First Grade Literacy Opinion writing #1

Standard: W.1.1 Write opinion pieces that introduce the topic or name the book being written
about, express an opinion, supply a reason for the opinion, and provide some sense of closure.
Objective: After explaining fact versus opinion and what a fact is, students will be able to sort and
identify the difference between a fact and an opinion to 100% accuracy.
Academic Language- fact, opinion, valid, invalid, bias, unbiased, nonfiction
Critical Vocabulary- authors purpose, sunny, weather
Assessment (NAEYC 3/OSTP 3)
Objective: After explaining fact versus opinion and what a fact is, students will be able to sort and
identify the difference between a fact and an opinion to 100% accuracy.
I will be using an anecdotal note rubric to check for student understanding during the
introduction, small group portion, and throughout the duration of my lesson ensure each student
is on track and is fully engaging in the lesson. I will check for student understanding by asking
questions and having students show me if they understand by giving me a thumbs up or a thumbs
down. I will be listening and watching as students work in small groups to sort facts and opinion.
Each student is required to contribute to the t chart and work together as a small group. When the
students are presenting their t chart, I will ask questions for why they put certain facts or
opinions where they did and to explain their reasoning. I will be listening to each student’s
response and checking for understanding. I will involve the other students as well by having
them ask any questions and to say if they agree or disagree with the t chart being presented. I will
collect the small group assessments and make comments as needed. I will follow a four-point
rubric to determine if students are on track with understanding the content or may need more
support. This assessment is meant so that I can see where my students are at with understanding
how to sort facts and opinions. I am allowing students to complete the small group activity
assessment anywhere in the room so that students may stand, use a fidget chair, or lay on the
floor. For a student who is advanced on the topic, I will have compose three opinions on their
own by writing them on paper.

Connections (NAEYC 1,2,4C/OSTP 1,4)

Of Student (Student Background Knowledge): Students form opinions and state facts about
many things each day. The students have background knowledge on stating facts due to a
previous lesson, writing personal narratives, and nonfiction writing, so it is time to move into a
new unit of opinion writing. This is the introductory lesson of the unit, so I am focusing on
students identifying the difference between a fact and an opinion. This lesson is meant for
students to understand that a fact is a statement that can be proven true or false. An opinion is an
expression of a person's feelings that cannot be proven. Opinions can be based on facts or
emotions and sometimes they are meant to deliberately mislead others. Once students know the
difference, they will be able to eventually write their own opinion piece about a desired topic.
Understanding what an opinion is and learning how to write opinion pieces is important for first
graders so that they can be able to write a variety of genres. According to Ohio’s Early Learning
and Development Standards, with prompting and support kindergarteners can use a combination
of drawing, dictating, and writing to compose opinion pieces that tell a reader the topic or the
name of the book being written about and express an opinion or preference about the topic or
book (e.g., My favorite book is ... ) (W.K.1). From this statement, that tells me that my students
know how to express/dictate an opinion. The students have become more fluent and familiar
with writing and exploring different writing conventions and elaborations. They are moving
away from simply stating something, to now adding details to their writing and becoming
exposed to the various genres of writing there are. I have provided an anchor chart explaining
what an opinion is and why we would write an opinion piece of writing. I have created multiple
opportunities for the students to discuss and share with the class their wonderings. Understanding
what an opinion is and using it in writing is important to know, so that when they move into
second grade, students will be able to write opinion pieces that introduce the topic or book being
written about, express 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 (W.2.1). This lesson connects to future lessons by helping students become more
comfortable with having and writing an opinion. In my classroom, there is a child on a 504 plan,
3 students with RTI, 6 students who are ESL, and one student who is gifted.
Of Self (Teacher Background Knowledge): In order to lead this lesson appropriately, I need to be
able to support my students’ knowledge of opinion writing and fact versus opinion. I need to be
able to define the definition of an opinion and model making my own opinion. I need to have an
understanding of the level of writing my students can compose. I will need to help build
knowledge on the misconceptions with new ways to think while writing. I need to be specific
with my teaching and my instructions/explanations. I need to be specific when giving the
definitions of fact and opinion. I need to be specific that we can write about our own opinions,
which is opinion writing. Opinion writing is a statement that reflects the writers or speaker's
belief or feelings. In regards to my instruction, I need to be accommodating to my different
learners and their needs. For auditory support, I will verbally explain what an opinion is and the
difference between a fact and an opinion. For visual support, I will provide an anchor chart for
them to reference while we sort the facts and opinions in small groups and for when they work
on their assessment. For kinesthetic support, having them work in small groups on the t chart is
hands on and allows them to interact with others and move their hands and arms.

Cultural Diversity (NAEYC 2/OSTP 1)

Connections can be made between this lesson and the students’ lives outside of the classroom
because the students read, hear and say opinions each day. Whether it be something on TV, in a
book, on a sign, or something they are saying, they are surrounded by opinions from themselves
and other people. This lesson and writing in general connects to the students’ real world
experiences because every student has heard, read, seen, written or said an opinion. Due to the
cultural diversity, I kept the activity and assessment age and grade appropriate. In class, the
students have been working to become better writers as they have just finished up writing their
first personal narrative story and nonfiction writing. Explaining to the students the difference
between a fact versus an opinion and then later connecting it to opinion writing introduces them
to a new genre of writing.

Procedures / Instruction (NAEYC 4B,C,D/OSTP 1,4)

