‭UNLV/Department of Teaching & Learning‬

‭Elementary Lesson Plan Template‬

‭Lesson Plan Title:‬ ‭Opinion Writing‬ ‭Objective:‬ ‭ riting an opinion‬

W
‭piece‬

‭Grade Level:‬ ‭2nd‬ ‭School Site:‬ ‭Goolsby Elementary‬

1‭ . State Standard(s):‬
‭W 2.1‬ ‭Write opinion pieces in which they introduce‬‭the 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.‬

2‭ . Teaching Model(s):‬
‭Direct Instruction‬

3‭ . Objective(s):‬
‭SWBAT Construct an opinion‬
‭SWBAT Write an opinion paragraph‬

‭4. Materials and Technology Resources‬

‭●‬ ‭board and markers‬
‭●‬ ‭24 donuts cut in half‬
‭●‬ ‭napkins‬
‭●‬ ‭Donut worksheets‬
‭●‬ ‭Pencils‬

‭5. Instructional Procedures:‬

‭a. Motivation/Engagement:‬
‭●‬ ‭Reviewing opinion on the whiteboard‬

‭b. Developmental Activities or Learning Experiences:‬

‭ ‬ I‭ will have students pick up their donuts from the back‬

●
‭●‬ ‭At the same time we will all try donut number 1 and name the qualities that we‬
‭like and don’t like from this donut‬
‭●‬ ‭At the same time we will all try donut number 2 and name the qualities that we‬
‭like and don’t like from this donut‬
‭●‬ ‭Students will then vote which donut is better and we will debate as a class why a‬
 ‭certain donut is better.‬
‭●‬ W ‭ e will discuss that it is okay that we have different opinions while we are‬
‭debating.‬
‭●‬ ‭We will discuss that we can’t prove our opinions‬

‭c. Closure:‬
‭●‬ ‭While we are cleaning up our mess, I will have the paper passer pass out our exit‬
‭tickets‬
‭●‬ ‭Students will write down the amount of students that liked each donuts‬
‭●‬ ‭Students will then write a paragraph about why their donut is the best‬
‭d. Extension:‬
‭●‬ ‭Answer questions and give more examples if students do not understand or if‬
‭there is time left for the lesson‬
‭●‬ ‭Students will continue on Smarty Ants when they are finished‬

‭6. Accommodations, Modifications and Differentiations for Diverse Learners:‬

‭●‬ ‭If students can’t see the board from their chair they can get closer to the board‬
‭●‬ ‭If student doesn’t have a chrome book I can give them the class one or they can do‬
‭Freckle for homework and complete the exit ticket‬

‭7. Assessment and Evaluation of Learning:‬

‭a. Formative:‬
‭●‬ ‭Check the worksheets to see how students are doing‬
‭●‬ ‭Check as students are reacting during the debate‬

‭8. Homework Assignment:‬

‭●‬ ‭Homework assignment will be a worksheet with facts and opinion statements. Students‬
‭must circle fact or opinion‬

‭9. Reflection:‬
‭●‬ ‭If students are not understanding by the end of the lesson we can use other worksheets‬
‭●‬ ‭If students understand we can use other examples of time‬‭to write in our journals‬