Teacher: Jasmin Norman

Grade: Kindergarten
Content Area: Writing
Lesson: Opinion Piece
Content and Standards 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...)

W.K.2 - Use a combination of drawing, dictating, and

writing to compose informative/explanatory texts in
which they name what they are writing about and
supply some information about the topic

Prerequisites Students should have prior knowledge of:

Difference between an opinion and a fact
Write all letters in both upper case and lower case
Ability to hold and use a pencil

Essential Questions What is an opinion?

What do you dislike about the ocean?

Materials & Equipment White board

Writing books
Writing worksheets
Sentence strips
Markers
Pencils
Poster board

Instructional Objectives  Students will know_____ and will be able to ________

Students will know what an opinion is and with
support, will be able to write 2 opinion sentences
about the ocean.

Instructional Before:
Procedures 8:55am
Students will be sitting on the rug
Students have been learning about the ocean over the
past few weeks. ST will review prior days writing
lesson with students.
(Prior day students wrote about what they liked about
the ocean)
ST will briefly review definition of opinion

During:
9am
ST will begin discussion. “Yesterday we discussed and
wrote sentences about what we liked about the ocean.
Today, we will discuss and write 2 sentences about
what we DISLIKE about the ocean.”
Students will be directed to think/pair/share one thing
they dislike about the ocean.
9:05am
ST will call on a few students to share answers.
Responses will be documented on white board.
ST will prewrite sentence on board. “I do not like the
______.”
ST will briefly review sentence structure. All sentences
should have Uppercase, Spacing, and punctuation.
ST will ask students again, “What do you dislike about
the ocean?”
Students will use documented responses to answer
the question and will be released to write sentences.
During release & support (teacher will release
students into two groups and support as needed)
Group 1- Copy and fill sentence (Students will be
seated at Kidney table for extra support. Students will
use premade sentence strips to support. Students will
write beginning letter to fill in blank.)
Group 2- Write starter and fill (Students will write
sentence and will use inventive spelling to write fill in
word.)
ST will work with group 1 and support as needed.
ST will rotate classroom and support as needed.
Ask questions to aid writing support.
(-Do you have space in between your words? What’s
the first letter of sand? Does you sentence have a
punctuation?)

After:
9:15am
ST will give checks to students who are complete.
Students who have completed 2 sentences can move
on to draw a picture on top of writing sheet.
ST will call ask 2-3 students to read their sentence.
 Students will be released to phonics block.

Assessment Collectible writing worksheets

Observations/ notes

Differentiated Heavy support:

Instruction For students who struggle with fine motor skills,
prewrite sentence starter in yellow marker. Allow
student to trace over yellow marker to support.

Moderate support:
This will be the first-time students are writing
sentences with the words “do not”. Teacher may
provide sentence starter strips to students who need
support.

Light Support:
Students are encouraged to write an additional
sentence using a new word.