Materials: Clever touch board, chart paper, glue sticks, markers, other writing utensils.
Introduction:
 This lesson is to be done in whole group so the students will all watch and participate as I
model explain the difference between a fact versus opinion.
 Before I begin my lesson, I will explain to students how we have just finished publishing
our nonfiction piece of writing. I will then say, “As great writers, we have to write about
more than just one type of genre. Great writers write about many things, so we are today
 we are going to focus on opinion writing. Opinion writing is a statement that reflects the
writers or speaker's belief or feelings.”
 “Since opinion writing is writing about opinions, it is important that we know what an
opinion is. Sometimes it is easy to confuse a fact with an opinion or vice versa. Let’s
look more deeply into the difference by looking at this anchor chart.”
Instruction:
 “A fact is a statement that can be proven true or false. An opinion is an expression of a
person's feelings that cannot be proven. Opinions can be based on facts or emotions and
sometimes they are meant to deliberately mislead others.”
 “An example of a fact would be, it is sunny outside today. An example of an opinion
would be, the best kind of weather is when it is sunny outside. Saying it is sunny outside
is a fact because if you look outside, it is sunny; what I said was true. However, saying
that this is the best type of weather is an opinion because other people may think rain or
snow is the best type of weather.
 I will continue giving examples of facts versus opinions and then why this is important.
“Knowing the difference between facts and opinions is important for great writers. It is
important to be aware of the author's purpose and choice of language.”
 “Who can give me an example of a fact?” Who can give me an example of an opinion?” I
will allow time for students to think and respond. Once students answer, I will ask why
they believe their statement is either a fact or an opinion.
 I will explain to the students that it is their turn to work together in groups to identify a
fact versus an opinion. The small groups will receive a piece of chart paper. They will
take a dark colored marker and draw a line down the middle. On one side of the paper
they will write “Fact” on the top, and “Opinion” on the other side. Each group will
receive pieces of paper that have a sentence on it. The students will decide if the
statement is a fact or an opinion and will glue it to the corresponding side on the t chart.
 I will break students up into groups and allow them 15-20 mins to complete the chart. I
will walk around the room and ask questions such as, “What does your statement say? Is
it a fact or an opinion? What made you decide? Why do you think that way?”
 Once students are finished, I will have them come back together and each group will
present their chart. I will ask similar questions as I did while walking around and
observing. I will encourage the other students to ask questions as well to help them
understand.
Reinforcement:
 In order to assess the children, I will be using an anecdotal note rubric during the
instruction/small group portion of my lesson. I will follow a four-point rubric to
determine if students are on track with understanding the content or may need more
support for the assessment piece. This assessment is done in small groups so I can assess
the students on their application of the knowledge thus far on their understanding of fact
versus opinion. This assessment lets me see any areas of concern and areas of strength
the students have with defining and distinguishing a fact and an opinion.
Closure:
 Once the groups are done presenting, I will ask the students, “What is an opinion?” I will
allow time for students to answer. I will explain, “An opinion is a view or judgment
formed about something, not necessarily based on fact or knowledge.”
  I will then ask, “Why are opinions important? Why do we need to know the difference
between a fact and an opinion when writing?” I will allow time for students to think and
answer. “It is important to be aware of the author's purpose and choice of language.”
 Once students are finished with their worksheet, they will turn it into me and begin silent
brain break.
Instructional Adaptations:
There is one child in my class with a 504 Plan, 6 students who are ESL, one student who is
gifted, and 3 students who are RTI. When the students are discussing with a partner or their
group, listening and watching as I explain a fact versus an opinion, and working on their
assessment individually, I will encourage the student on the 504 plan and the 3 with RTI to
participate and will seat them closer to me. If they begin to fidget or cannot control their bodies, I
will allow them to use a classroom fidget, or will tell them to go take a break in the back of the
room. I will also meet the needs of these children with the fact that they will be engaging in the
lesson by working in small groups to create a t chart. This allows them to move more and engage
with me and the other students. In the likelihood that the students become distracting, I will have
them remain in take a break until they can learn to control themselves during the activity. For
children who are struggling with the topic, I will provide more examples of opinions and leave
up the anchor chart in front of the room. For my students that are advanced on this topic and for
my one student who is gifted, I will instruct them to write three opinions on their own. I will also
introduce to the students who are advanced, more examples of opinion writing and prompts that
writers can write about. They will only be able to move on to other activity if they have
completed the small group activity to 100% accuracy the following day. For my 6 students who
are ESL, I will speak with clarity and continually check for understanding. I will use visuals and
body language to help with their comprehension.
First Grade Literacy Opinion writing #2
Standard: W.1.1 Write opinion pieces that introduce the topic or name the book being written
about, express an opinion, supply a reason for the opinion, and provide some sense of closure.
Objective: After explaining and modeling how to have and write my own opinion, students will be able
to have and write their own opinions on seven different topics to 100% accuracy using a teacher made
rubric.
Academic Language- fact, opinion, valid, invalid, bias, unbiased
Critical Vocabulary- authors purpose, sport, special, worst, cutest, animal
Assessment (NAEYC 3/OSTP 3)
Objective: After explaining and modeling how to have and write my own opinion, students will be
able to have and write their own opinions on seven different topics to 100% accuracy using a
teacher made rubric.
I will be watching and making sure that the students have their eyes on me as I recap fact versus
opinion and focus today on forming and writing my own opinion on seven different prompts. I
will be listening and watching as students utilize think-pair-share. Each student is required to
contribute to talking with a partner. I will be checking off student’s names on a checklist to note
that they have contributed. When the students are sharing their opinions, I will be listening to
each student’s response and checking for understanding. I will involve the other students as well
by having them ask any questions and to say if they agree or disagree with the students’ opinion.
I will be making notes on the anecdotal note rubric throughout the lesson as a way to ensure each
student is on track and is fully engaging in the lesson. I will collect the assessment and make
comments as needed. I will follow a four-point rubric to determine if students are on track with
understanding the content or may need more support. This assessment is meant so that I can see
where my students are at with having and writing their own opinions. For the assessment,
students will be completing an opinion worksheet. Students will write their own opinion on
seven different topics. I expect the students to work independently on the assessment. I expect
the students to apply the knowledge they gained from the whole group activity. I predict the
students will have trouble at first composing their own opinion and various topics, but after I
model making my own opinions and them practicing with a partner, they will be able to write
their own opinion. I want students to understand that an opinion is an expression of a person's
feelings that cannot be proven. If the students struggle with this topic, I will show them the
anchor chart we completed in class. I will also leave up the assessment on the board since I
modeled how to do the first prompt. I am allowing students to take this assessment anywhere in
the room so that students may stand, use a fidget chair, or lay on the floor. For a student who is
advanced on the topic, I will have compose write and explain why they have an opinion on one
of the seven topics.

