GCU College of Education
LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Grade Level: Second Grade
Unit/Subject: Persuasive Opinion Writing (Salty or Sweet)
National/State Learning
Standards
List specific grade-level
standards that are the focus
of the lesson being presented.
Specific Learning
Day 1 Day 2 Day 3 Day 4 Day 5
2.W.4 With guidance 2.W.4 With guidance 2.W.4 With guidance 2.W.4 With guidance 2.W.4 With guidance
and support from and support from and support from and support from and support from
adults, produce writing adults, produce writing adults, produce writing adults, produce writing adults, produce writing
in which the in which the in which the in which the in which the
development and development and development and development and development and
organization are organization are organization are organization are organization are
appropriate to task and appropriate to task and appropriate to task and appropriate to task and appropriate to task and
purpose. (Grade‐ purpose. (Grade‐ purpose. (Grade‐ purpose. (Grade‐ purpose. (Grade‐
specific expectations specific expectations specific expectations specific expectations specific expectations
for writing types are for writing types are for writing types are for writing types are for writing types are
defined in standards defined in standards defined in standards defined in standards defined in standards
1–3 above). 1–3 above). 1–3 above). 1–3 above). 1–3 above).
2.W.1 Write opinion 2.W.1 Write opinion 2.W.1 Write opinion 2.W.1 Write opinion 2.W.1 Write opinion
pieces in which they pieces in which they pieces in which they pieces in which they pieces in which they
introduce the topic or introduce the topic or introduce the topic or introduce the topic or introduce the topic or
book they are writing book they are writing book they are writing book they are writing book they are writing
about, state an about, state an about, state an about, state an about, state an
opinion, supply opinion, supply opinion, supply opinion, supply opinion, supply
reasons that support reasons that support reasons that support reasons that support reasons that support
the opinion, use the opinion, use the opinion, use the opinion, use the opinion, use
linking words (e.g., linking words (e.g., linking words (e.g., linking words (e.g., linking words (e.g.,
because, and, also) to because, and, also) to because, and, also) to because, and, also) to because, and, also) to
connect opinion and connect opinion and connect opinion and connect opinion and connect opinion and
reasons, and provide a reasons, and provide a reasons, and provide a reasons, and provide a reasons, and provide a
concluding statement concluding statement concluding statement concluding statement concluding statement
or section. or section. or section. or section. or section.
SWBAT brainstorm SWBAT write a SWBAT write a strong SWBAT use linking SWBAT to publish
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Target(s)/Objectives
Based on state standards,
identify what is intended to be
measured in learning.
Academic Language
General academic vocabulary
and content-specific
vocabulary included in the
unit.
Unit Resources,
Materials, Equipment,
and Technology
List all resources, materials,
equipment, and technology to
be used in the unit.
ideas and develop an persuasive paragraph concluding statement words to connect their their finished
opinion about whether rough draft about for their opinion piece opinions and reasons persuasive paragraph
salty foods or sweet whether salty or sweet that restates their on their salty or sweet by creating the cover
foods are better by snacks are better by opinion and tries to opinion piece and use page, writing their
taste testing both kinds using a graphic persuade the reader. the close editing guide edited paragraph in
of foods, writing down organizer that includes to check their rough their nearest hand
things they like about an introduction draft for capital letters, writing, and self-
each, and writing an sentence, and three punctuation marks, grading using the
opinion sentence about supporting reasons (2 spelling, and linking student rubric.
which snack is better. sentences each). words.
Persuasive Persuasive Persuasive Persuasive Persuasive
Opinion Opinion Opinion Opinion Opinion
Adjective Writing Revising Editing Publishing
Brain Storming
-Sweet Treats/ Salty -Rough draft graphic -Topic/ Conclusion -Color coordinated -Final draft lined
Snacks Brainstorming organizer (intro, Matching Cards editing guide papers
Organizer reasons, conclusion)
-Rough Draft Graphic -Students Rough -Cut out mouth pieces
-Salty Snacks: Cheez- -Brainstorming Organizer Drafts for cover
its, Pretzels, popcorn organizer from lesson
1 -document camera - Would you rather -Salty and sweet treat
-Sweet Treats: worksheets with paper cutouts for cover
Hershey’s Kiss, -Pencils -pencils linking words
Gummy Bears, -Student self-reflection
Skittles -Strong introduction -document camera rubric
elements.
-Sweet treats label for -Pencils -document camera
board -document camera
-Pencils
-Salty treats label for
board
-Pencils
-document camera
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Depth of Knowledge
Lesson Questions
What questions can be posed
throughout the lesson to
assess all levels of student
understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Section 2: Instructional Planning
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
Level 1: What are Level 1: What is a Level 1: What is a Level 1: What is Level 1: What does it
adjectives? rough draft? conclusion? editing? mean to publish your
work?
Level 2: What is an Level 2: What parts Level 2: What should Level 2: What types of
opinion? does a good persuasive a strong conclusion things do we need to Level 2: Why is it
paragraph need? include? look for when editing important to re-write
Level 3: How do you our writing? our edited writing on
form an opinion? Level 3: How can you Level 3: How can your clean paper in neat
use your 3 reasons to conclusion impact Level 3: Why is writing?
Level 4: How can you successfully persuade your readers opinion? editing important?
convince someone to your reader? Level 3: How can neat
agree with your Level 4: How can you Level 4: How can our and error free writing
opinion? Level 4: How can you use different types of writing be positively impact our readers
use what you know sentences to call your impacted by thorough thoughts?
about your reader to reader to action? editing?
write in a way that How can out writing Level 4: Why is self-
convinces them to join be negatively impacted grading important to
your team.? by not editing? our growth in writing?
Day 1 Day 2 Day 3 Day 4 Day 5
“Before we get Pass out the Show video writing a Play “Don’t Forget to On day five of the
started with our brainstorming paragraph video: Edit” lesson students will get
lesson, I want organizer from the https://youtu.be/gvKUP- to publish their writing!
everyone to close day before, while https://youtu.be/TY5GLG U6Uq4 To get students excited
their eyes… Now telling the students: about this part of the
eOFs8
imagine you are at a “I want you to think song while passing out unit I will remind them
birthday party. You back to all of the play video from, the student’s rough that these will get sent
walk in and there are sweet treats and salty 1:19-1:44 drafts from the day home for parents to see,
two tables filled with snacks you got to to just play the section before. so we want to make
the most amazing taste test yesterday. that describes writing a sure we do our best
treats and snacks. Think to yourself conclusion. After the song tell the work!
You look to your left about some of the students we have one
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and there is a table is ways you described After the video, I will tell final step before we can I will show them what
filled with the BEST each of the foods. them they will be writing publish our writing, their completed
salty snacks like fresh What were the sweet strong conclusions for revising and editing! foldable paragraph will
French-fries, crunchy foods like… what their rough drafts today in Explain that we need to look like and remind
potato chips, savory were the salty foods order to wrap up their thoroughly check our them that we want to
Cheezits, crispy like… In your writing and leave a writing to for grammar use our nicest hand
Doritos, and puffy opinion which snacks lasting impression on and spelling mistakes to writing.
popcorn.” are the BEST… their readers. make sure we have a
sweet or salty?” perfect final paragraph.
But when you turn to
your right there is a Once all of the
table full of the brainstorming
sweetest treats. You organizers are passed
see freshly baked out the students will
cookies, warm chewy be able to look at the
brownies, fruity juicy opinion they wrote
gummy bears, and down. Give them a
carefully crafted chance to think about
cupcakes. why they chose the
team they did and tell
Doesn’t it all sound them to make their
delicious, but wait…. FINAL decision now
You can ONLY (if they want to
choose ONE table to change their opinion
eat from. Which will this is the time to do
you choose….? Team it, because they
Salty or Team Sweet” won’t be able to
change once they
Today you will get start writing)
the chance to try
sweet treats and salty “Ok class now that
snacks, write down you have finalized
some descriptions, your opinion, I want
and form an opinion you to move to the
about which foods are corner of the room
better, salty or sweet. that is labeled sweet

