Student Teaching Unit Plan

Group: Three 5th Grade Writing Students in a Resource Setting

Unit Title: How Do I Write My Opinion?

Theme: Opinion Writing

Student Teacher: Abby Christian

Rationale and Alignment with Curriculum: While deciding what to do next with my 5th grade writing group, I found out

that these students would soon be integrated back into their general education writing classes. I knew that I needed to prepare my students for this, so I went to talk with their general education teachers about what they would be learning at the time that these students rejoined the general education writing class. I found out that this would land right around the time that instruction on opinion writing would begin in general education. After talking with my cooperating teacher, I decided that in order to prepare my students, it would be best for them to have a “jump-start” on opinion writing. This way the students would feel more comfortable and confident going back into the general education setting and would hopefully be able to keep up with their classmates. Since this is what the general education setting would also be learning, it perfectly aligns with the school curriculum and the district curriculum guides.

In this lesson, students were pre-tested simply by being given an opinion writing prompt and by being asked to show me their best writing. After this we read together some pieces of good fifth grade opinion writing and found deciphered what all was included in good opinion writing. Next, students were allowed to pick and research their own topics on which to write about their opinions. At this point we began writing. Using different formats, students were able to write an introduction paragraph, three body paragraphs, and an ending paragraph. Included in these were lessons about persuasion, how to write a thesis statement, and much more. To continue the writing process, students were given the opportunity to edit and revise using many different strategies. Finally, students were able to publish a final copy of their opinion writing pieces by typing them and turning them into me to be graded as a way of knowing what all they had learned and as a post test.

Opinion Writing Unit Objectives and Content Outline5th Grade

Unit Objective: The students will each publish an individual opinion writing piece, including an introduction, three body paragraphs, and an ending paragraph with 80% accuracy, as graded by teacher rubric.

Lesson 1: Fact vs. Opinion Writing Daily Objective: The students will recognize the difference between fact and opinion writing by writing their own definition with 100% accuracy.

◦ Fact vs. Opinion worksheet◦ Look at exemplars◦ Create group t-chart of parts of weak vs. strong opinion writing

Lesson 2: Persuasion and Topic Decision Daily Objective: On a topic of their choosing, the students will persuade aloud using three methods correctly 2 out of 3 times as noted by teacher observation. Lesson 3: Topics and Reasons for Opinions **Social Studies ExampleDaily Objective: The students will create a thesis statement which states their opinion with at least three reasons to back it up, as shown in a graphic organizer. Lessons 4 and 5: Finding the details – graphic organizer **Science Example Daily Objective: The students will use research to find at least 2 pieces of evidence to support each of their reasons for their opinions. Lesson 6: Introductory Paragraphs Daily Objective: The students will introduce their opinions on a topic by writing an introductory paragraph with at least 3 sentences, as noted by the teacher. Lessons 7 and 8: Writing the Details Daily Objective: The students will persuade readers about their opinions by writing three detailed paragraphs each containing at least 2 pieces of evidence, as noted by the teacher. Lesson 9: Ending ParagraphsDaily Objective: The students will conclude their persuasive essays using the 4 point format given by the teacher and will include at least 3 parts of the given format.

Lesson 10: Editing and RevisingDaily Objective: The students will edit and revise their own writing pieces, including proper capitalization, punctuation, and making sense with 80% accuracy.

Lesson 11: Publishing!Daily Objective: The students will each publish an individual opinion writing piece, including an introduction, three body paragraphs, and an ending paragraph with 80% accuracy, as graded by teacher rubric.

Common Core State Standards:o CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults,

develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

o ~CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

o ~CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

o ~CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.• CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly, state an opinion,

and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

• CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported by facts and details.

• CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

• CCSS.ELA-Literacy.W.5.1d Provide a concluding statement or section related to the opinion presented.

Group: 5th Grade WritingLesson Title: Opinion Writing: Pre-Test

Date of Lesson: November 8, 2013 (Friday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CCSS.ELA-Literacy.W.5.1aLesson Plan: Introduction, Lesson, and Assessmento DLR – before recess o Sentence Strategies – 6E And 7E

• Find Infinitives – the imposters!!!• Look for the “to (verb)”

o Journal Prompt: • “Do you prefer eating a home-cooked meal at Thanksgiving or going to a

restaurant? Why?”• “Support your opinion in your very best writing!”• Do not prompt too much for details• Allow students to show what they already know about opinion writing!