Connections (NAEYC 1,2,4C/OSTP 1,4)

Of Student (Student Background Knowledge): Students form opinions and state facts about
many things each day. The students have just finished composing their first personal narrative, so
it is time to move into a new unit of writing which is nonfiction. This lesson is meant for students
to understand that they can have and write their own opinions that express their thoughts,
feelings, and ideas. Since students know the difference between a fact and an opinion, they will
be able to have and write their own opinion and then eventually compose their own opinion piece
of writing. Having and writing their own opinion pieces is important for first graders so that they
can be able to write a variety of genres. According to Ohio’s Early Learning and Development
Standards, with prompting and support kindergarteners can use a combination of drawing,
dictating, and writing to compose opinion pieces that tell a reader the topic or the name of the
book being written about and express an opinion or preference about the topic or book (e.g., My
favorite book is ... ) (W.K.1). From this statement, that tells me that my students know how to
express/dictate an opinion. The students have become more fluent and familiar with writing and
exploring different writing conventions and elaborations. They are moving away from simply
stating something, to now adding details to their writing and becoming exposed to the various
genres of writing there are. The students also the day before explored the difference between fact
and opinion and were able to sort facts versus opinions on a t chart in small groups and on an
individual assessment. I have provided an anchor chart explaining what an opinion is and why
we would write an opinion piece of writing. I have created multiple opportunities for the students
to discuss and share with the class their wonderings. Understanding what an opinion is and using
it in writing is important to know, so that when they move into second grade, students will be
able to write opinion pieces that introduce the topic or book being written about, express 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 (W.2.1). This lesson
connects to future lessons by helping students become more comfortable with having and writing
an opinion. In my classroom, there is a child on a 504 plan, 3 students with RTI, 6 students who
are ESL, and one student who is gifted. Of Self (Teacher Background Knowledge): In order to
lead this lesson appropriately, I need to be able to support my students’ knowledge of forming
their own opinions. I need to be able to define the definition of an opinion and model making my
own opinion. I need to have an understanding of the level of writing my students can compose. I
will need to help build knowledge on the misconceptions with new ways to think while writing. I
need to be specific with my teaching and my instructions/explanations. In regards to my
instruction, I need to be accommodating to my different learners and their needs. For auditory
support, I will verbally explain what an opinion is and how we all have our own opinions and
can write them. For visual support, I will provide an anchor chart for them to reference while we
discuss forming our own opinions. For kinesthetic support, having them turn and talk with a
neighbor (think-pair-share) is hands on and allows them to interact with others and move their
hands and arms.

Cultural Diversity (NAEYC 2/OSTP 1)

Connections can be made between this lesson and the students’ lives outside of the classroom
because the students read, hear and say opinions each day. This lesson and writing in general
connects to the students’ real world experiences because they are surrounded by opinions; it be
something on TV, in a book, on a sign, or something they are saying, they are surrounded by
opinions from themselves and other people. Due to the cultural diversity, I kept the activity and
assessment age and grade appropriate. In class, the students have been working to become better
writers as they have just finished up writing their first personal narrative story and nonfiction
writing. Explaining to the students that we each have our own opinions and can write them about
various topics and then later connecting it to opinion writing introduces them to a new genre of
writing.

Procedures / Instruction (NAEYC 4B,C,D/OSTP 1,4)