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Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
if you are on that
team, and move to
the side that says
salty if you are on
that team”
Once all students
have chosen a side,
have them pair up
with a partner and
discuss some of the
reasons their team is
the best!
Presentation of Content
I will pass out the Now that the students Now that we’ve seen the I will start our I will start a whole
brainstorming have had a chance to video we know what a discussion by asking: class discussion by
organizer and tell the recall what they conclusion is. It sums up - What is Editing? asking:
students that will use worked on yesterday our writing by restating I will take a few student - What does it
this paper to write and revisit the the opinion and adding responses and then I will mean to publish
down some opinion they made one last impact on the say: your work?
descriptions and we will begin the reader. Checking our writing for
things we like about writing process. mistakes along the way Students will have a
salty foods and sweet Let’s practice matching and changing pieces that moment to chat with an
foods. I will start by asking: conclusions to the writing could be more effective. elbow partner about
- What is a topic to understand what what they think this
I will also pass out rough draft? should be included in the I will then ask: means.
the salty snacks and I will take student conclusions we write: -What types of mistakes
the sweet snacks to responses. might we be looking After taking a few
students (remind We will practice for? student responses
them not to eat them Then I will explain, it matching topics to their I will show them the
yet because we will is the first attempt at conclusions using the I will take student Dr. Suess book “Horton
be doing this together combining our topic and conclusion cake responses and create a Hears a Who” That we
to truly savor the thoughts and putting cutouts. Since there are 6 list as we go on the have been reading and
flavors) while I pass them on paper… tables I will give each board. explain that this copy is
these out I will have table either one topic a Published piece
the students think pair I will then ask: piece or one conclusion Then I will ask: because it is free from
© 2019. Grand Canyon University. All Rights Reserved
share what team they piece. I will have one Why is editing errors and ready to be
think they will be on Do rough drafts have table read their topic or important? read by the public.
based on their to be perfect? conclusion. After they
previous experiences read the other tables will They will have a I will then ask:
eating salty and sweet I will take a few see if they have a match moment to chat with a - Why is it
foods. student responses to the topic or conclusion friend and I will take important to re-
and then reassure that was read. We will do some student responses. write our edited
Once all of the them that it is called this until all of the topic writing on
students have their a ROUGH draft for a and conclusions are I will explain that if I do clean paper in
worksheet and snacks reason. We simply matched up. not edit my writing will neat writing?
I will demonstrate want to get our ideas not be effective and I will take a few student
what they will be down on the paper I will place the matches could be unreadable. responses and then
doing at their tables. I and will clean up the on the board and point explain:
will pick up a cheezit mess later in the out that each of the I will finish the
and eat it slowly writing process. conclusions restates the discussion by posing the We want to make sure
showing them I am writer’s opinion and questions: that out writing is free
really thinking about Since we will have includes one last sentence - How can our from mistakes and
the flavors and worked on another to encourage the reader to writing be appealing to the eye so
texture. After I eat it I persuasive writing think the same way. positively that our readers are
will write down on project prior to this impacted by interested to read and
one of the boxes one I will pull out the thorough take us seriously.
something that booklet we editing?
describes what is completed for that - How can our Next, I will ask:
good about the snack. activity highlighting writing be
I will do the same the pieces we will be negatively How can neat and error
with one of the sweet working on today impacted by not free writing impact our
treats. (intro, and three editing? readers thoughts?
reasons). “In our I will have students
I will then other opinion piece, discuss this question at I will give the students
demonstrate how I we included an their table teams. time to discuss and then
would form an introduction, 3 take a few responses.
opinion at the bottom reasons, and a I will hear a few
of the sheet: conclusion. Let’s examples from students I will explain that
“after I have tasted all think about what we and then Segway into writing is like a work of
of my snacks and included in each of explaining the lessons art and we want it to be
filled my boxes with those sections to activities: appealing to our

