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1. Grade Level, Topic, and Title of your lesson: 3
rd
Grade, Opinion Writing and Character
Development: Characters, CharactersWrite all about them! 3
rd
Graders Tell All with Opinion Pieces!
2. Instructional Method (Shared Reading, Shared Writing)
3. All Common Core State Standards that you will meet through teaching this lesson:

CCSS: Reading Literature
Anchor standards
Grade-level standards
Grade 3
Key Ideas and Details
1
Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support
conclusions drawn from the text.
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
3
Analyze how and why individuals, events, or ideas
develop and interact over the course of a text.
Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of
events.
Integration of Knowledge and Ideas
7
Integrate and evaluate content presented in diverse
formats and media, including visually and quantitatively,
as well as in words.
Explain how specific aspects of a texts
illustrations contribute to what is conveyed by
the words in a story (e.g., create mood,
emphasize aspects of a character or setting).

CCSS: Writing
Text Types and Purposes
1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Write opinion pieces on topics or texts, supporting a point of view
with reasons.
(show less)
1. Introduce the topic or text they are writing about, state an
opinion, and create an organizational structure that lists
reasons.
2. Provide reasons that support the opinion.
3. Use linking words and phrases (e.g., because, therefore,
since, for example) to connect opinion and reasons.
4. Provide a concluding statement or section.

Production and Distribution of Writing
6
Use technology, including the Internet, to produce
and publish writing and to interact and collaborate
with others.
With guidance and support from adults, use technology to produce and
publish writing (using keyboarding skills) as well as to interact and
collaborate with others







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4. Learning Outcomes (To write opinion pieces based on implied character traits and knowledge
of the text)
5. Materials you will need (Dont Let the Pigeon Drive the Bus! by Mo Willems; The Paper Bag
Princess by Robert Munsch; chart paper, marker; Padlet site; http://timer.onlineclock.net/;

6. Materials students will need (Dont Let the Pigeon Drive the Bus! by Mo Willems; The Paper
Bag Princess by Robert Munsch typed copy; writing folder; highlighter, pencil, writers
notebook, readers notebook, sticky notes)

7. Personal Script:

DAY 1: FOCUS LESSON
REVIEW:
Good morning! Please get out the following materials and have these on your desk: Writers Notebook, Readers
Notebook, and your writing folder. Also, please have a pencil handy and a highlighter. As you are getting your
materials out and I will come around and pass out your sticky notes (3). Recently, we have been doing a lot of
engaging notebook writing about some of our favorites. We have been writing our opinions about our:
Favorite Food
Favorite Drink
Favorite snack
Favorite place
Favorite object
Favorite game/sport we like to play
Favorite sports team (if we have one)
Favorite weekend activity
Favorite after school activity
Favorite thing about being outside
Favorite time of the year (season)
Favorite Holiday
Favorite Animal
Favorite Book Character or Book
Favorite TV show
Favorite movie

Lets think about the following paragraphs

I have a tan and white dog named Willy. Dave and I rescued Willy from Caldwell County Animal Control.
When we brought Willy home, he weighed only 7 pounds, but now he weighs nearly 10 pounds. Willy
Frye is a true rescue dog.
Willy is the sweetest little dog in the world! When he snuggles up and cuddles with me, and then rolls
over on his belly, he looks like a little angel. He makes my heart melt. I love Little Willy more than any
animal in this world!
What do you notice about each paragraph? (Facts vs. Opinions) What makes you say that? Use evidence from
the paragraphs.

Please turn and talk to your partner about what an opinion isif you had to explain this concept to a 2
nd
grader,
what would you say? Come up with your definition of what an opinion isYou will have 2 minutes.
http://timer.onlineclock.net/

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Okay, what did you come up with? (Teacher writes definition on chart paper or pulls out previously-made
anchor chart about opinion). You are right! An opinion represents a personal belief, feeling, judgment or
attitude about something that is NOT founded on certainty or proof. Opinions often contain descriptive words
like adjectives and adverbs with words such as always, never, should, all, none, most, least, greatest, good, better,
best, beautiful, pretty, ugly, rude, favorite, worst, etc.

When we are writing opinion pieces, what parts do we always need to include? (Teacher solicits responses from
students and then adds to the chart paper)
introduce our piece by stating our opinion,
provide reasons or support
use linking words (because, therefore, since, for example)
conclude the piece.