Materials: Clever touch board, chart paper, opinion worksheet, other writing utensils.
Introduction:
  This lesson is to be done in whole group so the students will all watch and participate as I
provide a recap explanation of the difference between a fact versus opinion.
 Before I begin my lesson, I will explain to students how yesterday we sorted the
difference between facts and opinions. I will then say, “Since we know the difference,
we can explore more on how to write our own opinion.”
Instruction:
 “Since opinion writing is writing about opinions, it is important that we know what an
opinion is. Sometimes it is easy to confuse a fact with an opinion or vice versa. Let’s
look again at the difference by revisiting this anchor chart and the t charts we made
yesterday.”
 I will provide time for students to ask any questions they may have regarding opinions
and facts.
 I will model making opinions for the students and provide them with various prompts to
answer using think-pair-share with a partner.
 “We each have our own opinions about many, many different things. Our opinions
express our thoughts, feelings, and ideas. We all can have and write our own opinions as
well.”
 “An example of an opinion that I have is, I think the best season is fall. Another opinion
I have is that the beach is so fun to go to on vacation. What season do you think is best?
Think for a minute, then turn to a partner and share. The partner who is not sharing first,
it is your job to listen and check for understanding.” I will allow time for students to talk
and then I will call on students to share their opinions.
 “I have another question, think first about this though. What is the best thing to do after
school? Once you have your idea, get up and move to talk with another partner.” I will
allow time for students to talk with a partner and then I will call on a few to share with
the class their opinion.
Reinforcement:
 In order to assess the children, I will listen and observe during the introduction of my
lesson and while students talk with partners. I will be making notes on the anecdotal note
rubric throughout the lesson as a way to ensure each student is on track and is fully
engaging in the lesson. I will collect the assessment and make comments as needed. I will
follow a four-point rubric to determine if students are on track with understanding the
content or may need more support. This assessment is meant so that I can see where my
students are at with having and writing their own opinions.
Closure:
 Once the groups are done sharing, I will ask the students, “What is an opinion?” I will
allow time for students to answer. I will explain, “An opinion is a view or judgment
formed about something, not necessarily based on fact or knowledge. We can have our
own opinions that express our thoughts, feelings, and ideas.”
 I will then ask, “Why are opinions important to have?” I will allow time for students to
think and answer. “Opinions are important to have because it gives us an insight into
how a person perceives the world around them and feels.”
 I will pass out the assessment piece and model how to complete the first part. “Let’s look
at the first prompt together. It says ‘the hardest sport to play is (write sport here).’ In my
 opinion, the hardest sport to play is gymnastics. So in the blank spot, I am going to write
gymnastics. In the blank spot on your paper, write the sport that you believe is the hardest
to play.”
 Once I have modeled how to do the first prompt, I will instruct students to go somewhere
in the room they feel comfortable and can do their best to complete the paper. This
worksheet is to be done individually so I can assess the students on their knowledge thus
far on having and writing their own opinions. This assessment lets me see any areas of
concern and areas of strength the students have.
Closure:
 Once students are finished with their worksheet, they will turn it into me and begin silent
brain break.
Instructional Adaptations:
There is one child in my class with a 504 Plan, 6 students who are ESL, one student who is
gifted, and 3 students who are RTI. When the students are discussing with a partner or their
group, listening and watching as I model making my own opinion, and working on their
assessment individually, I will encourage the student on the 504 plan and the 3 with RTI to
participate and will seat them closer to me. If they begin to fidget or cannot control their bodies, I
will allow them to use a classroom fidget, or will tell them to go take a break in the back of the
room. I will also meet the needs of these children with the fact that they will be engaging in the
lesson by talking with other students (think-pair-share). This allows them to move more and
engage with me and the other students. In the likelihood that the students become distracting, I
will have them remain in take a break until they can learn to control themselves during the
activity. For children who are struggling with the topic, I will provide more examples of opinions
and leave up the anchor chart in front of the room. I am leaving the small group t charts that were
completed yesterday and the first part of the assessment that I modeled in the front of the room
during the assessment for students to look at as well. They are also allowed to ask classmates for
help. For my students that are advanced on this topic and for my one student who is gifted, I will
have them write and explain why they have an opinion on one of the seven topics. I will also
introduce to the students who are advanced, more examples of opinion writing and prompts that
writers can write about. They will only be able to move on to other activity if they have
completed the first paper to 100% accuracy the following day. For my 6 students who are ESL, I
will speak with clarity and continually check for understanding. I will use visuals and body
language to help with their comprehension.
First Grade Literacy Opinion writing #3
Standard: W.1.1 Write opinion pieces that introduce the topic or name the book being written
about, express an opinion, supply a reason for the opinion, and provide some sense of closure.
Objective: After revisiting student’s opinion paper from yesterday and modeling how to give reasons for
our opinions, students will be able to state their opinion and give a reason for their opinion on four topics
to 100% accuracy using a teacher made rubric.
Academic Language- opinion, thoughts, feelings, ideas, explain, reason, example
Critical Vocabulary- sport, special, worst, cutest, animal, gymnasts, beam, gymnastics, tricky
Assessment (NAEYC 3/OSTP 3)
Objective: After revisiting student’s opinion paper from yesterday and modeling how to give
reasons for our opinions, students will be able to state their opinion and give a reason for their
opinion on four topics to 100% accuracy using a teacher made rubric.
I will be using an anecdotal note rubric to check for student understanding and engagement
throughout my lesson. Once students have shared their small group activity, other students will
agree or disagree if their reasons help support the opinion by giving a thumbs up or a thumbs
down. For the individual assessment, I will model how to have an opinion and give a reason for
my opinion. I will collect the assessment and make comments as needed. I will follow a four-
point rubric to determine if students are on track with understanding the content or may need
more support. This assessment is meant so that I can see where my students are at with having
and writing their own opinions as well as giving one reason for each opinion. For the assessment,
students complete an opinion worksheet where they will back each opinion up with one reason
they feel that way. I expect students to work independently on the assessment. I expect students
to apply the knowledge gained from the whole group activity. I predict students will have trouble
at first supporting their opinion with a reason, but after I model making my own opinions/giving
a reason and them practicing in their small groups, they will be able to write their own opinion
and give a reason. I want students to understand that an opinion is an expression of a person's
feelings and we need to support our opinions with a reason so others can understand better how
we think/feel. If students struggle with this topic, I will show them the anchor chart web we
completed in class. I will leave the small group webs on the floor for students to reference as
well. I will also leave up the modeled assessment on the board. I am allowing students to take
this assessment anywhere in the room so that students may stand, use a fidget chair, or lay on the
floor. For a student who is advanced on the topic, I will have them come up with their own
opinion and support it with two reasons.
Connections (NAEYC 1,2,4C/OSTP 1,4)
Of Student (Student Background Knowledge): The students have just finished composing their
first nonfiction piece, so now we are moving into opinion writing. This lesson is meant for
students to understand that they can have and write their own opinions that express their
thoughts, feelings, and ideas and give a reason for their opinion. Since students know the
difference between a fact and an opinion, they will be able to have and write their own opinion
with a reason and then eventually compose their own opinion piece of writing. Writing their own
opinion pieces is important for first graders so that they can be able to write a variety of genres.
According to Ohio’s Early Learning and Development Standards, with prompting and support
kindergarteners can use a combination of drawing, dictating, and writing to compose opinion
pieces that tell a reader the topic or the name of the book being written about and express an
opinion or preference about the topic or book (e.g., My favorite book is ... ) (W.K.1). From this
statement, that tells me that my students know how to express/dictate an opinion. The students
have become more fluent and familiar with writing and exploring different writing conventions
and elaborations. They are moving away from simply stating something, to now adding details to
their writing and becoming exposed to the various genres of writing there are. Students are now
familiar with how to form an opinion on a topic, so introducing how to back up their opinion
with a reason is the next step. I have provided time for students to ask questions and talk with
one another. I have created multiple opportunities for the students to discuss and share with the
class their wonderings. Understanding what an opinion is and using it in writing is important to
know, so that when they move into second grade, students will be able to write opinion pieces
that introduce the topic or book being written about, express 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 (W.2.1). This lesson connects to future lessons by
helping students become more comfortable with having and writing an opinion. In my
classroom, there is a child on a 504 plan, 3 students with RTI, 6 students who are ESL, and one
student who is gifted. Of Self (Teacher Background Knowledge): In order to lead this lesson
appropriately, I need to be able to support my students’ knowledge of forming their own
opinions and giving a reason. I need to be able to define the definition of an opinion and model
making my own opinion and giving a reason. I need to have an understanding of the level of
writing my students can compose. I will need to help build knowledge on the misconceptions
