iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers:
Mariel Mendez
Common Core State Standards:

Subject:
Opinion Writing

(CCSS.ELA-Literacy.W.4.1.) Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
(CCSS.ELA-Literacy.W.4.1a.) Introduce the topic or text they are writing about state an opinion and
create an organizational structure that lists reasons.

NETS-Standards:

(Standard 2) Design and develop digital age learning experiences and assessments, Teachers
design, develop and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning.
(Standard 5) Engage in professional growth and leadership, Teachers continuously improve their
professional practice model lifelong learning and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources.

Objective (Explicit):
Students will be able to write their own opinion paragraph after reading a text by using a graphic
organizer and a four-point rubric.

Evidence of Mastery (Measurable):

A completed graphic organizer (O.R.E.O) that has an opinion statement, three reasons and
explanation from the passage and then restating their opinion with a score of a 3 or higher.
A well-written paragraph that has a topic sentence, three reasons with explanations and restating
their opinion.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Knowledge: Students will identify what an opinion is.

Comprehension: The students will explain what the different components of a opinion paragraph are
by using the O.R.E.O method.
Application: The students will then select a side if video games should be used in libraries and
complete a graphic organizer (O.R.E.O) and then write their own opinion paragraph.

Key vocabulary:
Opinion: The way that someone thinks or feels about a
certain topic or issue
Reasons: Information that supports your opinion
Examples: Details or examples that support your reason
and opinion
O.R.E.O: Opinion, Reasons, Examples, Opinion

Materials:

O.R.E.O poster
O.R.E.O graphic organizer
o Trampolines are Dangerous
o Blank one (For exit ticket)
Passages about trampolines and video
games in libraries (Both on one page)
Models
o Trampolines are not dangerous
graphic organizer
Opinion Paragraph based on graphic
organizer

Opening (state objectives, connect to previous learning, and make relevant to real life)
Ive know that you guys have learned what an opinion is but can someone refresh our memory of what an
opinion is? (Wait for student response, encourage students if they cant think of the answer they can look in
their writers notebook) Very good, so when do you guys think you would use opinion write in real life? (Wait
for student response) Yes, so today we are going to read about topics that many people may have different
opinions about, and we are going to learn about how we can use a graphic organizer to help us write our
own opinion paragraph. Do you guys think that if you have an opinion, would someone want to hear about it
if you have a lot facts and evidence to back it up or if you just express your opinion and have no evidence?

Instructional Input

(Wait for student responses)

Teacher Will:

First the teacher will start to read, Are

Trampolines Too Dangerous?
Students know when the teacher
pauses on a word, they are to read the
word aloud
After reading the passages, the teacher
will say, I agree with the opinion, my
opinion is that trampolines are not
dangerous.
When I write an opinion paragraph, I
like to think about O.R.E.O The teacher
will then take out the O.R.E.O. poster
The teacher will then point to each letter
and explain what it stands for and
explain it
o O. Opinion ( State your opinion
clearly, tell me how you feel
about the topic )
o R. Reasons (Tell your reason for
your opinion or information to
support your opinion)
o E. Explanation (Give an example
to support your opinion)
o O. Opinion (Re-state your
opinion)
Now Im going to show you how I fill out
my own graphic organizer on the Doc
cam. From the passage we just read, I
side with ___, my opinion is that
trampolines are not dangerous.
Then the teacher will model filling out
the opinion section (In my opinion
trampolines are not dangerous)
For my reasons, I like to go back and
underline information that supports my
opinion, so lets see if what information I
can underline.
You will then underline these three
sentences
Then the teacher will model rewriting
the information I just underline in my
own words (First, trampolines are safe if
parents put nets around the
trampolines.)
Then the teacher will fill out my
example, (Nets are a great way to
protect children from falling because if
they fall on the trampoline the net will
catch their fall.)
Then the teacher will model picking

Student Will:

Students will be following along while

the teacher is reading the passage
Listen to the teacher when she is
explaining the O.R.E.O method
Students will ask questions if they are
confused or do not understand.
Students will be paying close attention
to when the teacher is filling out the
graphic organizer and see how she is
underlining information from the
passage and rewrites
Students will be thinking about how they
can use the O.R.E.O method when it is
there turn to fill out their graphic
organizer

another reason why they are not

dangerous, (Another reason why they
are not dangerous is because jumping
on a trampoline is a fun way of
exercising, and exercising is important.)
Then the teacher will fill out example,
(Exercising on a trampoline helps us
build strong leg muscles and a healthy
heart.)
Then the teacher will model another
reason why trampolines are not
dangerous, (Trampolines do cause
injures but there are ways that they can
be prevented.)
Then the teacher will model the
example section, (For example, you can
get hurt playing sports, but injuries on
the trampolines can be prevent by not
doing flips and not jumping alone.)
Then the teacher will restate the opinion
(In my opinion, trampolines are not
dangerous because you can get hurt by
doing anything, but if you are safe you
wont get hurt.)
When Im done filling out my graphic
organizer then Im ready to write my
opinion paragraph
Then the teacher will show them the
prewritten paragraph on the doc cam.
Now Im going to pass out a O.R.E.O
graphic organizer with the other side of
the opinion, that trampolines are
dangerous, and we are going to finish
filling it out.

Co-Teaching Strategy/Differentiation

Guided Practice

If students still are still unclear of what they have to do, the teacher will repeat the
directions and ask some students to repeat the directions back in their own words.