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descriptions for both make it a strong audience.
sweet and salty food I persuasive During this portion of
will form an opinion paragraph.” the lesson I will walk After our discussion,
of which one is better through the activities the we will transition to
to me. In order to - What parts does a students will complete. explaining the lesson
form an opinion, I good persuasive activities:
need to think about paragraph need? I will remind them of the
what reasons I have importance of adding I will walk the students
for liking one more On the board, I will transition/ linking words through the process of
than the other” write: in between their intro, gluing together their
reasons, and before their foldable project, and
Introduction: conclusion. In order for attaching their cover
them to practice this I and back pieces so that
3 reasons: will show them an it has the title, “team
example “would you sweet/ team salty.”
And remind the rather worksheets they
students of important will complete in order to Before they start
things to remember practice using linking writing I will use my
when writing words. edited paragraph from
persuasive the day before to show
paragraphs. (I will jot I will use my example them how to carefully
down things under paragraph to take their corrections
each for them to demonstrate how they and make their final
remember when should use the colors to copy perfect. I will
writing) help them make remind them to indent
corrections along the the star of their
For example, the way. Going through paragraph and use neat
intro should state each color to make hand writing.
what your opinion is check for capitalization,
and include one other correct spelling,
sentence to draw the punctuation marks, and
reader in and get use the orange to add
them to keep reading. linking words at the end.

The 3 reasons should

all be different and

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 should be intended to
convince the reader
that they should
agree with your
opinion.