with new ways to think while writing. I need to be specific with my teaching and my
instructions/explanations. I need to be specific that we can write about our own opinions and
why we have our opinion. Opinion writing is a statement that reflects the writers or speaker's
belief or feelings. In regards to my instruction, I need to be accommodating to my different
learners and their needs. For auditory support, I will verbally explain what an opinion is and how
we all have our own opinions and can write them. For visual support, I will provide an anchor
chart for them to reference while we discuss forming our own opinions and giving a reason. For
kinesthetic support, having them work in small groups to complete a real life anchor web is
hands on and allows them to interact with others and move their hands and arms.
Cultural Diversity
Connections can be made between this lesson and the students’ lives outside of the
classroom/real world experiences because the students read, hear and say opinions each day.
Whether it be something on TV, in a book, on a sign, or something they wrote/said, they are
surrounded by opinions from themselves and other people. Due to the cultural diversity, I kept
the activity and assessment age and grade appropriate. In class, the students have been working
to become better writers as they have just finished up writing their nonfiction writing piece.
Explaining to the students that we each have our own opinions and can write them about various
topics, introduces them to a new genre of writing; opinion writing.
Procedures / Instruction
Materials: Clever touch board, chart paper, opinion worksheet, other writing utensils.
Introduction:
 This lesson is to be done in whole group so the students will all watch and participate as I
provide a recap explanation of what the importance of telling our opinion is.
 Before I begin my lesson, I will explain to students how yesterday we were able to form
and write our own opinion on seven different topics. I will then ask, “Why is it important
to have our own opinion of things?” I will allow time for students to respond. “Our
opinion is a way for us to express our thoughts, feelings, and ideas with others. We can
agree or disagree with what other people think or feel.”
Instruction:
 “Yesterday we were able to form and write our own opinion on seven different topics.
What were some of your opinions that you had on the topics?” I will allow time for
students to think and share out their opinions.
 “When we make an opinion, it’s important to explain why we have that opinion so other
people can understand why we feel or think a certain way.”
 I will create an anchor chart to help students with writing reasons for their opinions.
 I will have students form an opinion on a topic. Ex: Topic: best pet, “The best pet to have
is a dog.” I will model how to support an opinion with reasons using boxes and creating
a web shape. The opinion will be in the middle, and I will have boxes around the opinion
with reasons why we have that opinion. I will discuss strong reasons vs. weak reasons.
 I will allow students time to list reasons by using think-pair-share, and then having them
raise their hand to tell me and I will write it on the board.
 Once I have modeled on the board, we will re-create this activity in small groups. I am
doing this portion in small groups so students can work together to generate reasons for
having an opinion.
 I will separate the students into groups of five and hand each group a piece of paper with
an opinion on it. The students will be given one piece of paper where they will write
down a reason for having that opinion. I will allow the students 15-20 minutes to
complete this activity.
 While students are working, I will be walking around and monitoring each group. I will
ask questions such as, “Why would someone think that gym is the best special? How we
can give a reason that supports that opinion?”
 Once the groups are finished, each group will take a turn sharing their work with the rest
of the class. The other students will agree or disagree if the reasons helped them
understand why someone would have that specific opinion. Students will agree or
disagree by showing a thumbs up or a thumbs down. Students will then be expected to
explain why.
Reinforcement:
 In order to assess the children, I will listen and observe during the introduction of my
lesson and while we make the web on the board. I will monitor each group as they work
on their web by making notes on the anecdotal note rubric throughout the lesson as a way
to ensure each student is on track and is fully engaging in the lesson. I will collect the
assessment and make comments as needed. I will follow a four-point rubric to determine
if students are on track with understanding the content or may need more support. This
assessment is meant so that I can see where my students are at with having and writing
their own opinions and giving a reason for their opinion.
Closure:
 Once the groups are done sharing, I will ask the students, “I will then ask, “Why are
opinions important to have?” I will allow time for students to think and answer.
“Opinions are important to have because it gives us an insight into how a person
perceives the world around them and feels.”
 I will then ask, “Why is it important to support our opinions with a reason?” I will allow
time for students to answer. I will explain, “Supporting our opinions with a reason
allows other people to better understand our thoughts, feelings, and ideas.”
  I will pass out the assessment piece and model how to complete the first part. “Let’s look
at the first prompt together. It says ‘the hardest sport to play is (write sport here).’ In my
opinion, the hardest sport to play is gymnastics. So in the blank spot, I am going to write
gymnastics. In the blank spot on your paper, write the sport that you believe is the
hardest to play. Then below that it says ‘because.’ You will write your reason for why
you believe your sport is the hardest sport to play. So I will write after ‘because’
gymnasts have to balance on a small beam and it looks very tricky.”
 Once I have modeled how to do the first prompt, I will instruct students to go somewhere
in the room they feel comfortable and can do their best to complete the paper. This
worksheet is to be done individually so I can assess the students on their knowledge thus
far on having and writing their own opinions with a reason. This assessment lets me see
any areas of concern and areas of strength the students have.
Closure:
 Once students are finished with their worksheet, they will turn it into me and begin silent
brain break.
Instructional Adaptations: There is one child in my class with a 504 Plan, 6 students who are
ESL, one student who is gifted, and 3 students who are RTI. When students are working in their
group, listening/watching as I model examples, and working on their assessment individually, I
will encourage the student on the 504 plan and the 3 with RTI to participate and will seat them
closer to me. If they begin to fidget or cannot control their bodies, I will allow them to use a
classroom fidget, or will tell them to go take a break in the back of the room. I will also meet the
needs of these children with the fact that they will be engaging in the lesson by talking with other
students (think-pair-share). This allows them to move more and engage with me and the other
students. In the likelihood that the students become distracting, I will have them remain in take a
break until they can learn to control themselves during the activity. For children who are
struggling with the topic, I will provide more examples of opinions and reasons and leave up the
anchor chart/web, modeled assessment, and student work in front of the room. For students that
are advanced on this topic and for my one student who is gifted, I will have them write and
explain why they have an opinion on two different topics instead of one. I will also introduce to
students who are advanced, more examples of opinion writing and prompts that writers write
about. They will only be able to move on to other activity if they have completed the first paper
to 100% accuracy the following day. For my 6 students who are ESL, I will speak with clarity
and continually check for understanding. I will use visuals and body language to help with their
comprehension.
First Grade Literacy Opinion writing #4
Standard: W.1.1 Write opinion pieces that introduce the topic or name the book being written
about, express an opinion, supply a reason for the opinion, and provide some sense of closure.
Objective: After reading Hey Little Ant by Philip and Hannah Hoose, students will be able to choose an
opinion and explain their opinion with three reasons to 90% accuracy.
Academic Language- opinion, thoughts, feelings, ideas, explain, reason, example
Critical Vocabulary- squish, giant, speck, ant, nest, mates, crook
Assessment (NAEYC 3/OSTP 3)
Objective: After reading Hey Little Ant by Philip and Hannah Hoose, students will be able to choose
an opinion and explain their opinion with three reasons to 90% accuracy.
I will be using an anecdotal note rubric to check for student understanding throughout my lesson.
I will be watching and making sure that the students have their eyes on me as I read Hey Little
Ant and model choosing an opinion and giving three reasons. I will be listening and watching as
students utilize think-pair-share when telling another student their opinions on what is going on
in the story. I will be checking off student’s names on a checklist to note that they have
contributed. Moving into the individual assessment, I will model how to choose an opinion based
on the book and give three reasons for my opinion. I will be making notes on the anecdotal note
rubric throughout the lesson as a way to ensure each student is on track and is fully engaging in
the lesson. I will collect the assessment and make comments as needed. I will follow a four-point
rubric to determine if students are on track with understanding the content or may need more
support. This assessment is meant so that I can see where my students are at with choosing and
opinion and supporting it with three reasons. For the assessment, students will be completing a
worksheet based on the story Hey Little Ant by Philip and Hannah Hoose. Students will decide if
the boy should or should not squish the ant in the story. Once students choose their opinion, they
will write three reasons that tell why they have their specific opinion. I expect the students to
work independently on the assessment. I expect the students to apply the knowledge they gained
from the story in order to complete this worksheet. I predict the students will have trouble at first
supporting their opinion with three reasons, but after I model making my own opinions and
giving them a chance to talk to partners, they will be able to choose their opinion and give three
reasons. If the students struggle with this topic, I will leave up my modeling of writing three
reasons for my opinion. I will leave the book in the front of the room if students need specific
details from the story or need to recall information. I am allowing students to take this
assessment anywhere in the room so that students may stand, use a fidget chair, or lay on the
floor. For a student who is advanced on the topic, I will have them come up with their own
opinion and support it with three reasons.