Lets seeI would like to write one more opinion for youits about Little Willy! I think I will write about
one of my favorite things about Little Willythe way he gives doggie kisses! [Teacher thinks aloud as she
writes and composes the following in front of students:]

I love my little dog, Willy, for many reasons. One of my favorite things about Little Willy is the way he gives
doggie kisses. When he gets excited, he jumps up into my lap, and then he stretches upward to my face and
proceeds to give LOTS of kisses! He licks my face really fast, makes these cute grunting noises, and always goes
for the mouth and nose! Sometimes, I have to put my hands up because he gets so excited and he uses his little
paws to hold his balance! Also, when he gives kisses, sometimes he nibbles on my nose and it ticklesLittle Willy
makes me laugh. I adore the way Little Willys doggie kisses and nibbles make me feel loved!


For homework, I asked each of you to mark your favorite opinion entry in your writers notebook. Lets take a
look at my entry and highlight each area to be sure I have all the necessary parts of a good opinion piece. We will
use our checklist to make sure I have included all necessary components.

GUIDED PRACTICE: (WE DO THIS TOGETHER)

My favorite food is pizza from Mellow Mushroom topped with ground beef and extra cheese. This
mouthwatering meat pie is my favorite because I love to bite into that hot cheesy pizza, and then pull it
away from my mouth as I stretch that cheese as far as it will go. Since the dough is made with spring
water, then baked and drizzled with garlic butter to finish it off, the crust has a unique taste. If you love
scrumptious pizza, then Mellow Mushroom may have what you are looking for!

Teacher highlights each area as written below and names specifically each opinion part, circling the linking
words.

COLLABORATIVE LEARNING
Okay students, before you share your entry with your partner, review your entry to make sure you have done
the following and highlight your entry as I did to indicate each part of your opinion writing: Students are given
time to make necessary changes. Teacher passes out student checklist:

___________I wrote my opinion.
___________I wrote at least two reasons and explained my opinion.
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___________I used linking words and phrases (e.g., because, therefore, since, for example) to connect my opinion
and the reasons.
___________I wrote a concluding statement about my opinion.

Now, Turn and talk to your partner and share your favorite opinion entry. You have a total of 4 minutes. I will let
you know when to partner switch. http://timer.onlineclock.net/ (Switch partner share at 2 minutes). As you
listen to your partner, be sure to tell your partner your favorite part of his/her opinion. Try to think about
WHAT your partner did to make their opinion effective

CONCLUSION: Pull students back together to review opinions(ASU studentswhat might this look like?)


DAY 2:
Review(ASU studentswhat might this look like?)

FOCUS LESSON:
We are going to continue to discuss our opinions, but today, we will focus on our opinions of book characters.
We are going to discuss how characters actions determine their traits and help us decide our opinion of those
characters. We will constantly reference the book (text) to help us explain or justify our opinions. Last, we will
write our own opinion pieces as we make sure to:
introduce our piece by stating our opinion,
then provide reasons or support as we use linking words (because, therefore, since, for example)
and finally, conclude the piece.

GUIDED PRACTICE:
We have been reading a lot of books by Mo Willems. We recently read, Dont Let the Pigeon Drive the Bus! by Mo
Willems. Lets see if we can compose (shared writing) an opinion about the Pigeon. If you could come up with
one word to describe the Pigeon, what would you say about him? Teacher encourages students to reference
their character trait page from their writing folders. Teacher solicits feedback from the students and many
suggest he is funny. Teacher takes the time to demonstrate how to look up the word FUNNY in the thesaurus
to show students how they can use synonyms for funny. Teacher charts words and notes on board or paper.
Together, the teacher and students compose A SIMPLE OPINION ABOUT PIGEON! Teacher pulls up the Padlet
site and writes the below opinion about Pigeon:


We think the Pigeon is a funny character. We think he is funny because he talks to the reader like
he is a human and like he is right there with you. Also, we think he is funny or humorous because he
makes those VROOM VROOM sounds and pretends to be driving the bus. These are just a few of the
reasons we believe the Pigeon to be a funny or entertaining character.

*****************************

You all have read the Pigeon books with me. I would like to refresh our memories a bit by REreading Dont Let
the Pigeon Drive the Bus! (Teacher passes out books.) As I am reading the book with you, would you please get
out your sticky notes and mark your favorite passages where you can identify HOW the pigeon is acting or his
character traits. Just like we did when we said the pigeon was funny. Then, after I have finished reading the
book, you will turn and talk with your partner, and go back through the book and Identify your favorite
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character trait that describes the Pigeon on a sticky note. You will choose another trait besides FUNNY. Your
trait will be different. I look forward to reading your work!