I will pass out the

rough draft work
sheets, and their
brainstorming
worksheet (with
sticky note attached).
Multiple Means of English Language English Language English Language English Language English Language
Representation Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL):
Differentiation - I do not have - N/A - N/A - N/A - N/A
Explain how materials will any ELL Students with Students with special Students with special Students with special
be differentiated for each of students special needs: needs: needs: needs:
the following groups: Students with - My students - Students will be - My students - This instruction
 English Language special needs: with special working together with special time will help
Learners (ELL) - My students needs will be with their table needs will my students
 Students with with special given a lot of teams to decide if benefit from with special
special needs
needs will be clear they have a seeing me walk needs
 Students with gifted
abilities supported examples match to the topic through the recognize the
through during this or conclusion editing steps on value of
 Early finishers
(those who finish detailed portion of being read; the board, along publishing and
early and may need examples, the lesson. therefore, my with an example be prepared to
additional brainstormin They will students with sentence starter be extra
sources/support) g with their also be able special needs will for the would cautious when
table team, to look up at have partners to you rather re-writing.
and sentence the board walk them
started to throughout through the Students with gifted Students with gifted
guide them the lesson to process if needed. abilities: abilities:
on the path of help them - Students with - My students
stating their remember Students with gifted gifted abilities with gifted
opinion. what should abilities: will be engaged abilities will be
Students with gifted be included - My students with during this time challenged to

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abilities: in each gifted abilities because they think critically
- My students section of will be able to will be given about the
with gifted their rough lead their group another questions I
abilities will draft. during the opportunity to pose.
be supported discussion and share their Early finishers (those
by having the Students with gifted use their opinion who finish early and
opportunity abilities: knowledge to may need additional
to guide the - My students help other Early finishers (those sources/support):
conversations with gifted students make who finish early and - There will not
at their table abilities will connections. may need additional be early
teams and be be supported sources/support): finishers
creative in in this Early finishers (those because I will
choosing portion of who finish early and - There will not be instructing
their the lesson may need additional be early during this time
adjectives. through sources/support): finishers
Early finishers strategic - There will not be because I will be
(those who finish questioning early finishers instructing
early and may need that requires because this is a during this time
additional them to think whole class
sources/support): critically. activity
- Students who Early finishers
finish early (those who finish
will be early and may need
encouraged additional
to start sources/support):
brainstormin - There will
g on the back not be early
of their paper finishers
which because I
descriptive will be
words they instructing
are going to and guiding
use to guide the whole
their reasons class in
for the conversation
opinion they during this

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 have stated. portion.
Application of Content
Multiple Means of In this portion of the I will guide the While I am passing out Before the students start The students will use
Engagement lesson, students will students as they start their rough drafts I will revising, they will get to this time to re-write
How will students explore, get to try the snacks writing. On the ask students to think play would you rather their rough draft
practice, and apply the that they were given. screen under the about their favorite movie and use the worksheet to paragraph on their
content? I will guide them document camera, I and think about what practice linking an publishing foldable
through eating each will share my happens at the very end. opinion to a reason using taking time to write
snack starting with opinion by writing an They will share the a linking word. neatly, and making sure
the 3 sweet treats. As example ending with a partner. to apply all of the
we eat the snacks I introduction: Students will be able to corrections they made
will ask them to be In my opinion, I Once everyone has shared chat with their table the day before to their
thinking of words that believe that Salty I will ask them to think team while they work, final copy.
describe what they treats are better than about this question: and share their ideas.
are eating and write sweet treats. They As they are writing a
them down on their never fail to satisfy “What if your favorite Once the students have will be walking around
sheets. After we eat my hunger and I movie had no ending? written the “would you checking in on students
the 3 sweet snacks I always seem to come What would the movie rather” sentence using a as they are writing. I
will give them a few back for more! would be like if it just linking word they will will remind them to pay
moments to write stopped after the middle begin to add transition close attention to
down more of their Using my example to and there was no words to their rough starting each sentence
thoughts. guide them I will conclusion? Would you draft to make it flow with a capital and
prompt them to write still like the movie?” better. ending each sentence
After a few moments, their own with and ending mark.
I will put the sweet introduction After I ask this I will have
treats label on the reminding them to them talk with the same
white board. state their opinion partner about this
“Ok class we have and include another question.
now tried all of our engaging sentence.
sweet treats, let’s After they have had time
brainstorm some I will do the same to share I will ask, “is it
ideas of what makes thing for one of the important for a movie to
sweet treats really reasons: have a conclusion?”
good!” I will then ask
for some of the things I will ask: I will take a few student
students wrote down - How can you responses.