Materials:o DLR – 4 copies o Sentence Strategies - 3 copies of 6E and 7Eo Whiteboard/ markerso Student journals o Pencils

Group: 5th Grade WritingLesson Title: Fact vs. Opinion: Introduction to Opinion Writing

Date of Lesson: November 13, 2013 (Wednesday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Lesson Plan: Introduction, Lesson, and Assessmento Sentence Strategies 6H and 7H

• Watch for the “imposter” or the infinitive• We can find the infinitive because it always has the word to in front of it

o “Today we are going to begin learning about opinion writing.”o Fact vs. Opinion Worksheet:

• Students complete individually• At the end, write their own definition of a fact and of an opinion

o Look at exemplars• Write on a sticky note any strong or weak parts that the piece may have

Examples: great lead, good transition, strong statement of position, etc.

o Create group t-chart of Weak vs. Strong Opinion Writing• Compare with rubric to be sure students have included all of the good

parts of an opinion piece• Formative assessment: Did the students correctly complete the chart with

at least 80% accuracy?

Materials:o Sentence Strategies 6H and 7H – 3 copieso Fact vs. Opinion Worksheet – 3 copieso Exemplar opinion writing piece – 3 copies

o https://sites.google.com/site/5thgradepersuasivewriting/lesson-1-1 o Chart paper/ markerso Sticky noteso Pencils

Group: 5th Grade WritingLesson Title: Persuasion

Date of Lesson: November 14, 2013 (Thursday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Lesson Plan: Introduction, Lesson, and Assessmento Sentence Strategies 6H and 7H

• Watch for the “imposter” or the infinitive• We can find the infinitive because it always has the word to in front of it

o “Today we are going to look more at the idea of opinions and how we can persuade someone to agree with our opinion.”

o Read aloud I Wanna Iguana by Karen Kaufman Orloff and David Catrow• Pause throughout and ask students about the ways that Alex is trying to

persuade his momo Role Play

• Each student needs to write down one toy that he/she would like to convince his/her parent to buy for him/her.

• I will play the role of the parent.• Students my try to persuade me at least three different ways.

o Topic Choice!• “Today we are also going to choose the topic that we would like to write

about in our opinion piece.”• Make a large group list of ideas, trying to think of good ideas that could be

researched! Ideas:

• Write down your choice on a sticky note and hand it to me before you leave!

Materials:o Sentence Strategies 6H and 7H – 3 copieso I Wanna Iguana by Karen Kaufman Orloff and David Catrowo Whiteboard/ markerso Sticky noteso Pencils

Group: 5th Grade WritingLesson Title: Topics and Reasons for Opinions

Date of Lesson: November 15, 2013 (Friday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Lesson Plan: Introduction, Lesson, and Assessmento Topics:

Finish making list of choices Each student decides

o Reasons: “Now we are going to be thinking further into these topics. This will take some time, so do not worry if you are doing a lot of thinking and only a little writing.”

Hand out graphic organizers Have students write topic at the top “Today we are going to write down three reasons that we have for our

opinion. We will use these in our supporting paragraphs.” Example:

Topic: I think that there should be a law that says everyone has to recycle.

Reasons: we would waste a lot less of our resources, we would have less plastic in landfills, and we could use what we already have

I would put these in my graphic organizer (model) Students will spread out in the room to do some thinking. I will walk

around and ask questions to prompt ideas.o Thesis:

Fill in the blanks and write in the thesis box on your graphic organizer “I believe ____(State your opinion here)_____ because (Reason 1), (Reason

2), and (Reason 3).” – write this on large whiteboard for all students to see

Model on my own graphic organizer

Materials:o Reasons and Thesis Graphic Organizer – 3 copieso Large whiteboard/ markers o Pencils

Group: 5th Grade WritingLesson Title: Searching for Evidence

Date of Lesson: November 18, 2013 (Monday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Lesson Plan: Introduction, Lesson, and Assessment

Daily Objective: The students will use research to find at least 2 pieces of evidence to support each of their reasons for their opinions. o “Today we are going to find evidence to support each of the reasons you wrote

down to support your opinion.”o I will give each student 2-3 pieces of research on their topics to find evidence in.o Modeling:

o Example from Science: I believe that we should send more astronauts to outer space so we can learn more about the solar system, so we can learn more about what makes up other planets, and to help boost the American spirit.

