Module Lessons / Grade 3: Module 3: Unit 2: Lesson 10

Organizing the Model:
Proof Paragraph 1 Strips

W.3.1b

As you read the story, your imagination goes wild! You begin to wonder if gardens and parks are not really what they seem!
When you see the closing time of a park on a sign, you wonder whether the fairies have changed the closing time so that they can have a ball, as the book describes in Chapter 4.
At night, you wonder if fairies are building houses for children locked in the park, as they do for Maimie in Chapter 5.
Magical events like these feed your imagination and make you question what is real!

Book Review Anchor Chart

(For Teacher Reference)
W.3.1

Introductory Paragraph

  • Introduction: introduces the book and briefly recounts what happens: book title, author, brief recounting
  • Focus statement: states whether author would recommend it to a friend
  • Point 1: Reason 1: why the author would recommend it
  • Point 2: Reason 2: cautions

Proof Paragraph 1

  • Describes the first reason in a way that sounds interesting
  • Provides an example from the book • Provides another example from the book
  • Elaboration: What do these examples show? Why?

Language Dive Guide: Model Book Review,
Proof Paragraph 1 Reason

Notes / Refer to the Language Dive in Module 3, Unit 1, Lesson 7, for detailed notes on how the Language Dive format has been modified starting in Module 3.
Sentence / As you read the story, your imagination goes wild! (from Model Book Review, Proof Paragraph 1, in Lesson 8 supporting materials)
Rationale / This sentence is compelling because it is complex, including a subordinate clause with subordinating conjunction as, and it uses figurative language. By expressing one writer’s recommendation with a reason about a story, the sentence connects to the big idea that readers have differing opinions about texts they read, thus supporting the Daily Learning Target and W3.1a. Invite students to discuss each chunk briefly but encourage extended conversation and practice with the focus structure As you read the story,. After discussing this structure, students practice using it to talk about themselves. Note that the Focus Structure Practice is presented out of order to support student comprehension.
The Sentence Practice in this Language Dive contrasts this model sentence with an alternative sentence frame: “The first reason I would recommend the book is ______.” Students discuss the similarities and differences between the meaning and structure of the Model Book Review and the alternative sentence, giving them greater choice and sophistication as they write their Proof Paragraph 1 Reason for their book review of Peter Pan. If necessary to accommodate time or student need, consider doing the Sentence Practice separately.
Time / 15 minutes
Throughout the Language Dive / Follow the same routines found in Module 3, Unit 1, Lesson 7.
Deconstruct / Refer to the chunk chart for language goals; display the sentence strip chunks; display and distribute the task card. Follow the same routine found in Module 3, Unit 1, Lesson 7, to assist students in deconstructing, reconstructing, and practicing the chosen sentence.
Practice (Focus Structure)
Reconstruct
Practice (Sentence)

Language Dive Chunk Chart: Model Book Review, Proof Paragraph 1 Reason

As you read the story,
Deconstruct:
Language Goals /
  • you: “Who is this sentence about? Who does you refer to?” the reader. We can use you to talk about one person or people in general. (subject pronoun)
  • read the story: “What do you do?” read Peter Pan in Kensington Gardens. (verb 1 noun phrase 5 verb phrase/predicate)
  • you agrees with read. (subject-verb agreement)
  • As: Circle As, and invite students to do the same. ✎
  • As: “Can you figure out why the author wrote As at the beginning of this chunk?” to connect the subject-predicate in this chunk with the subject-predicate in the next chunk. As means while, or at the same time, signaling two things happening at once: read the story; and the action in the next chunk. (subordinating conjunction)
  • Students can act out reading the story.

your imagination goes wild!
Deconstruct:
Language Goals /
  • imagination: “What is this chunk about?” the creation of thoughts and ideas in your mind (subject)
  • your: “Whose imagination? Who does your refer to?” your refers back to you, the reader, in the first chunk. your tells us whose imagination. (possessive pronoun)
  • goes wild: “What does your imagination do?” becomes unlimited, without boundaries, running free like life in the jungle or forest. (verb 1 adjective 5 verb phrase/predicate; figurative language)
  • Students can act out goes wild. They can sketch the literal and figurative meaning of your imagination goes wild.✎
  • imagination agrees with goes. (subject-verb agreement) •“How can we say this chunk in our own words?” Responses will vary, but students may use the paraphrase from the final sentence of the introductory paragraph of the Model Book Review: it really sparks your imagination.
  • “So, what are the two actions that happen at the same time in this sentence?” read the story; imagination goes wild
  • Students can act out their imagination going wild as they are reading the story.

As you read the story, your imagination goes wild!
Reconstruct /
  • “How can you say this sentence in your own words?” Your thoughts and ideas feel unlimited while you read Peter Pan in Kensington Gardens.
  • “How does this Language Dive add to your understanding of the big idea?” This sentence expresses one writer’s opinion, suggesting that readers may have different opinions about a text.
  • “Based on your understanding of this sentence, does the writer recommend this book? Why do you think that?” Yes. This sentence says that the writer recommends this story because thinks that the story is fun for your imagination.