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 about the sweet treats use your 3
they tasted, and write reasons to After some students have
them in bubbles successfully shared I will conclude
around the label. persuade that the same goes for
your reader? effective writing. We
After we complete I will take a few must write a conclusion
the brainstorming on student responses to sum up our writing and
the board and then answer by make a lasting impression
students have had a providing the on the reader.
chance to fill in all of following example
the boxes for sweets I will ask the students to
treats on their Salty snacks have a recall what the video said
worksheet we will pleasant crunch that should be included in a
follow the same steps makes them fun to strong conclusion and we
for eating the salty eat! Once I start will make a list on the
treats. eating them I never board for them to refer to
want to stop. when writing their
Once all of the steps conclusion.
and boxes are I created a reason
completed for the that gets my reader
salty treats I will give thinking about what
the students a eating salty snacks is
moment to share one like to make them
reason why sweet hungry and start to
treats are be better crave them. (I am
and one reason why not going to worry
salty treats are better. about linking words
because we will
focus on those in
another lesson).

Multiple Means of English Language English Language English Language English Language English Language
Engagement Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL):
Differentiation - N/A - N/A - N/A - N/A - N/A
Explain how materials will Students with Students with Students with special Students with special Students with special

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be differentiated for each of special needs: special needs: needs: needs: needs:
the following groups: - My students - Providing my - My students - Students with
 English Language with special Students with gifted special needs with special special needs
Learners (ELL) needs will be abilities: students with an needs will be will be given a
 Students with provided - This guided alternative way of provided a list choice to use a
special needs multiple portion of thinking about with some different final
 Students with gifted
examples the lesson conclusions will transition words paragraph
abilities
from their will support help them to choose from template if it is
 Early finishers
(those who finish peers to my learners understand the and I will too small to
early and may need guide their with special importance of highlight the write on, or less
additional thoughts, and needs closing up their areas on their structured than
sources/support) to help them because they writing with a rough draft that they need.
fill in their will be able strong would need Students with gifted
brainstormin to see a conclusion. transition words abilities:
g sheets physical if necessary. - Students with
correctly. example Students with gifted gifted abilities
Students with gifted during and abilities: Students with gifted will have the
abilities: prior to them - My students with abilities: option to use
- Gifted writing. gifted abilities - My students their cursive
students will Early finishers will remain with gifted hand writing if
have the (those who finish engaged because abilities will be desired to give
ability to early and may need they will have the able to provide them an extra
share their additional opportunity to more than one challenge while
ideas with the sources/support): guide reason on the writing.
class, and - I will be conversations ‘would you Early finishers (those
become guiding the with their peers rather’ who finish early and
creative with students in and recall what worksheet if may need additional
their this portion they saw in the desired. sources/support):
adjectives. of the lesson video to help me Early finishers (those - Early finishers
Early finishers so they will build my list of who finish early and will practice
(those who finish likely not things that a may need additional reading their
early and may need have strong conclusion sources/support): paragraph out
additional anything to needs - I will encourage loud to prepare
sources/support): finish, but if Early finishers (those my early to read it to
- Students who they finish who finish early and finishers to get their peers and
finish early their may need additional started on parents in the

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Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
will be introduction sources/support): editing their next lesson
encouraged they will be - I will be guiding papers for
to start allowed to the students in mistakes.
brainstormin start this portion of the
g on the back developing lesson so they
of their paper their reasons. will not have
which anything to
descriptive finish.
words they
are going to
use to guide
their reasons
for the
opinion they
have stated.
Assessment of Content
Now that I have Now that we have seen Now that they have all Once students have
After completing the modeled the examples of strong of the necessary finished writing their
activities, the students introduction and one conclusions, identified components of a final paragraph they
will work of the reasons, the the purpose, and made a complete persuasive will self-grade each
independently to students will list of things to include paragraph they will component of their
decide whether they complete their the students will be given begin editing. Students paragraph using the
are team sweet or introduction (if they time to write their will self-edit using the student rubric.
team salty. They will have not already, and conclusions on their color- guided editing
write their opinion in all three of their rough draft being careful rubric. They will use Once students have
the lines provided on reasons on their to include the parts that read through their finished self-grading
the bottom of the rough draft graphic we discussed are paragraph check for they will meet with a
brainstorming sheet. organizer. important. different corrections friend and read their
each time. They will use paragraphs to each
Once everyone has different colors to make other.
Their worksheet will finished writing, I corrections for the
be turned in, and they will call on a few following components
will place their sticky students to share items:
note under their their favorite reason
team’s label on the they came up with. First Read: Paragraph
white board. include opinion, 3
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 reasons, and a
conclusion

Blue: Capital letters

Pink: punctuation marks
Yellow: spelling
(students may use the
word wall, ask a friend,
and then the teacher if
they need help with
spelling)
Orange: linking words

After students have self-

edited, they will switch
paragraphs with a
partner and edit each
other’s in the same
manner to check for
anything the other
person may have missed.

