Emili Lopez

EDUC 139/239
Writing Unit Template
Grade 2
Purpose / Focus of Unit
Writing Opinion Pieces
CCSS or Iowa ELA Standards
W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a concluding statement or section.
W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as
needed by revising and editing.
Objectives
Students will be able to:
*Explain the differences between fact and opinion by participating in the class discussions.
*Write an opinion story by stating their topic and reasons that support it.
Mentor Text 1
Earrings by: Judith Viorst
Reason Selected
This text is a great example of the structure of opinion writing. The texts has great supporting
persuasive language, uses opinion sentence starters, and has a lot of supporting details on why
the little girl should be allowed to have pierced ears.
Specific Examples From Text (w page #s)
Pages- 10-11 Great examples of the use of 'because' in order to support the girl's want for
earrings.
Page- 4-5 Examples of counterarguments from the parents on why she can't have earrings.
Page 19-22 Great use of supporting details why earrings are needed and what the girl will offer
as services in order to get her ears pierced.
Mentor Text 2
The Perfect Pet by: Margie Paflantini and Bruce Whatley
Reason Selected
I selected this text because it has a lot of supporting reasons why Elizabeth can't get a pet. The
goal I have for my students is to notice they can have an opinion about something, but need

reasons why in order to support it. This book has a lot of supporting reasons why Elizabeth
cannot get a pet. The end of the book shows Elizabeth using those reasons to her advantage and
getting a pet that fits all of her parents' criteria.
Specific Examples From Text (w page #s)
The second to last page of the book is where Elizabeth provides her parents with reasons why her
pet is quite perfect for them and fits all their criteria. The parents agree that it does fit all their
criteria and allow her to keep the pet. This is a great introduction into a class discussion on what
their perfect pet would be and what reasons they would give to try to convince their parents to
get one.
Mentor Text 3
A Pig Parade Is A Terrible Idea by: Michael Black
Reason Selected
I selected this text because it has good persuasive language and a lot of reasons why a pig parade
is a terrible idea. It also has a good concluding statement that students can model.
Specific Examples From Text (w page #s)
Page 5- This page has a great opening opinion statement that students can model.
Page 8- This page gives a reason why a pig parade is a terrible idea and then supports that reason
with persuasive sentences.
Page 11- This page has a good sentence starter 'also'. This models to students how to give
reasons to support your opinion with the correct language.

Day 1
Topic: Introduction to Opinion Writing
Materials/ Resources: The Perfect Pet, Opinion/Fact anchor chart, & Graphic Organizer
Teacher Actions:
1. "Today we are going to be learning how to write opinion stories. Who knows what an opinion
is? What about a fact?"
2. Teacher explains what an opinion is and
what a fact is. "An opinion is how a
person or thing feels about something; it
can be changed. A fact is something you
can prove to be true or false; it can not be
changed. Can you give me a few
examples of what an opinion is? How
about some facts?"
3. "You have some great examples! Now
we are going to make an anchor chart so
we know the difference between an

opinion and a fact."

4. Teacher makes an anchor chart for opinions vs. facts with suggestions from the students.
5. "Now that we have created an anchor chart, we are going to read the text The Perfect Pet.
This text will show us reasons why Elizabeth has
found the perfect pet and reasons why her parents
will not allow that pet. It is important when you
state your opinion to have reasons why you think
that way."
6. Teacher reads The Perfect Pet.
7. "Now we are going to create a graphic organizer
of facts and opinions from the story. Here are all
the sentences that we need to organize and decide
whether they are a fact or an opinion."
1. Dogs bark. (fact)
2. Elizabeth really wanted a pet. (fact)
3. Cats scratch. (fact)
4. Cats shed all over. (fact)
5. A cat would be the perfect pet. (opinion)
6. Elizabeth's cactus was a very good
listener. (opinion)
7. A horse would be the perfect pet.
(opinion)
8. A horse is not quite perfect. (opinion)
8. The teacher takes each sentence, says it out loud and explains why it goes under fact or
opinion.
9. " Now that our chart is complete, this will be a great tool for you to look back and use as we
write our own opinion stories later. I think we have a great start for understanding facts and
opinions. You all worked hard today. Tomorrow we will continue learning about opinions."
Student Actions:
1. Participate in opinion vs. fact discussion.
2. Participate in making opinion vs. fact anchor chart with the class.
3. Listen to teacher read The Perfect Pet.
4. Listen as a class when the teacher models how to decide if sentences from the story are
opinion or fact.