Connections (NAEYC 1,2,4C/OSTP 1,4)

Of Student (Student Background Knowledge): Students form opinions and state facts about
many things each day. The students have been working on writing their own opinions and giving
a reason for their opinion. This lesson is meant for students to understand that they can choose an
opinion and give three reasons for an opinion. Since students know how to write an opinion and
give a reason, they will be able to choose an opinion and give more than one reason for their
opinion and then eventually compose their own opinion piece on a science topic. Having and
writing their own opinion pieces is important for first graders so that they can be able to write a
variety of genres. According to Ohio’s Early Learning and Development Standards, with
prompting and support kindergarteners can use a combination of drawing, dictating, and writing
to compose opinion pieces that tell a reader the topic or the name of the book being written about
and express an opinion or preference about the topic or book (e.g., My favorite book is ... )
(W.K.1). From this statement, that tells me that my students know how to express/dictate an
opinion. The students have become more fluent and familiar with writing and exploring different
writing conventions and elaborations. They are moving away from simply stating something, to
now adding details to their writing and becoming exposed to the various genres of writing there
are. Around the room thus far are all of the anchor charts and examples we have done as a class
and in small groups that deal with opinion writing. Students are now familiar with how to form
an opinion on a topic and back it up with a reason, so introducing how to back up their opinion
with more than one reason is the next step. I have created multiple opportunities for the students
to discuss and share with the class their wonderings. Understanding what an opinion is and using
it in writing is important to know, so that when they move into second grade, students will be
able to write opinion pieces that introduce the topic or book being written about, express 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 (W.2.1). This lesson
connects to future lessons by helping students become more comfortable with having and writing
an opinion and backing it up with reasons. In my classroom, there is a child on a 504 plan, 3
students with RTI, 6 students who are ESL, and one student who is gifted. Of Self (Teacher
Background Knowledge): In order to lead this lesson appropriately, I need to be able to support
my students’ knowledge of forming their own opinions and giving more than one reason. I need
to be able to define the definition of an opinion and model making my own opinion and giving
more than one reason. I need to have an understanding of the level of writing my students can
compose. I will need to help build knowledge on the misconceptions with new ways to think
while writing. I need to be specific with my teaching and my instructions/explanations. I need to
be specific that we can write about our own opinions, which is a statement that reflects the
writers or speaker's belief or feelings. In regards to my instruction, I need to be accommodating
to my different learners and their needs. For auditory support, I will be reading a story and
modeling how to give more than one reason for an opinion. For visual support, I will do the
modeling on the board for them to reference while we discuss how to give more than one reason
for an opinion. For kinesthetic support, having them turn and talk with partners is hands on and
allows them to interact with others and move their hands and arms.

Cultural Diversity (NAEYC 2/OSTP 1)

Connections can be made between this lesson and the students’ lives outside of the classroom
because the students read, hear and say opinions each day. Whether it be something on TV, in a
book, on a sign, or something they are saying, they are surrounded by opinions from themselves
and other people. This lesson and writing in general connects to the students’ real world
experiences because every student has heard, read, seen, written or said an opinion. Due to the
cultural diversity, I kept the book and assessment age and grade appropriate. In class, the
students have been working to become better writers as they have just finished up writing their
first personal narrative story and nonfiction writing. Explaining to the students that we each have
our own opinions and can write them about various topics and then later connecting it to opinion
writing introduces them to a new genre of writing.

Procedures / Instruction (NAEYC 4B,C,D/OSTP 1,4)

