other students so they can envision their own finished pieces (go to www.corwin.com/thecommoncorecompanion for mentor texts to get you started). In particular, you want students to notice in these texts opinion, facts, and conclusion. Using different color highlighters, students can highlight where the opinion is stated in the introduction and conclusion, the three reasons supporting that opinion, and the facts and details for each reason.

      Wrap Up

      To wrap up, tell students that you want them to each decide on a writing topic; if time permits, have students confer with a partner, discussing opinion and the facts that support that opinion.

      Language Connections: Formal Versus Informal English

      In this lesson, students have listened to or read at least two books written on the same subject or topic (e.g., the original fairy tale and the fractured fairy tale) and are now asked to identify the use of Formal English and the use of informal discourse and how that affects the POV and author’s intent. Students then identify in which speaking situation each is appropriate.

      There is no exact or precise time to teach this lesson; I put it here in the sequence because by now, students have read a number of texts, and you can revisit these texts for this lesson. It’s a great way to deepen understanding of what writers do and what readers do. Students notice how to read like readers, then using the same text, read like writers. Using texts to demonstrate to students the difference between Formal English versus informal helps to make these concepts more concrete. Determining formal versus informal in reading transfers to writing projects and to speaking situations.

      Additional practice with this skill helps students become more adept at discerning the differences. Once students understand the terms and the differences, this can be a part of their metacognitive self-questioning when approaching texts, speeches, and their own writing. The more explicit we can be, the better!

      T: We have been reading so many different pieces for both our reading and our writing. And you are doing a fabulous job identifying who is telling the story and what the point of view is. Have you noticed that all the texts are written in different ways and that definitely affects meaning?

      T: We can separate the way we write and speak into two forms. One way is Formal English and the other is informal. What do you think formal is?

      Knowing the difference between formal and informal is difficult for many students to grasp. For our students who are just learning the English language, it is even tougher. Sharing photos is a powerful tool. Show images of formal clothes versus informal, fancy hats of British royals versus baseball hats, fancy high heels versus a pair of flip-flops, tuxedo shoes versus running shoes. Display a formal dinner photo, perhaps of a White House event, and a casual picnic, and think aloud formal versus informal diction in these settings.

      Elicit responses from the students. If they need nudging, have them think of dances where people need to wear a formal dress or suit and then compare that to what we wear to school, which would be informal. After a few minutes of discussion, and when it is evident that the students understand the difference, divide a piece of chart paper into two columns (a T-chart.) Head one column Formal English and the other Informal.

      T: So, who do you think your audience would be in you were writing Formal English?

      Students share responses and teacher records them on the T-chart. (Examples would be adults, the U.S. president, the principal, test graders, or letters to the editor.)

      T: What prefix does informal start with? Right, in which means?... (not). So informal is the opposite of formal. Who would the audience be for informal?

      Students share responses and teacher records them on the T-chart. (Examples would be peers, friends, or little kids.)

      If students don’t catch on quickly, you may have to give examples of formal versus informal language—either by saying the same thing twice, but in two different ways or pulling lines from texts you’ve already read.

      T: Let’s look at some of the books we’ve read and classify them as formal or informal and why we think that.

      Discuss some of the books previously read and sort them into the two columns on the T-chart. As students share titles, ask them why they would place the book in that specific column. Nudge them to identify words or phrases that help to clarify formal or informal. Record those specific words and phrases on the T-chart so that students can refer back to them. Invite students to add books to the chart, writing down titles on sticky notes and placing them in the correct column. By using sticky notes, titles can be moved if incorrectly placed. This can easily be done on an interactive whiteboard, too.

      As stated at the beginning of this lesson, the goal is for students to internalize the difference between these two forms. This chart can be revisited and updated throughout the school year.

      T: Now let’s take it one step further. Let’s make one more chart that has a heading of SPEAKING and divide it into two columns: Formal English and informal. Think for a minute about all the times we talk, or even give speeches, and let’s list those in the correct place. How about we start with an example of when I have to talk. Let’s say I’m having a teacher conference—do I use Formal English or do I talk in an informal way? (formal; if students don’t understand why, explain.) But if I’m on the phone talking to one of my kids? . . . (informal).

      While students may be able to identify the differences in written work, often it is more difficult in their speaking. When teachable moments occur in class, for example when viewing a movie or commercial or YouTube video and you notice slang, for example, call attention to it and have kids decide which side of the T-chart it belongs on. Fill those charts up with words and always invite the kids to collect words that help us know if it’s formal or informal!

      To wrap up, discuss with students that when we speak or write we need to know our purpose and our audience. This in turn helps us determine whether we use Formal English or if we can communicate informally. After working with students, whenever they are assigned a writing or speaking project, they should determine purpose, audience, and how they will present the information—either formally or informally. Reinforce this standard by offering many opportunities for students to practice speaking both formally and informally and explicitly naming when students are doing each.

      Core Connections

       Grade 4

       Language Standard 3 (a, c)

      Use knowledge of language and its conventions when writing, speaking, reading, or listening. Students choose words and phrases to convey ideas precisely and they differentiate between contexts that call for Formal English and situations where informal discourse is appropriate.

      Core Practices

       Anchor Charts