Practice (Focus Structure) /
  • As you ______, your imagination goes wild! ✎
  • (As + subject + predicate, subject + predicate!)
–To provide lighter support: “Can you divide this sentence into two or more sentences and then reconstruct it as one sentence? What do you have to remove or change?”
–To provide heavier support: Provide a word bank for students to choose from as they complete the frame. (Examples: walk through the forest; board the ship)
  • Students can act out their sentence, simultaneously performing both actions.
  • “How can we use As in our own speaking and writing?” to signal that two sets of subjects with predicates are happening at the same time.
  • Students can underline the subjects in blue, and underline the predicates in red. ✎
  • “What if we replace As with After? How does that change the meaning of the sentence?” It would mean our imagination only goes wild when we are finished reading the story.

Practice (Sentence) /
  • “Let’s talk about a different way you can write a recommendation with a reason in your own book review.”
  • Next to the Language Dive sentence, display this alternative sentence frame:
  • The first reason I would recommend the book is _____.
  • Complete the frame with the paraphrase students provided for your imagination goes wild. Example:
  • The first reason I would recommend the book is it really sparks your imagination.
  • Students can compare, contrast, and annotate the Language Dive sentence from the Model Book Review side-by-side with the alternative sentence frame. Example:

Practice (Focus Structure) / Does the author …
Model Book Review: Proof Paragraph 1:
As you read the story, your imagination goes wild. / Alternative sentence frame:
The first reason I would recommend the book is it really sparks your imagination.
state her first reason? / You have to guess that the author is giving her first reason.
  • The introductory paragraph helps you guess: This story really sparks your imagination …
/ The author clearly states she is giving her first reason: The first reason …
recommend the book? / You can easily guess that the author would recommend the book: your imagination goes wild!
  • The introductory paragraph helps you guess: I would recommend this book …
/ The author clearly states she would recommend the book: … I would recommend the book …
describe her first reason? / The author describes her first reason: … your imagination goes wild! / The author describes her first reason: … it really sparks your imagination.
  • Students can recommend or not recommend the book, with a reason, using each of the sentence frames: ✎
  • As you read the story, _____. The first reason I would/would not recommend the book (with some cautions) is _____.
–To provide lighter support: “Can you say your sentence in a different order? How?”
–To provide heavier support: Provide a language bank of reasons students can choose from to recommend or not recommend Peter Pan in Kensington Gardens. (Examples: you feel/a sense of wonder/disturbed)
Practice (Focus Structure) cont’d /
  • Students can compare and contrast their sentences.
  • “Which Proof Paragraph 1 sentence do you prefer? Why?” Responses will vary.
  • Language Chunk Wall suggestions:
–Language to connect words, phrases, clauses: As you read the story,
–Language to express an opinion: your imagination goes wild!

Language Dive Sentence Strip Chunks: Model Book Review, Proof Paragraph 1 Reason

As you read the story,
your imagination goes wild!

Language Dive Note-catcher I: Model Book Review, Proof Paragraph 1 Reason

Name: ______ Date: ______

As you read the story, your imagination goes wild!
Sketch the literal and figurative meaning of your imagination goes wild!.
Literal / Figurative
As you ______, your imagination goes wild!
(As 1 subject 1 predicate, subject 1 predicate!)
As you read the story, ______.
The first reason I ______recommend
the book ______

Opinion Writing Checklist

(Example, for Teacher Reference)
W.3.1

Standard / Characteristics of Effective Opinion Writing / Characteristics of My Book Review / Yes? No?
RL/RI.3.1 / My opinion is supported by reasons and evidence from the text(s) and shows a clear understanding of the topic. / My opinion is supported by reasons and evidence from Peter Pan.
W.3.1a / I state my opinion clearly, and my writing stays focused. / I state whether I would or would not recommend the book.
sW.3.1a / I have an introduction that gives the reader the information needed to understand the topic or issue. / I give a brief outline of the story and state my opinion, as well as reasons for my opinion.
W.3.1a / I list reasons for my opinion. / I provide two reasons why I would or would not recommend the story of Peter Pan.
W.3.1b / I give evidence and reasons to support my opinion. / My opinion is supported by reasons and evidence from Peter Pan.
W.3.1c / I use linking words to connect my opinion and reasons.
W.3.1d / I have a conclusion that restates the focus of my piece.
W.3.8 (partial) / I list my sources.
L.3.1 / My words and sentences follow the rules of writing. / I use coordinating and subordinating conjunctions and simple, compound, and complex sentences.
L.3.2 / My spelling, capitalization, and punctuation are correct.
L.3.3
L.3.6
W.3.4 / The words and sentences I use are appropriate for this task and purpose. / The words and sentences I use show my opinion and reasons for my opinion.
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