Materials: Clever touch board, Hey Little Ant by Philip and Hannah Hoose, opinion worksheet,
other writing utensils.
Introduction:
 This lesson is to be done in whole group so the students will all watch and participate as I
read Hey Little Ant and model giving more than one reason for an opinion.
 Before I begin my lesson, I will explain to students how yesterday we were able to form
and write reasons for our opinions. I will then ask, “Why is it important to have our own
opinion of things and give reasons?” I will allow time for students to respond. “Our
opinion is a way for us to express our thoughts, feelings, and ideas with others. We can
agree or disagree with what other people think or feel.”
Instruction:
 “To help practice with having an opinion and giving reasons, I am going to read the
book Hey Little Ant by Philip and Hannah Hoose. This book is going to help us form
opinions and give reasons.
 As I am reading, I will stop periodically to ask questions.
 I will stop on page 8 and ask, “The ant says him and the boy are very much alike. How do
you think the ant and the boy are alike?” I will allow time for students to think and
respond.
 I will stop on page 13 and ask, “The mom thinks that ants are rude because they steal
their picnic food. Do you think ants are rude?” Turn and talk with a partner about what
you think.
 I will stop on page 20 and ask, “If you were the ant, what would you want the boy to do?”
Turn and talk with a partner who is not sitting next to you.
 The story ends with asking the question, “What do you think that kid should do?”
(Should he squish the ant or should he not squish the ant?)”
 I will pull up the assessment on the board and model choosing my opinion and giving
three reasons. “I think the boy should not squish the ant. He should not squish the ant
because the ant has friends who need him because he is strong. What’s another reason
the boy shouldn’t squish the ant?” I will allow time for students to think and respond. I
will continue modeling until I have three reasons.
Reinforcement:
 In order to assess the children, I will listen and observe during the reading and while
students talk with one another. I will monitor each group during partner share to ensure
they are on task and are discussing the question I posed by making notes on the anecdotal
note rubric throughout the lesson as a way to ensure each student is on track and is fully
engaging in the lesson. For the individual assessment, I will collect the worksheet and
make comments as needed. I will follow a four-point rubric to determine if students are
on track with understanding the content or may need more support. This assessment is
meant so that I can see where my students are at with choosing their own opinion and
writing three reasons to support their opinion.
Closure:
 Once I am done modeling I will ask, “Why do you think I am having you write three
reasons to back up your opinion?” I will allow time for students to think and respond.
“Supporting our opinions with more than one reason allows other people to better
understand our thoughts, feelings, and ideas.”
 “Just like I choose an opinion about the story Hey Little Ant, you are going to fill out the
exact same paper, choose your opinion, and support your opinion with three reasons.”
  I will pass out the assessment piece I will instruct students to go somewhere in the room
they feel comfortable and can do their best to complete the paper. This worksheet is to be
done individually so I can assess the students on their knowledge thus far on choosing an
opinion and giving more than one reason. This assessment lets me see any areas of
concern and areas of strength the students have.
Closure:
 Once students are finished with their worksheet, they will turn it into me and begin silent
brain break.
Instructional Adaptations: There is one child in my class with a 504 Plan, 6 students who are
ESL, one student who is gifted, and 3 students who are RTI. When the students are listening to
the story, listening and watching as I model giving more than one reason for my own opinion,
and working on their assessment individually, I will encourage the student on the 504 plan and
the 3 with RTI to participate and will seat them closer to me. If they begin to fidget or cannot
control their bodies, I will allow them to use a classroom fidget, or will tell them to go take a
break in the back of the room. I will also meet the needs of these children with the fact that they
will be engaging in the lesson by talking with other students (think-pair-share). This allows them
to move more and engage with me and the other students. In the likelihood that the students
become distracting, I will have them remain in take a break until they can learn to control
themselves during the activity. For children who are struggling with the topic, I will provide
more examples of opinions and reasons and leave up my own example as well as the book in
front of the room. They are also allowed to ask classmates for help. For my students that are
advanced on this topic and for my one student who is gifted, I will have them write their own
opinion and back it up with three reasons. I will also introduce to the students who are advanced,
more examples of opinion writing and prompts that writers can write about. They will only be
able to move on to other activity if they have completed the first paper to 100% accuracy the
following day. For my 6 students who are ESL, I will speak with clarity and continually check
for understanding. I will use visuals and body language to help with their comprehension.
First Grade Literacy Opinion writing #5
Standard: W.1.1 Write opinion pieces that introduce the topic or name the book being written
about, express an opinion, supply a reason for the opinion, and provide some sense of closure.
Objective: After reading What If You Had Animal Teeth? By Sandra Markle, students will be able to
write their own opinion and give more than one reason to support their opinion to 90% accuracy.
Academic Language- opinion, thoughts, feelings, ideas, explain, reason, example
Critical Vocabulary- chisels, tusk, munch, fangs, venom, enamel, anchored, canines, desert
Assessment (NAEYC 3/OSTP 3)
Objective: After reading What If You Had Animal Teeth? By Sandra Markle, students will be able
to write their own opinion and give more than one reason to support their opinion to 90%
accuracy.
I will be making sure that the students have their eyes on me as I read What If You Had Animal
Teeth? By Sandra Markle and model writing an opinion and giving multiple reasons. I will be
listening and watching as students utilize think-pair-share when telling another student their
opinions on what is going on in the story and will check off student’s names on a checklist to
note that they have contributed. For the individual assessment, I will model how to write an
opinion based on the book and give two reasons for my opinion, as well as draw a picture to
support my opinion. I will be making notes on the anecdotal note rubric throughout the lesson as
a way to ensure each student is on track and is fully engaging in the lesson. I will collect the
assessment and make comments as needed. I will follow a four-point rubric to determine if
students are on track with understanding the content or may need more support. This assessment
is meant so that I can see where my students are at with writing an opinion and supporting it with
two reasons and a drawing. For the assessment, students will be completing a worksheet based
on the story What If You Had Animal Teeth? By Sandra Markle. Students will decide what the best
animal teeth to have is, support it with two reasons, and draw a picture of what they would look
like with animal teeth. I expect the students to work independently on the assessment. I expect
the students to apply the knowledge they gained from the story in order to complete this
worksheet. I predict the students will have trouble at first supporting their opinion with two
reasons, but after I model making my own opinions and giving them a chance to talk to partners,
they will be able to choose their opinion and give two reasons as well as draw a picture. If the
students struggle with this topic, I will leave up my modeling of writing two reasons for my
opinion. I will leave the book in the front of the room if students need specific details from the
story or need to recall information about animal teeth. I am allowing students to take this
assessment anywhere in the room so that students may stand, use a fidget chair, or lay on the
floor. For a student who is advanced on the topic, I will have them come up with their own
opinion and support it with three reasons.

Connections (NAEYC 1,2,4C/OSTP 1,4)

Of Student (Student Background Knowledge): The students have been working on writing their
own opinions and giving a reason for their opinion. This lesson is meant for students to
understand that they can choose an opinion and give two reasons for an opinion as well as
support their opinion with a picture. Since students know how to write an opinion and give a
reason, they will be able to choose an opinion and give more than one reason for their opinion
and then eventually compose their own opinion piece on a science topic. According to Ohio’s
Early Learning and Development Standards, with prompting and support kindergarteners can use
a combination of drawing, dictating, and writing to compose opinion pieces that tell a reader the
topic or the name of the book being written about and express an opinion or preference about the
topic or book (e.g., My favorite book is ... ) (W.K.1). From this statement, that tells me that my
students know how to express/dictate an opinion. The students have become more fluent and
familiar with writing and exploring different writing conventions and elaborations. They are
moving away from simply stating something, to now adding details to their writing and
becoming exposed to the various genres of writing there are. Around the room thus far are all of
the anchor charts and examples we have done as a class and in small groups that deal with
opinion writing. Students are now familiar with how to form an opinion on a topic and back it up
with a reason, so introducing how to back up their opinion with more than one reason is the next
step. I have created multiple opportunities for the students to discuss and share with the class
their wonderings. Understanding what an opinion is and using it in writing is important to know,
so that when they move into second grade, students will be able to write opinion pieces that
introduce the topic or book being written about, express 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 (W.2.1). This lesson connects to future lessons by
helping students become more comfortable with having and writing an opinion and backing it up
with reasons. In my classroom, there is a child on a 504 plan, 3 students with RTI, 6 students
who are ESL, and one student who is gifted. Of Self (Teacher Background Knowledge): In order
to lead this lesson appropriately, I need to be able to support my students’ knowledge of forming
their own opinions and giving more than one reason, as well as their background knowledge on
animals teeth. I need to be able to define the definition of an opinion and model making my own
opinion and giving more than one reason. I need to have an understanding of the level of writing
my students can compose. I will need to help build knowledge on the misconceptions with new
ways to think while writing. I need to be specific with my teaching and my
instructions/explanations. In regards to my instruction, I need to be accommodating to my
different learners and their needs. For auditory support, I will be reading a story and modeling
how to give more than one reason for an opinion. For visual support, I will do the modeling on
the board for them to reference while we discuss how to give more than one reason for an
opinion. For kinesthetic support, having them turn and talk with partners is hands on and allows
them to interact with others and move their hands and arms.