Multiple Means of English Language English Language English Language English Language English Language
Expression Learners (ELL): Learners (ELL) Learners (ELL): Learners (ELL): Learners (ELL):
Differentiation - N/A - N/A - N/A - N/A - N/A
Explain how materials will Students with Students with Students with special Students with special Students with special
be differentiated for each of special needs: special needs: needs: needs: needs:
the following groups: - My students - My students - My students with - During the - My students
 English Language with special with special special needs will editing portion, I with special
Learners (ELL) needs will needs will be be supported will be walking needs will be
 Students with have the supported through the help around and supported
special needs
provided through the of sentence specifically through the
 Students with gifted
abilities sentence use of a starters, the stopping to graphic
 Early finishers starters to graphic graphic check in with organizer that
(those who finish help them organizer to organizer, and the my students who they are given
early and may need state their guide their list we made in may need a little to grade. It will

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additional opinion and writing in the board to help extra help to be help walk them
resources/support) the each section them remember an extra set of through each
brainstormin of their what to include in eyes while step of the
g chart on the paragraph. their conclusion. editing and keep process.
board that we They will them on track.
completed as also be Students with gifted Students with gifted
a class to provided abilities: Students with gifted abilities:
give them a with - My students with abilities: - Self-grading
few more sentence gifted abilities - My students will be a great
ideas for starters to will have the with gifted opportunity for
adjectives to help them opportunity to abilities will my gifted
use in their get the ball add something thrive by being learners to see
reasons rolling. unique to their able to help the fruit of their
Students with gifted Students with gifted ending, like other students work and
abilities: abilities: showing strong edit their work. comment on
- Students with - My students emotion, or what they are
gifted with gifted asking their Early finishers (those proud of along
abilities will abilities will reader a question. who finish early and with what they
be supported be may need additional want to work
during this encouraged Early finishers (those sources/support): on for the
portion of the to use strong who finish early and - Students who future.
lesson descriptive may need additional finish early will Early finishers (those
because they words, and a sources/support): be asked to get who finish early and
will be variety of with another may need additional
forming their types of - Early finishers partner to edit sources/support):
opinion. Also sentences to will be prompted their paragraph,
having the make their to edit their or come to me to - My early
opportunity paragraph conclusion and edit if they are finishers will
to choose a more come up with a the only person be prompted to
team will interesting potential finished early. practice
keep them and alternation reading their
engaged persuasive. conclusion. paragraph
because of quietly, but out
the freedom Early finishers loud to prepare
of choice. (those who finish for the final
They will early and may need lesson

© 2019. Grand Canyon University. All Rights Reserved

 also be additional
encouraged sources/support):
to expand on - Students who
the three finish early
descriptive will be
words they encouraged
will use to to pre-edit
develop their what they
three reasons. have already
written.
Early finishers
(those who finish
early and may need
additional
sources/support):
- Students who
finish early
will be
encouraged
to start
brainstormin
g on the back
of their paper
which
descriptive
words they
are going to
use to guide
their reasons
for the
opinion they
have stated.
Extension Activity and/or Homework
Identify and describe any As an extension, I As an extension, I The students will be Students will be Students will share one
extension activities or will encourage them will encourage the asked to share with their encouraged to use three thing they are really
homework tasks as to go home and tell students to share one parents why conclusions different linking words proud of on their

© 2019. Grand Canyon University. All Rights Reserved

appropriate. Explain how the their parents which reason why sweet or are important and ask when telling mom or dad published persuasive
extension activity or team they are on and salty snacks are the them if they would still about your day at paragraph.
homework assignment the three reasons they best with a sibling or like their favorite movie school.
supports the learning think salty or sweet friend. if it did not have a
targets/objectives. As
foods are the best! conclusion.
required by your instructor,
attach any copies of
homework at the end of this
template.

© 2019. Grand Canyon University. All Rights Reserved