Teacher reads book as pairs of students follow along with their copy. Teacher calls on students to read a few of
the Pigeons speech bubbles.

COLLABORATIVE LEARNING:
Next, teacher repeats above instructions and focuses students attention on referencing the text and using the
character trait page from their Writing Folders. Teacher encourages students to talk through their opinions with
their partners.

Teacher moves around guiding students to use character trait page in folder and/or thesaurus and to choose
descriptive words: small (diminutive), clever; persuasive, determined, sneaky, whiny, irate, eager, sad, pouty,
idealist (dreamer), immature, easily distracted.

[If thesauri are available, teacher and students together will look up the overused words and replace with
different synonyms.]

Together, look up the word interesting in Thesaurus: fascinating, exciting, engaging, intriguing. Teacher
discusses that word in her opinion and how there are other more descriptive words that students may use to
depict the Pigeon.

Next, teacher directs students to come up and place the sticky note on the Pigeon and then guides students
through the process of explaining their opinions and why they believe he acts this way (use the following
template already written on chart paper):

When composing your opinion, come up with:
1. an opening sentence: We think the Pigeon is a ______________________________(Character trait) character.
2. supporting detail: We think the Pigeon is/acts_________________________(Character trait) because
he_____________________________________(Evidence from the book).
3. concluding statement: Overall, we _______________________ (like/dislike) the Pigeon.

Students come up in partners, read their word and explain WHY they used that word to describe the Pigeon. As
they are placing their sticky notes on the pigeon, Teacher is at the computer typing up their responses on
previously created Padlet. If the Padlet isnt possible at this time, students work together to complete the
opinion template above. Students collaborate but each student completes the template.

Teacher reads aloud each opinion as she types it on the Padlet. [If time does not allow, this may be added later.]

TEACHER SHARES WITH STUDENTS IF THEY FINISH ONE CHARACTER TRAIT AND EXPLANATION, TO WORK
ON COMING UP WITH ANOTHER! IF students complete the assignment, they are invited to write in their
Writers Notebook any opinion entry.

CONCLUSION: (ASU studentswhat might this look like?)







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Day 3:
REVIEW: (ASU studentswhat might this look like?)
Teacher shares, Well, we have read about the Pigeon and determined that he is a complicated character: (reads
off Padlet paragraphs).
What else?
INDEPENDENT PRACTICE:
I have one last question for youget out your readers notebook. I MUST KNOW YOUR OPINIONS!!!! WOULD
YOU LET THE PIGEON DRIVE THE BUS? WHY OR WHY NOT? Please answer this question in your notebooks and
remember when providing your opinion to always:
State your opinion.
Provide at least two reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Provide a concluding statement

Teacher moves around the room as students compose their opinions.

Finally, teacher calls on several students to share their opinions. Teacher asks students to vote by raising their
hands who would and who would not let the Pigeon drive the bus! Teacher tallies students responses. The
students complete the checklist below. Teacher moves around and checks students opinion pieces to ensure
they demonstrate all elements on the checklist (see below). At that point, students are invited to individually
sign up to post their individual response to the Padlet.

Student Checklist:
___________I wrote my opinion as to if I would or would not let the Pigeon drive the bus.
___________I wrote at least two reasons and explained why I would or would not let the Pigeon drive the bus.
___________I used linking words and phrases (e.g., because, therefore, since, for example) to connect my opinion
and the reasons.
___________I wrote a concluding statement about my opinion.


NOTE: Students will be asked to complete an opinion piece connected to a book they are reading independently.
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The Paper Bag Princess

Brave
Courageous
Clever
Resourceful
Ungrateful Gullible Arrogant
Conceited
Cautious Considerate Cowardly
Elizabeth
Ronald
Dragon


Shared Writing:
The dragon was an engaging character for several reasons. First, he was arrogant because he opened
the door and greeted Elizabeth by bragging to her that he was so busy because he had already eaten a
castle today. Also, he was quite gullible or nave because he was so easily tricked by Elizabeth each
time she flattered him. For example, she would ask him a question by complimenting him and he
because he was so arrogant AND gullible, he would try to prove it. This added humor to the book, and
that is why I find the dragon so interesting and entertaining.

Then students complete this same task with a partner for Ronald. Individually, students will create an
opinion piece for Elizabeth:
Provide an opening sentence.
Next, explain your opinion with at least two reasons using linking words.
Provide a concluding statement.