Cultural Diversity (NAEYC 2/OSTP 1)

Connections can be made between this lesson and the students’ lives outside of the classroom
because the students read, hear and say opinions each day. Whether it be something on TV, in a
book, on a sign, or something they are saying, they are surrounded by opinions from themselves
and other people. This lesson and writing in general connects to the students’ real world
experiences because the students are writing their own opinion about an animals teeth they
would like to have best. The students will be familiar with a majority of these animals since we
went on a field trip to the Zoo in October. Due to the cultural diversity, I kept the book and
assessment age and grade appropriate. In class, the students have been working to become better
writers as they have just finished up writing their first personal narrative story and nonfiction
writing. Explaining to the students that we each have our own opinions and can write them about
various topics introduces them to a new genre of writing.

Procedures / Instruction (NAEYC 4B,C,D/OSTP 1,4)

Materials: Clever touch board, What If You Had Animal Teeth? By Sandra Markle, opinion
worksheet, other writing utensils.
Introduction:
 This lesson is to be done in whole group so the students will all watch and participate as I
read What If You Had Animal Teeth? By Sandra Markle and model giving more than one
reason for an opinion and supporting my opinion with a drawing.
 Before I begin my lesson, I will explain to students how yesterday we gave more than
one reason to support our opinion on the book Hey Little Ant. We had to choose between
two different opinions, but today you get to create your very own opinion about animals.
I will then ask, “Why is it important to create our own opinion on things and give
reasons?” I will allow time for students to respond. “Our opinion is a way for us to
express our thoughts, feelings, and ideas with others. We can agree or disagree with
what other people think or feel.”
Instruction:
 “To help practice with creating our own opinion about animals and giving reasons, I am
going to read the book What If You Had Animal Teeth? By Sandra Markle.
 As I am reading, I will stop periodically to ask questions.
 I will stop on page 7 and ask, “Great white sharks always have teeth growing behind each
other. Would you like it if you never had to loose teeth again?” I will allow time for
students to think and respond.
 I will stop on page 11 and ask, “Elephants teeth are so strong that they can move and lift
things. If you have elephant tusks as teeth, what would you try to move or lift? Turn and
talk with a partner about what you think.
 I will stop on page 18 and ask, “Hippopotamuses open up their mouths to show off their
teeth to scare away enemies. If you had teeth like a hippopotamus, who or what would
you try to scare away?” Turn and talk with a partner who is not sitting next to you.
 The story ends with asking the question, “So what kind of front teeth are right for you?”
 I will pull up the assessment on the board and model writing my opinion on what animal
teeth I think are best to have and giving two reasons. “My opinion of the best animal
teeth to have are a great white sharks teeth because they can cut through super thick
things. And because they get new teeth about every one hundred days so I don’t have to
worry about having any missing teeth.
 “To help support my opinion, I am going to draw a picture of me with great white shark
teeth to show that I think they are the best teeth to have.”
Reinforcement:
 In order to assess the children, I will monitor each group during partner by making notes
on the anecdotal note rubric throughout the lesson as a way to ensure each student is on
track and is fully engaging in the lesson. For the individual assessment, I will collect the
worksheet and follow a four-point rubric to determine if students are on track with
understanding the content or may need more support. This assessment is meant so that I
can see where my students are at with choosing their own opinion and writing three
reasons to support their opinion.
Closure:
 Once I am done modeling I will ask, “Why is it important to have our own opinion and
give reasons?” I will allow time for students to think and respond. “Opinions are
important to have because it gives us an insight into how a person perceives the world
 around them and feels. Supporting our opinions with more than one reason allows other
people to better understand our thoughts, feelings, and ideas.”
 “Just like I choose an opinion about the story What If You Had Animal Teeth? You are
going to fill out the exact same paper and choose your opinion, support your opinion
with two reasons, and draw a picture of yourself with the animals’ teeth.”
 I will pass out the assessment piece I will instruct students to go somewhere in the room
they feel comfortable and can do their best to complete the paper. This worksheet is to be
done individually so I can assess the students on their knowledge thus far on choosing an
opinion and giving more than one reason. This assessment lets me see any areas of
concern and areas of strength the students have.
Closure:
 Once students are finished with their worksheet, they will turn it into me and begin silent
brain break.
Instructional Adaptations: There is one child in my class with a 504 Plan, 6 students who are
ESL, one student who is gifted, and 3 students who are RTI. When the students are listening to
the story, listening and watching as I model giving more than one reason for my own opinion,
and working on their assessment individually, I will encourage the student on the 504 plan and
the 3 with RTI to participate and will seat them closer to me. If they begin to fidget or cannot
control their bodies, I will allow them to use a classroom fidget, or will tell them to go take a
break in the back of the room. I will also meet the needs of these children with the fact that they
will be engaging in the lesson by talking with other students (think-pair-share). This allows them
to move more and engage with me and the other students. In the likelihood that the students
become distracting, I will have them remain in take a break until they can learn to control
themselves during the activity. For children who are struggling with the topic, I will provide
more examples of opinions and reasons and leave up my own example as well as the book in
front of the room. I will also have a poster with all the animals and their teeth displayed in the
room for children to reference. For my students that are advanced on this topic and for my one
student who is gifted, I will have them write their own opinion and back it up with three reasons.
I will also introduce to the students who are advanced, more examples of opinion writing and
prompts that writers can write about. They will only be able to move on to other activity if they
have completed the first paper to 100% accuracy the following day. For my 6 students who are
ESL, I will speak with clarity and continually check for understanding. I will use visuals and
body language to help with their comprehension.