Lesson Title: My Color is the Best Color

Grade level: First Grade

Utah State Core Standards for English Language Arts:

Writing Standard 1- Write opinion pieces in which they introduce the topic or name the book
they are writing about, state an opinion, supply a reason for the opinion, and provide some
sense of closure.

Performance Indicators/Skills Addresses:

Students form opinions and create an argument using their opinion, facts and specific details

Learning Objectives/Goals: Students will be able to form an opinion and support their
opinion with facts and details

Essential Questions
Overarching Essential Questions
How do I support my opinion?
What are aspects of opinion writing?
Topical Essential Questions
How do I form an opinion or argument?
How can I support my opinion using facts?

Assessment
Formative Assessment
Students will be assessed throughout the writing process- 1) create an opinion phrase 2) use
three supporting facts/details
Summative Assessment
Students will put their opinions and supports together in a final writing piece

Lesson Structure and Procedures

Phase I: Engage, Explore, Explain (20 I will introduce students to the idea of what
minutes) opinion writing is and how to identify it.
During the reading I want students to think
about the author's message and what the text
is saying.
Have the students sit at the rug and start
reading aloud Red is Best. Using Whole
Group Discussions, we will stop throughout
the story and use a graphic organizer. The
graphic organizer used “I think…” statements.
I would give this example, “I think the author
is writing using an opinion structure, because

Transition to Phase II (2 minutes)
Phase II: Guided Practice (25 minutes)
Transition to Phase III (2 minutes)
Phase III: Independent Practice and
Summative Assessment (30 Minutes)
Instructional Strategies
they say my red mitts are the best because
they throw the best snow balls. The author
says that the red mitts are the best then uses
evidence to support that.”
Students identify evidence throughout the
story, and learn why the author uses evidence.
Today we are going to write about our
favorite colors, and support our opinions
using facts and details.
We are going to go back to our desks and fill
out the worksheet, independently. If you need
assistance raise your hand.
Students who need additional guidance can
stay at the rug and complete the worksheet
with the teacher aid/ volunteer (if available)
Students will be working independently at
their desks to complete the worksheet. The
worksheet consists of filling in the blanks and
writing full sentences. Students will choose
their favorite color and then support their
choice with three details. There will be a
labeled space for each fact or detail and
students can use the graphic organizer that we
created as a class for Red is Best.
When students are finished they will check
with the teacher and go over their opinions
and why their color is the best. Once students
get the go they can then go on to writing their
final copy.
Students will be directed when they can move
on to writing their final draft. I will have the
example final under the doc cam for the
students to reference.
Students will need to use their worksheet and
notes from the teacher to write a full
paragraph about why their color is the best.
For early finishers, they can draw a picture
about and with their color.
Think Alouds and whole group discussions - Students reflecting on Red is Best and having
them identify the evidence/ each reason why red is the best.
Graphic Organizer- organizing the evidence from the story
Think Pair Share- while reading students talk with a partner about the story and why the girl in
the story thinks red is the best

Learning Activities
This lesson is designed to introduce students to opinion writing and how to support their
opinions using evidence. Sharing Red is Best shows students that they can and should share
their opinions with supporting evidence.

Resources and Materials

Red is Best

Technology
Document camera to share teacher example of final draft

Differentiation
Gifted/Talented or Fast Finishers- have students go back to their evidence and make their
evidence more detailed. I want students to really “sell” why their color is the best and try and
convince the audience. Students will also have the chance to add a picture to support their
opinion
English Language Learners- Have a more structured handout for students to fill out about their
color. More of a fill in the blank with very specific prompts. As well as using visual
representations of the colors. Have them work in small groups or with a partner when doing
the worksheet.
Students with Disabilities- Students can have the option to draw first about their color, then
write after. Also, have their worksheet be more of a fill in the blank with specific prompts.

Classroom Management
Setting expectations of what students should be doing during independent work- voice level,
working with peers and asking for assistance/clarification.
Teacher will be moving around the room to assist with specific questions and checking in with
students