Look at research Show students how I would highlight evidence using three colored

highlighters, one for each reason Write evidence in graphic organizer Ask for questions

o Students will read each article at least one time and use three colored highlighters, one for each reason corresponding to the markings on their graphic organizers.

o Put these pieces of evidence in graphic organizers o Formative assessment: check for 2 pieces of supporting evidence for each of the

three reasons

Materials:o Sentence Strategies 8A and 9A – 3 copies o 2-3 pieces of research for each student’s topic and for my exampleo 3 different colored highlighters for each studento 4 copies of supporting evidence graphic organizero Students’ previous graphic organizerso Example article:

http://www.greenpeace.org/international/en/news/features/dolphin-bycatch-death-eviden/

o Example writing piece http://www.greatschools.org/catalog/content/writing-

examples/writing-example-fifth-grade-harmful-overfishing.pdf Group: 5th Grade Writing

Lesson Title: Searching for Evidence (Continued) Date of Lesson: November 19, 2013 (Tuesday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Lesson Plan: Introduction, Lesson, and Assessment

Daily Objective: The students will use research to find at least 2 pieces of evidence to support each of their reasons for their opinions. o Students will continue to read each article at least one time and use three

colored highlighters, one for each reason corresponding to the markings on their graphic organizers.

o Put these pieces of evidence in graphic organizers o Formative assessment: check for 2 pieces of supporting evidence for each of the

three reasonso Finish filling out Evidence Graphic Organizers

Materials:o Sentence Strategies 8A and 9A – 3 copies o 2-3 pieces of research for each student’s topic and for my exampleo 3 different colored highlighters for each studento 4 copies of supporting evidence graphic organizero Students’ previous graphic organizerso Pencils o Students’ Red Writing Folders – 4 folders

Group: 5th Grade WritingLesson Title: Introductory Paragraphs

Date of Lesson: November 20, 2013 (Wednesday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Lesson Plan: Introduction, Lesson, and Assessmento Sentence Strategies 8B and 9B – 3 copies

o Prepositional Phrases – “Connects a noun or pronoun to other words”o Use red writing folders as a resource

Daily Objective: The students will introduce their opinions on a topic by writing an introductory paragraph with at least 3 sentences, as noted by the teacher. o “There are three parts to an introductory paragraph. Each of these parts includes

one or more sentences.” (write these three on large group whiteboard)o Attention Grabbero State the Problemo State your Thesis

o Attention Grabbers: What have you used before?o Factso Questiono Quote o Example: “Did you know that thousands of dolphins die each year from

dolphin bycatch?”o State the Problem:

o “Dolphin bycatch happens when fishermen accidently catch dolphins in their nets and end up dragging the dolphins in their nets to their death. This is a major problem since it is killing so many dolphins each year.”

o Thesis Statement: o You already Wrote this!o “I believe that there should be a law against dolphin bycatch because

dolphins could become endangered, dolphins are killed in indecent ways, and there are many ways that fishermen can protect and not kill dolphins.”

o Your turn!o Write on lined papero Use Thesis Graphic Organizer

Materials:o Sentence Strategies 8B and 9B – 3 copies o Supporting evidence graphic organizers

o Students’ Thesis Graphic Organizero Large group whiteboard/ markers o Lined paper/ pencils o My example

Group: 5th Grade WritingLesson Title: Body Writing

Date of Lesson: November 21, 2013 (Thursday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Lesson Plan: Introduction, Lesson, and Assessmento Sentence Strategies 8C and 9C – 3 copies

o Prepositional Phrases – “Connects a noun or pronoun to other words”o Use red writing folders as a resource

Daily Objective: The students will persuade readers about their opinions by writing three detailed paragraphs each containing at least 2 pieces of evidence, as noted by the teacher. o Take time to read each “Supporting Evidence” box and make sure it is in your

own words and is a complete sentence. o Talk about making each reason with its two pieces of evidence into its own

paragrapho Beginning (put the reason in here)o Supporting Evidence #1o Supporting Evidence #2o Wrap THAT REASON upo ** Do this for all three paragraphs. We will work on ending paragraphs

later.o **If students do not finish, do not rush! We can finish tomorrow.

