Rivier University

STUDENT TEACHER LESSON PLAN

Camryn Santiago

Day: Tuesday Date: 09/15/2020

Subject: ​Opinion Writing- Favorite Fall Book

Common Core Standard(s):

CCSS.ELA-LITERACY.W.K.1

Use a combination of drawing, dictating, and writing to compose opinion pieces in

which they tell a reader the topic or the name of the book they are writing about and
state an opinion or preference about the topic or book (e.g., ​My favorite book is...​).

Objective(s):​ ​At the end of this lesson my students will be able to​ state what their favorite book
is and why.

Resources/Materials List:
● Arthur Jumps into Fall​ by Marc Brown
● The Berenstain Bears Fall Family Fun​ by Stan and Jan Berenstain
● My favorite book writing template

Procedure:
1. Ask students to join you on the rug.
2. Say, “today we will talk about our opinions. What is an opinion?”
a. Students may answer with something along the lines of “what you think.”
3. Tell students that an opinion is what someone thinks of something. Say, “For example, I
think broccoli is better than pizza! Now this is my opinion. Your opinion does NOT have
to be the same as my opinion. Our opinions can be different.”
4. Say, “You always need a reason to backup your opinion. This will tell someone why you
have your opinion.”
5. Ask who else thinks broccoli is better than pizza.
a. If any students agree, ask them why and praise them for telling you a reason.
6. Say, “I think broccoli is better than pizza because you can eat broccoli with anything and
it is very healthy! Can anyone tell me what my two reasons were?”
a. Wait for students to think and then call on them to answer.
7. “Does anyone think pizza is better than broccoli?”
a. Call on students to answer and give a reason.
8. Have a discussion about opinions. Tell students that everyone is allowed to have an
opinion, even if it is different than everyone else’s.
9. Write the book titles on the board.
10. Say, “today we are going to read 2 books and you will choose which one is your
favorite! You will also make an awesome drawing for me to be able to visualize your
opinion. It is up to you to decide, so make sure that it is your very own opinion not your
 friend’s opinion! Make sure that you tell me why you have your opinion. I need to know
why you like ​Arthur Jumps into Fall​ or ​The Berenstain Bears Fall Family Fun​ more!”
11. Read ​Arthur Jumps into Fall
a. Frequently stop to discuss what is happening in the book and with the characters
12. Read ​The Berenstain Bears Fall Family Fun
a. Frequently stop to discuss what is happening in the book and with the characters
13. Ask students to think about both books and decide which one is their favorite
a. Ask students who liked Arthur’s book better to raise their hands
i. Ask students why they liked Arthur’s book better
1. Reinforce positivity and say they did a great job forming their
opinions
b. Ask students who liked The Berenstain Bears’ book better to raise their hands
i. Ask students why they liked The Berenstain Bears’ book better
1. Reinforce positivity and say they did a great job forming their
opinions
14. Recap and asks students what an opinion is
a. Give students an example: “I like the color yellow because it reminds me of the
sun.” Tell students that their opinion needs to have the word because in it!
Explain that ‘because” tells the reader that you are telling them why you like
something.
15. Show students the paper. Explain that if they like Arthur’s book better, their sentence
will say “My favorite book is ​Arthur Jumps into Fall​ because…. Or My favorite book is
The Berenstain Bears Fall Family Fun ​because…”
16. Ask if students have any questions.
17. Ask students to carefully go back to their desks. Hand out the worksheets.
18. Walk around to assess and assist students.
19. Collect their papers when they are done!

Plans for differentiation:

● Students may type the sentence instead of writing it.
● Student may need slower directions or more explanation
● Students may work with a para
● A student may verbally tell me their opinion if they are incapable of writing.

Plans for accommodation/modification:

Accommodation:
● A student may look at pictures during the lesson to visualize what is being said
● Students may look at the books at they write their sentence
● I will translate the prompt for ELL students

Modification:
● A student may only write the first sentence of the prompt. “ My favorite book is…” with
no explanation. They may verbally explain why it is their favorite book instead of
writing why.
Assessment:​ I will know students have reached the objective when they can express their
opinion with a reason.

What’s next?​ Next, we will work on opinions about our favorite fall dessert.