Day 2
Topic: Opinion Sentence Starters
Materials/ Resources: Opinion Sentence Starter anchor chart, Would You Rather worksheet
Teacher Actions:

1. "Today we are going to continue with our opinion writing unit and talk
about how to start writing opinions. The first step is to state your opinion. I
am going to give you some examples of sentence starters that will help you
begin writing."
2. Teacher writes out opinion sentence starters.
3. "I want you to use these sentence starters for
the activity we are about to do today. I am
going to hand out a Would You Rather
worksheet. I want you to color in the choice
that you prefer, and then when everyone is
done we will move on."
4. Students complete the Would You Rather
worksheet.
5. "Now that we have colored in our worksheets,
I am going to model how to use opinion
sentence starters to support my opinion."
6. Teacher goes through each choice she made
and uses an opinion sentence starter to support
her opinion.
7. "Now that I have modeled how to use a
sentence starter, I want you to turn to a partner
and share 3 choices you made in the form of a
sentence starter."
8. Students share with a partner.
9. "Now that we have practiced with a partner, I
am going to ask you to pick 3 opinions you
colored and state that choice with an opinion
sentence starter. You will be turning this in to me, so make sure your sentences start with a
capital letter and end with a sentence. If you need help, please raise your hand."
10. Students complete 3 opinion sentence starters and hands them in.
11. "Nice work today! I am going to look these over and make sure we have some strong
sentences for our opinions!"
Student Actions:
1. Listen to opinion sentence starter lesson.
2. Complete Would You Rather worksheet on own.
3. Watch teacher model how to use opinion sentence starters.
4. Turn to a partner and share 3 opinion starter sentences.
5. Choose 3 of the Would You Rather worksheet topics and write opinion sentence starters in
complete sentences.

Day 3
Topic: Mini-Lesson on Opinion Writing
Materials/ Resources: Opinion Worksheet Outline, Mentor Texts: Earrings & A Pig Parade is a
Terrible Idea.
Teacher Actions:
1. "Today we are going to start with a mini-lesson on opinion writing and completing an outline
for our opinion topics. I am going to read the text Earrings, and I want you to listen for the
persuasive language the little girl uses to try to convince her parents to let her pierce her
ears."
2. Teacher reads the mentor text to the students.
3. "Now I am going to read A Pig Parade is a Terrible Idea. This mentor text models great
reasons why a pig parade is a terrible idea. Listen closely so you can hear the supporting
reasons why the author thinks it is a terrible
idea."
4. Teacher reads text.
5. Teacher holds discussion on some supporting
details from the mentor texts and writes them
on the board for students to see.
6. "Now that we have read some mentor texts
and see what opinion writing sounds like, we
are going to try writing our own opinion
worksheet outlines."
7. "Here is the worksheet. I am going to
complete this in front of the class and I want
you to listen as I explain what I am doing and
what I am thinking as I complete it."
8. Teacher picks a topic to write an opinion
about (Chocolate is the best flavor of ice
cream) and fills in 4 reasons to support her
opinion.
9. "Now that I have my topic and my supporting
reasons, I need an concluding statement. This
is where you are going to restate your original
opinion by summing up your outline. It is
usually short and sweet."
10. Teacher completes the concluding statement.
(Chocolate is the best flavor of ice cream.)
11. "Now that I have completed an opinion

12.
13.
14.