Materials:o Sentence Strategies 8C and 9C – 3 copies o Students’ supporting evidence graphic organizero Students’ Thesis graphic organizerso Pencils/ lined papero Introduction Paragraph from yesterday

Group: 5th Grade WritingLesson Title: Body Writing

Date of Lesson: November 22, 2013 (Friday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Lesson Plan: Introduction, Lesson, and Assessmento Sentence Strategies 8B and 9B – 3 copies

o Prepositional Phrases – “Connects a noun or pronoun to other words”o Use red writing folders as a resource

Daily Objective: The students will persuade readers about their opinions by writing three detailed paragraphs each containing at least 2 pieces of evidence, as noted by the teacher. o Talk about making each reason with its two pieces of evidence into its own

paragrapho Beginning (put the reason in here)o Supporting Evidence #1o Supporting Evidence #2o Wrap THAT REASON upo ** Do this for all three paragraphs. We will work on ending paragraphs

later.

Materials:o Sentence Strategies 8B and 9B – 3 copies o Students’ supporting evidence graphic organizero Students’ Thesis graphic organizerso Pencils/ lined papero Previous Introduction Paragraph and Body Paragraphs

Group: 5th Grade WritingLesson Title: Endings!

Date of Lesson: December 2, 2013 (Monday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Lesson Plan: Introduction, Lesson, and AssessmentDaily Objective: The students will conclude their persuasive essays using the 4 point format given by the teacher and will include at least 3 parts of the given format.

o Clincher Sentences Strategies 1A – 2A – 3 copies o Clincher sentences = ending sentences in a paragraph to conclude

everythingo 2A – DO NOT follow directions

Circle the transition Read all to get some ideas

o Ending Paragraphs:o Wrap up the whole paper!o “This is your final chance to get your point across!”

o Format:o Restate Thesiso 2-3 things you want people to do about the problemo Strong Ending/ Clincher Sentence

o Together, write an ending for my dolphin bycatch exampleo Use introduction for ideaso Follow format

Materials:o Clincher Sentences Strategies 1A – 2A – 3 copies o Students’ supporting evidence graphic organizero Students’ Thesis graphic organizerso Pencils/ lined papero Previous Introduction Paragraph and Body Paragraphs o My previous example pieces about dolphin bycatch

Group: 5th Grade WritingLesson Title: Revising and Editing

Date of Lesson: December 3, 2013 (Tuesday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Lesson Plan: Introduction, Lesson, and Assessmento Sentence Strategies 8E and 9E – 3 copies

o Prepositional Phrases – “Connects a noun or pronoun to other words”o Use red writing folders as a resource

Daily Objective: The students will edit and revise their own writing pieces, including proper capitalization, punctuation, and making sense with 80% accuracy. o Today we will be editing and revising our papers to make them the best they can

be!o Edit:

Check each sentence for a capital at the beginning and a period at the end

Check spelling by reading the paper backwards o Revise

Read the paper aloud in a whisper, checking to be sure it makes sense!

Read aloud to a teacher! Read one last time for any last minute fixes!

o Tomorrow we will publish!

Materials:o Sentence Strategies 8E and 9E – 3 copies o Students’ opinion writing rough drafts o Pencils and colored pens/ markers

Group: 5th Grade WritingLesson Title: Publish!

Date of Lesson: December 4, 2013 (Wednesday) Teacher: Abby ChristianTime: 2:45-3:15 Mentor Teacher: Carole MacRae

CCSS: ~CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Lesson Plan: Introduction, Lesson, and AssessmentDaily Objective: The students will each publish an individual opinion writing piece, including an introduction, three body paragraphs, and an ending paragraph with 80% accuracy, as graded by teacher rubric.

o “Today we are going to finish the writing process by publishing our opinion writing pieces!”

o Use individual computerso Create a new Google Doc

o Share this with me!o Type your rough draft with all of its edits into a final draft!

o You will have as much time as you needo When you are finished, let me know and I will print Materials:o Students’ revised and edited rough drafts of opinion writing o Pencilso Students and my individual computerso Google Docs

Unit Plan Resources:Ideas:https://sites.google.com/site/5thgradepersuasivewriting/home

