Name: Lauren Wickersham Obs.

#: 4

Subject Area: Writing Date: March 27th, 2023

Time Duration: 40 minutes Grade: 2nd

Lesson Title: Introduction to Reviews

Unit: MAISA Unit 4: Opinions, Using the Power of Reviews

Content Standard Alignment: (Please also include the description of the standard, rather than just the “code”)
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.

Lesson Objectives/Instructional Outcomes: (Statements of student learning, not student activity)

-Students will be able to use their senses to review an item
-Students will be able to identify specific reasons to support their rating
-Students will be able to articulate their reasoning through writing

Learning Target (usually written as an I can… statement)

I can write a review and support my opinion

Instructional Materials/Resources: (Please include teacher materials and student materials. If you are using a
book, include the title; if you are using a video/video clip, include the link and/or title)
Teacher Materials: Sample review of toy, building blocks, Review slideshow, 24 copies of review writing, selection
of Dollar Store toys
Student Materials: pencil, crayon
Methods and Instructional Strategies
Anticipated Student Misconceptions:
-Students may not use specific reasoning to explain their rating of the toys.
-Students may give a rating that is not reflective of their opinion

Concept Prerequisites:
-Students must know the difference between a fact and an opinion
-Students must know that an opinion must be supported with descriptive reasons

Introduction- Anticipatory Last week, we explored the difference between facts and opinions. You all did a
Set: (The “Hook”) great job of identifying what is a fact and what is an opinion. Then, we practiced
writing our opinions to different would you rather questions. With this writing, you
had to give your opinion and then give three reasons to support your answer.