Teacher Will:

Okay now we are going to argue on the

opposite side, that trampolines are
dangerous, I want you guys to go back
and reread the Yes section underline
information that supports the opinion
that trampolines are dangerous
Give the students about 7 minutes to do
this
After 7 minutes say Now we are going
to share the information we have
underlined
Students will be sharing the information
they have underlined
Then when students are done sharing

Student Will:

Students are going to reread the side

that says trampolines are dangerous
Students will then underline information
in the passage that supports the opinion
that trampolines are dangerous
Students will be working on filling out
their graphic organizer, they are to write
their reasons in their own words and
their examples should be from the
passage and written in their own words
When students are sharing with their
partners they are going to share what
they wrote in their graphic organizers
Students will raise their hands when we

as a class we will come back and work

together on writing reasons in our own
words
Now that we have information that
supports our opinion we are going to
write reasons and examples in our own
words
The teacher needs to guide the
students by using one of the sentence
starters from the O.R.E.O poster and
having the students then finish the
sentence
As the teacher and students are sharing
ideas, and the teacher writes the
reasons and examples down, the
students need to be writing it down too
The teacher will continue until the
graphic organizer is complete
After the graphic organizer is complete
, Now for your exit ticket, you guys are
going to read about if video games
should be in libraries.
First you will read the passages, then
you will go back and pick if you support
video games in libraries or are against
video games in libraries.
After you pick a side then you will start
filling out your graphic organizer but
remember to go back and underline
information that supports your opinion.
If there is enough time then you will get
to write your own opinion paragraph
using the information from the O.R.E.O
graphic organizer.

are sharing our responses and share

their responses to the class
Students will listen to the directions that
the teacher is giving and if they are not
clear about the directions they can raise
their hand and ask questions

Co-Teaching Strategy/Differentiation

Independent

If students are struggling to find reasons to support the opinion that trampolines are
dangerous, the teacher can model finding a reason.
If students are struggling to write their reasons and examples in their own words, the
teacher will refer students to the sentence starters on the O.R.E.O. poster
If students are struggling to read the passage, the teacher will pair up students to read
together.

Teacher Will:

The teacher will walk around the

classroom making sure that the
students are on task, if a student is off
task their name will be written on the
board
The teacher will help students that are
confused or need more helping finding
information from the passages

Student Will:

Students will first read the passage

After the student is done reading the
passage they will pick their opinion, if
they support video games in the
libraries or are against them in libraries
The student will then start filling out their
graphic organizer, writing their opinion,
their reasons which has to be
information from the passage written in

Practice

their words and then an explanation for

their reason and then restate their
opinion
Students should be able to recall to the
O.R.E.O poster as they are filling out
their graphic organizer
After they finish filling out their graphic
organizer, they have to put their ideas
into sentences for their sentences

Co-Teaching Strategy/Differentiation

If students are struggling with writing their reasons and examples in their own words, I will
refer students to sentence starters that are provided on the bottom of the O.R.E.O poster
If students are finishing their graphic organizers quickly, they will be able to start writing
their opinion paragraphs.

Closing/Student Reflection/Real-life connections:

If time permits, students will be able to share their completed opinion paragraphs, and students will express
what they like and what the student can work on for next time. I will encourage students to talk to their
librarians about the text they just read, and ask them for their opinion about video games in libraries. I will
be reading their graphic organizers and opinion paragraphs and writing feedback on their exit tickets.

Opinion Writing: OREO

Name: _____________________________________

Opinion:

Reason #1:

Example:

Reason #2:

Example:

Reason #3:

Example:

Opinion:

Kelli Olson- Tales of a Teacher

Completedgraphicorganizer
o Opinionstatement
o Threereasonswiththeirexplanationsorevidencefromthetextwrittenintheir
ownwords
o Restatedopinionindifferentwords
Welldevelopedparagraph
o TopicSentence(OpinionStatement)
o ThreeReasonswithexplanations
o ConclusionSentence(Restatedopinionindifferentwords)
o Varietyoftransitionsusedthroughouttheparagraph
Completedgraphicorganizer
o Opinionstatement
o Tworeasonswiththeirexplanationsorevidencefromthetextwrittenintheir
ownwords
o Restatedopinionindifferentwords
Welldevelopedparagraph
o TopicSentence(OpinionStatement)
o TwoReasonswithexplanations
o ConclusionSentence(Restatedopinionindifferentwords)
o Sometransitionswereusedthroughouttheparagraph
Completedgraphicorganizer
o Opinionstatement
o Onereasonwiththeirexplanationsorevidencefromthetextwrittenintheir
ownwords
o Restatedopinionindifferentwords
Welldevelopedparagraph
o TopicSentence(OpinionStatement)
o OneReasonswithexplanations
o ConclusionSentence(Restatedopinionindifferentwords)
o Fewtransitionswereusedthroughouttheparagraph
Completedgraphicorganizer
o Opinionstatement
o Noreasonswrittenwiththeirexplanationsorevidencefromthetextwrittenin
theirownwords
o Restatedopinionindifferentwords
Welldevelopedparagraph
o TopicSentence(OpinionStatement)
o NoReasonswithexplanations
o ConclusionSentence(Restatedopinionindifferentwords)
Incompletegraphicorganizer
o Noopinionstatement
o Noreasonswrittenwiththeirexplanationsorevidenceformthetextwrittenin
theirownwords
o Norestatedopinionindifferentwords
Incompleteparagraph
o Notopicsentence(Opinionstatement)
o Noreasonswithexplanations
o Noconclusionsentence(Restatedopinionondifferentwords)
o Notransitionswereused

Rubric