Student Articles:http://www.governing.com/topics/politics/lawmaking/school-bus-seat-belt-debate.html#

http://www.nhtsa.gov/Vehicle+Safety/Seat+Belts/Seat+Belts+on+School+Buses+--+May+2006

http://www.nea.org/home/19085.htm

http://www.nytimes.com/2009/12/13/opinion/13sun3.html?_r=1&pagewanted=print&

http://www.huffingtonpost.com/2013/03/15/texting-driving-talking-on-the-phone-us-europe_n_2878837.html?view=print&comm_ref=false

http://www.health.harvard.edu/newsletters/Harvard_Mental_Health_Letter/2010/September/why-cell-phone-conversations-distract-drivers?print=1

http://www.isbe.net/funding/pdf/lapbelt_fact.pdf

http://www.slideshare.net/fullscreen/NCSR/stop-distraction-on-red-the-effects-of-distracted-driving-on-intersection-safety-22551596/9

http://edgewater.patch.com/groups/editors-picks/p/selby-second-grader-falls-out-of-moving-school-bus

http://newsroom.aaa.com/2013/01/cell-phone-users-more-likely-to-speed-and-drive-drowsy-when-behind-wheel/

Examples:http://www.greenpeace.org/international/en/news/features/dolphin-bycatch-death-eviden/

http://www.greatschools.org/catalog/content/writing-examples/writing-example-fifth-grade-harmful-overfishing.pdf

http://www.greatschools.org/writing-and-spelling/7073-writing-samples-fifth-grade-non-fiction.gs

Behavior Management

By the time this unit plan began, I had already been teaching this group of students for a few weeks and they overall knew and followed my classroom behavior expectations. I was proactive in developing my behavior management plan by building relationships with students and by having the expectation in our classroom that we would respect each other. The behavior issues that I did still have to deal with though were those of keeping the students on task. Over time this group of students had become good friends and enjoyed laughing together and at times this was not appropriate for completing our daily lessons. I informed my students from the start that I truly do enjoy laughing with them, but there is a time for laughter and a time to do our work. Before I started each lesson after that, I would ask the students if they were ready to work so that they know the expectations for this time. At times I would still have to redirect the students, but overall this helped. If students were not able to calmly work together though, the consequence was that they would have to work independently and not receive as much aide from their peers. Knowing these students and having routines and boundaries already set up with them allowed the behavior management in this unit to go very smoothly.

Assessments

Pre-Assessment: Before my students began this lesson, I simply wanted to see what they could do when it came to writing their opinions. In my first lesson plan in this unit plan you can see how I simply asked my students to share with me their opinions on Thanksgiving meals. I wanted to see their paragraph organization, if they used persuasion, and if they used reasons.

Post Assessment: At the end of my unit plan, students were required to publish a typed version of their final paper. I then read through and graded these writing pieces to see what the students had learned.

Reflection on Assessment

Before this unit, my students had received little formal instruction on writing

opinions. Because of this, as I wrote my unit I had to use a lot of direct instruction to

teach formats that the students should follow in completing the different parts of

opinion writing. In the students’ pre-tests, I was able to see that the students

seemed to just write about what their opinion was – they did not write to persuade.

This is why the first thing after talking about what an opinion was in my unit plan

was to talk about persuasion and how it affects our writing. Also from my pre-test I

noticed that my students did not know how to write multi-paragraph opinion

writing pieces. This caused me to teach in sequence how to write an introduction,

three body paragraphs, and a conclusion. Each of these five paragraphs had a format

for the students to follow so that they knew exactly what needed to be included at

this step of the writing process. By the time students wrote their final piece, it was

very evident that they knew what to put into an introduction, what should be

included in each body paragraph, and what needed to be said to end a writing piece.

These were a couple of the bigger pieces of information that I gathered from my pre-

test that adjusted what I had planned to teach in my unit plan.

Overall, I believe that my unit plan was very successful. In the beginning I set

out to prepare my students to reenter the general education classroom with the

confidence and prior knowledge they needed to be successful in the general

education writing classes. Throughout the course of this unit, the students went

from a single paragraph of opinion writing to a five paragraph paper showing

everything they had learned. The final opinion writing pieces that each of these

students published clearly demonstrates their learning and further preparation to

rejoin their general education classrooms during writing lessons. I am very proud of

the students’ hard work and believe that this lesson also allowed them to become

more confident for their upcoming move back to general education writing.