Instructional Activities: Direct Instruction

(Begin with how you will
inform the students of the
Learning Target for this
lesson. It is recommended
that you write what you
will do step-by-step or as a
numbered or bulleted list,
1. “Our learning target today is ‘ I can write a review and support my opinion’. We
are going to learn about what a review is and practice writing our own reviews.
Just like our opinion pieces, we have to give reasons why to support our
answers”
2. “A review is an opinion piece that analyzes a specific thing. These things could
be movies, songs, books, toys, video games, or restaurants. Reviews are helpful
ways to let other people know how you feel about a particular thing. For
at least for your first few
lessons. Be sure to include
key questions/ prompts
that you will use)
example, I often read movie reviews before I go to the movie theatre. Reading
about what other people thought of the movie helps me to choose what movie
I should see.”
3. “When we write reviews, we often use a 5 star rating system. The more stars
you give during a review, the more you liked it. While the less stars you give
during a review, the more you did not like it. Show students the visual of the
rating system and discuss the meanings of the different stars
4. “When we review items, its important that we use all of our senses. Let’s try
and remember our five senses. Provide wait time before selecting students
using popsicle sticks to identify the different senses.
5. “After we use our senses to review an item, we have to write our review. There
are specific parts of review writing just like for our opinion writing. Reviews
begin with a catchy lead. This is where you get the readers excited about what
you are reviewing. Next, you tell the reader how many stars you gave the
review. After that, you provide reasons to support your rating. Lastly, the
persuasive ending. You are trying to convince the reader to agree with you.”
6. Today, we are going to practice writing reviews. But first, we need something
to review. You all are going to reviewing a toy from the Dollar Store.
7. “I want to show you my review before you start reviewing your toys so you can
see what I looked at. I reviewed these building blocks that I got from the Dollar
Store. I played with them for a few minutes so I could develop an opinion.
When I was playing with them, I thought about what the blocks looked like,
what they sounded like, what they felt like, and what it smelled like. I didn’t use
my sense of taste, however, because this is not food.” Project sample review
onto the board
8. “I thought about I would rate this toy out of five stars. I ended up giving this toy
four stars because I really liked this toy, but I didn’t think it was perfect. The
blocks were sometimes hard to put together and take apart. Let’s look at the
different parts of my review writing. I started my review with a catchy lead to
make the reader interested in my review. Next, I told the reader how many
stars I gave the item. Then, I gave three reasons to support my opinion. I talked
about how the bricks were pretty pastel colors and smooth to the touch.
However, the bricks could be hard to put together. You really needed to press
hard. Lastly, I tried to convince the reader that this was a good toy.”
9. “There aren’t enough toys for each person to have their own, so we have to
share the toys. We must treat the toys with respect and act responsibly with
them. We are only going to have about five minutes to play with the toy so we
will have enough time to write. Before I told you that we have to use our
senses when reviewing toys, but what sense are we NOT going to be using for
the toys. Yes, we will not be using our sense of taste.” Instruct students to
return to their seats. Project a digital timer of five minutes. Once students are
quiet, distribute the toys to the students.
Partner Share with Toys
10. While students are playing with the toys, walk around and ask students for their
initial opinions. This will serve as a formative assessment. Ask questions about
the toys if students are unable to give any specific opinions for the toy.
Additionally, monitor student interactions to ensure that they are working well
together.
11. “It is now time to practice writing our reviews. I am going to put on the board,
the parts of the review. Think about how many stars your toy deserves and fill
that section of the worksheet in first. If we are able to stay focused and write,
then we will have time to share our writing with others.”
Independent Writing
12. While students are working, I will select a small group of students to sit with me
at the guided reading table. I will call students who had difficulty articulating
their opinion when playing with the toy and students who I know struggle with
 transferring their thoughts to paper. At the table, I will use questioning to help
students develop their reasoning. I will also have students dictate their
sentences to me as I write them on a whiteboard. The student will then be able
to copy my writing onto their worksheet.
13. I will monitor the classroom to make sure that students are focused and
working productively. I will also monitor the clock to make sure that I dismiss
properly for lunch.
Wrap Up- 1. “Our learning target today was: ‘I can write a review and support my opinion.’
Synthesis/Closure: What did we do today to practice that learning target? Elicit responses from
(What will you briefly do students.
to “end” the lesson, to a. If time permits, I will provide students with the opportunity to share
inform your subsequent their review with a partner.
instruction, correct any b. If students weren’t able to finish writing their review, then I will
possible provide ten minutes after recess for students to continue working on
misunderstandings, and/or their writing.
tie up any loose ends. A list
of ideas will be provided)
Transition(s): (How will you move the students from this lesson to the next? Brain Break, GoNoodle break,
bathroom breaks, snack, or just put away materials and get out the materials needed for the next lesson?)
At the end of this lesson, I will have students put away all of their materials to clear off their desks. Students will
be going to lunch so I will call students to put on their winter gear (if needed) and grab their lunch boxes. I will
start with the quietest table and continue until all the students have been called.

Differentiation According to Student Needs: (Be certain to consider struggling students, as well as students who
catch on very quickly – be sure to thoughtfully plan learning groups to facilitate learning for all)
When students are independently writing, I will pull a students to a small group table. I will help students to
articulate their reasoning through using questioning and writing their thoughts on a whiteboard. Students will
then be able to copy the dictated sentences onto their worksheets.

Assessment (Formative and Summative): (This is not necessarily some type of formal assessment, but how
do you plan to check for student understanding? Exit slips, Turn & Talk, Thumbs Up/Thumbs Down, making
rounds around the room are all examples, or consider creating a quick quiz using Plickers, Kahoot, or
Socrative. In addition, how will you document your findings?)
I will conduct formative assessments as students play with the toys and while they are independently writing.
When students are playing with the toys, I will ask students for their initial opinions. I will listen to see if students
are able to give descriptive opinions. If a student’s only opinion is “it’s nice” or “it’s good”, then I will use
questioning to elicit deeper responses. I will note on a sticky note if any students are struggling with developing a
specific opinion. When students are independently writing, I will observe their ability to translate their thoughts to
paper. I will provide assistance to students who have difficulty writing their thoughts by engaging them in
conversation about the toy. Lastly, I will read the student’s completed work and note any trends of
misunderstandings that I can address in the next writing lesson.