To support opinion, reference the textHIGHLIGHT! See text on next page.

RONALD: Jerk, creep; loser; bum

ELIZABETH: brave, pluck, moxie; grit; Go to onlinethesaurus.com

Finally, students will complete individual opinion on their own for a main character connected to a
book they are reading independently.

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The Paper Bag Princess
Written by Robert Munsch
Illustrated by Michael Martchenko


Elizabeth was a beautiful princess. She lived in a castle and had expensive princess clothes. She was going to marry a prince
named Ronald. Unfortunately, a dragon smashed her castle, burned all her clothes with his fiery breath, and carried off Prince Ronald.
Elizabeth decided to chase the dragon and get Ronald back. She looked everywhere for something to wear, but the only thing she could
find that was not burnt was a paper bag. So she put on the paper bag and followed the dragon. He was easy to follow, because he left a
trail of burnt forests and horses bones.
Finally, Elizabeth came to a cave with a large door that had a huge knocker on it. She took hold of the knocker and banged on
the door. The dragon stuck his nose out of the door and said, Well, a princess! I love to eat princesses, but I have already eaten a
whole castle today. I am a very busy dragon. Come back tomorrow. He slammed the door so fast that Elizabeth almost got her nose
caught.
Elizabeth grabbed the knocker and banged on the door again. The dragon stuck his nose out of the door and said, Go away. I
love to eat princesses, but I have already eaten a whole castle today. I am a very busy dragon. Come back tomorrow. Wait, shouted
Elizabeth. Is it true that you are the smartest and fiercest dragon in the whole world? Yes, said the dragon. Is it true, said
Elizabeth, that you can burn up ten forests with your fiery breath? Oh, yes, said the dragon, and he took a hug, deep breath and
breathed out so much fire that he burnt up fifty forests.
Fantastic, said Elizabeth, and the dragon took another huge breath and breathed out so much fire that he burnt up one hundred
forests. Magnificent, said Elizabeth, and the dragon took another huge breath, but this time nothing came out. The dragon didnt even
have enough fire left to cook a meatball. Elizabeth said, Dragon, is it true that you can fly around the world in just ten seconds?
Why, yes, said the dragon, and jumped up and flew all the way around the world in just ten seconds. He was very tired when he got
back, but Elizabeth shouted, Fantastic, do it again! So the dragon jumped up and flew around the whole world in just twenty seconds.
When he got back he was too tired to talk, and he lay down and went straight to sleep.
Elizabeth whispered, very softly, Hey, dragon. The dragon didnt move at all. She lifted up the dragons ear and put her
head right inside. She shouted as loud as she could, Hey, dragon! The dragon was so tired he didnt even move. Elizabeth walked
right over the dragon and opened the door to the cave. There was Prince Ronald. He looked at her and said, Elizabeth, you are a mess!
You smell like ashes, your hair is all tangled and you are wearing a dirty old paper bag. Come back when you are dressed like a real
princess.
Ronald, said Elizabeth, your clothes are really pretty and your hair is very neat. You look like a real prince, but you are a
bum. They didnt get married after all.
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___________I wrote my opinion.
___________I wrote at least two reasons and explained my opinion.
___________I used linking words and phrases (e.g., because, therefore,
since, for example) to connect my opinion and the reasons.
___________I wrote a concluding statement about my opinion.



___________I wrote my opinion as to if I would or would not let the
Pigeon drive the bus.
___________I wrote at least TWO reasons and explained why I
would or would not let the Pigeon drive the bus.
___________I used linking words and phrases (e.g., because,
therefore, since, for example) to connect my opinion and the reasons.
___________I wrote a concluding statement about my opinion.

When composing your opinion, come up with:
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1. An opening sentence:

We think the Pigeon is a ___________________________(character trait) character.
2. Supporting details:

We think the Pigeon acts_________________________(character trait) because/when he
______________________________________________________________________________________________
____________________________________________________________(evidence from the book).
3. Concluding statement:

Overall, we _______________________ (like/dislike) the Pigeon.

When composing your opinion, come up with:

1. An opening sentence:

We think the Pigeon is a ___________________________(character trait) character.
2. Supporting detail:

We think the Pigeon acts_________________________(character trait) because/when he
______________________________________________________________________________________________
____________________________________________________________(evidence from the book).
3. Concluding statement:

Overall, we _______________________ (like/dislike) the Pigeon.