15.
16.
17.

outline, I want you to try one in small groups. I will give you a topic to write about, and you
can choose your opinion on it. You will need to find 4 supporting reasons and complete it
with a conclusion statement."
Students complete the opinion outline in small groups. They can choose between: Having a
day at the beach or a day at the pool.
Teacher walks around the room, completes formative assessment, and offer support.
"Now that you have shared in small groups, we are going to try this on our own. I want you
to look up at the board where I have written the topic to write about. Please figure out your
opinion and write your opinion sentence starter. Come up with 4 reasons why you chose your
opinion, and restate your opinion for your concluding statement."
Students choose their opinions on the given topic and write their own outlines. Topic: The
best season is _____.
Teacher walks around the room, completes formative assessment, and offer support.
"I like how well you all worked in your small groups and individually on completing your
opinion outlines. I will look over these and make sure we are completing them correctly."

Student Actions:
1. Listen quietly to Earrings and A Pig Parade is a Terrible Idea.
2. Listens to teacher explain important supporting details from the mentor texts and participates
in the discussion.
3. Watches as teacher completes the opinion worksheet outline.
4. Complete the opinion worksheet outline with small groups.
5. Completes the opinion worksheet individually.
Day 4
Topic: Brainstorming Opinion Topics & Opening Sentence
Materials/ Resources: Brainstorming worksheet
Teacher Actions:
1. "Now that we are familiar with the format of opinion writing, we are going to brainstorm
ideas that we might want to write an opinion about."
2. Teacher hands out brainstorming worksheet.
3. "I want you to think about something you have am opinion about. It could be anything! Use
your imagination. I am going to take some suggestions and write them on the board."
4. Teacher takes student suggestions and writes them on the board. (The best pizza, having
longer recess, no homework for students, no bedtime, kids should have to eat vegetables,
etc).
5. "Now that we have some opinion topics, choose one or two you think you would like to
write about. Then brainstorm ideas with your tables and narrow it down to one topic."
6. "When you have decided on a topic, please write down your opinion sentence. It will need to
start with an opinion sentence starter, so refer back to our anchor chart."
7. Students brainstorm ideas and decide on an opening sentence starter for their opinion.
8. Teacher walks around the room and helps students come up with opening sentence starter.

9. "I think we all have strong opening sentences for our opinions. Tomorrow we will start
outlining our opinion reasons."
Student Actions:
1. Students participate in suggestions for opinion topics to add to the board.
2. Students brainstorm with their table groups on topics of interest, narrowing down to one.
3. Students write opening sentence starters based on their chosen topics.
4. Students conference with teacher while she provides support.

Day 5
Topic: Outlining the Opinion
Materials/ Resources: Outline Worksheet
Teacher Actions:
1. "Today we are going to get started outlining our opinion pieces. You watched me do this too
days ago and then you practiced on your own, so you should remember what the outline
consists of. I am going to hand out your opinion outline worksheets and we will start with
writing in our opinion at the topic that we wrote yesterday."
2. "After you have filled in your opinion, there are four reasons you need to come up with to
support your opinion. You may work with your table groups and bounce ideas off one
another."
3. Teacher allows students time to come up with four reasons to support their opinions and
offers support if needed.
4. "When you are done with your reasons, please complete the last sentence or the conclusion.
Remember this is where you are restating your opinion."
5. Teacher allows students more time to finish their outlines.
6. "Nice job students, tomorrow we will start adding detail to our outline and write our first
rough drafts!"
Student Actions:
1. Students work collaboratively to help their table groups fill in their outlines.

Day 6
Topic: Status of the Class & Conference with Teacher While Writing
Materials/ Resources: Opinion Outline Worksheet and Writer's Notebook
Teacher Actions:
1. "Now that you have your outlines completed you need to add more detail to your reasons.
We have four reasons on our worksheet, but in order for it to make sense to our readers, we
need to add more detail so it flows and ties together. Remember how we did this with our
narrative and informational writing pieces? We used our feelings, sensory words, and
descriptive details to add more substance to our writing. I am going to allow you to work on
this within your table groups and I am going to conference with each one of you today. In the

conference, we will talk about where you are at in your writing process, how I can help you,
and your next steps."
2. Students work on their rough drafts in their table groups.
3. Students conference with the teacher and check-in making sure they are on the right track.
4. Teacher quickly conferences with each student.
Student Actions:
1. Students work on writing their rough drafts.
2. Students conference with the teacher on their status and next steps.

Day 7
Topic: Peer Edit & Revise
Materials/ Resources: Rough Drafts, Student Self-Assessment Rubric
Teacher Actions:
1. "You are going to be finishing your rough drafts today. When you are finished writing, please
find two partners to trade papers with so they can peer edit your rough drafts. I would like
you to use constructive criticism and be respectful. I will be handing out your Student SelfAssessment Checklists for you to complete. The checklist is just like your outline you
already completed, so it is nothing new. Make sure you have included everything on the
checklist in your writing pieces. Have your partners make sure you have everything checked.
Once you have edited two papers, I would like you to look at your corrections and revise
your papers."
2. Teacher goes over the Student Self-Assessment Checklist to make sure everyone understands
what they need to include in their writing piece.
3. Students peer edit and make revisions to their their papers.
4. Teacher helps students finish writing their rough drafts and editing their papers.
Student Actions:
1. Finish writing their rough drafts.
2. Peer edit and revise their papers.
3. Completes Student Self-Assessment Checklist.

Day 8
Topic: Final Draft & Sharing in Author's Chair
Materials/ Resources: Rough Drafts, Author's Chair
Teacher Actions:
1. "Now that we have written our rough drafts, peer edited, and revised our drafts, we are ready
to make our final copies. You will need to finish your revisions from yesterday if you have
not done so, then you need to re-write your papers in your best handwriting for your final
drafts. I will be here for support if you need help. Once you are all finished, we will share
our writing in the Author's Chair."

2. Teacher helps students finish writing their final drafts.

3. After students are done writing their final drafts, they take turns sharing their opinion pieces
in the Author's Chair.
Student Actions:
1. Finish revising their rough drafts.
2. Very neatly write a final draft.
3. Share their writing pieces in the Author's Chair.

Rubric or checklist for student self-assessment

Category

Yes

No

I have an introduction
sentence that supports my
opinion.
I have 4 details that support
my opinion.
I have a conclusion sentence
that supports my opinion.
I have proofread my paper and
have no spelling, punctuation,
or capitalization errors.

Rubric for Summative Assessment

Category

Needs Improvement

Working Towards Goal Meets Expectation

Introduction Sentence

Introduction sentence is
missing.

Introduction sentence is
present, but is not a
complete sentence.

Introduction sentence is
present and its a
complete sentence.

Details

Includes 0-1 details that

support opinion.

Includes 2-3 details that

support opinion.

Includes 4 details that

support opinion.

Conclusion Sentence

Conclusion sentence is
missing.

Conclusion sentence is
present, but is not a
complete sentence.

Conclusion sentence is
present and is a
complete sentence.

Spelling, Punctuation,
and Capitalization

Writing has 5 or more

conventional errors.

Writing has 1-2

conventional errors.

Writing has no
conventional errors.

Differentiation for students needing language support

For students needing language support, I will make sure to state the directions for each
day, write them on the board so they can make connections with language, and then re-state
directions as needed. Language support students will be checked in on regularly and I will draw
pictures they understand for added support. If needed, students will be able to draw pictures for
their reasons in their outlines, but need to ask for assistance from me when it comes to writing
their opinion pieces.

Differentiation for students needing cognitive support

For students needing cognitive support, I will meet with them in small groups and go
over the directions. Holding a smaller group will allow students to receive individual help and
allow them to ask questions about what they do not understand. During teacher conferences,
students will receive extra time and support as needed with directions.

Differentiation for student needing enrichment or challenge

For students needing enrichment or challenge, they will be asked to write more complex
sentences and will need to use research to support their claims. For example, students will state
their opinions on a topic, and utilize at least two resources (internet, encyclopedia, or
informational texts) to find the best supporting details for their topic.