Unit Title: Opinion Writing Grade Level: Second Grade

UnitTitle:OpinionWriting

GradeLevel:SecondGrade

LessonTitle:IntroductiontoFactvs.Opinion(1)

CurriculumAreasAddressed:English/LanguageArts

TimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup, butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,

stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnect

opinionandreasons,andprovideaconcludingstatementorsection.

Asaresultofthislesson/unitstudentswill...

UnderstandHowcanwedeterminehedifferencebetweenafactandanopinion?

Know

Fact:somethingthatisknowntobetrue,orcanbeproventrue.

Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.

Do(Skills)

Analyze

StepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonprocedures

includingideasforwhole-class,smallgroup,andindividualinstructions;differentiatedactivities

AttentionGetterorHook:Iwillhaveexamplesoffactsandopinionsontheprometheanboard.

Introduction:Wewillbrainstormwhatthedefinitionofafactandanopinionis.

BodyorProcedures:WewillcompleteaninteractivePowerPointthatdiscussesthedefinitionsoffactandopinion

andprovidesexamplesofeach.StudentswillcomeuptotheboardtocompletetheinteractivePowerPoint.

Closure/Wrapup:Studentswillcompleteafactvs.opinionworksheetthatwillbetheirticketoutthedoor.

WhatwillIdifferentiate?Content/Process/Product-

Process/Content

HowwillIdifferentiate?

Level1:Iwillprovidemoreexamples,andspendmoretimediscussingthedefinitions.Iwillalsoprovidemore

supportontheworksheet.

Level2:Studentswillcomeupwiththeirownexamplesoffactsandopinions.

Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?What

constitutessuccessforthestudents?Iwilluseaworksheetasaticketoutthedoor.Ifstudentscancompleteat

least80%oftheworksheetcorrectly,Iwillknowtheyunderstandtheconcept.

Materials,AdditionalResources,andBackgroundInformation:Factvs.OpinionPowerPoint,spaghettifactand

opinionworksheet.

ClearLinkstoTheories:

ConnectionstoTechnologyand/ortheArts:InteractivePowerPointpresentation.

DescriptionofCollaborationwithOthers:IcollaboratedwithotherteacherstocreatetheinteractivePowerPoint.

UnitTitle:OpinionWriting

GradeLevel:SecondGrade

LessonTitle:IntroductiontoFactvs.Opinion-Day2(2)

CurriculumAreasAddressed:English/LanguageArts

TimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup, butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,

stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnect

opinionandreasons,andprovideaconcludingstatementorsection.

Asaresultofthislesson/unitstudentswill...

UnderstandHowcanwedeterminehedifferencebetweenafactandanopinion?

Know

Fact:somethingthatisknowntobetrue,orcanbeproventrue.

Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.

Do(Skills)

Analyze

StepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonprocedures

includingideasforwhole-class,smallgroup,andindividualinstructions;differentiatedactivities

AttentionGetterorHook:Studentswillhaveapieceofpaperwithfactwrittenononesideandopinionwrittenon

theotherlayingontheirdesks.

Introduction:Wewillreviewthedefinitionsoffactandopinionandsomeoftheexamplesthatwediscussedthe

daybefore.

BodyorProcedures:WewillcompleteanotherinteractivePowerPointthatcontainsexamplesoffactsand

opinions(statementsandparagraphs).Studentswillbeaskedtoholduptheircardwitheitherfactoropinion

accordingtowhattheythinktheansweris.Studentswillalsoworkwithpartnersorsmallgroupstocomplete

somefilefoldergamesaboutfactvs.opinion.

Closure/Wrapup:Studentswillcompleteandanimalfactvs.opinionworksheet,whichwillbetheirticketoutthe

door.

WhatwillIdifferentiate?Content/Process/Product-

Process

HowwillIdifferentiate?

Level1:WewillspendmoretimeonthePowerPointanddiscussingtheexactreasonswhysomethingwouldbe

consideredanopinion.Lower-levelstudentswillalsoworkwithhigher-levelstudentsonfilefoldergames.

Level2:Studentswillcomeupwiththeirownexamplesoffactsandopinions,andwewillalsofocusonmore

examplesofopinionandfactwritingpiecesratherthanjustsentences.

Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?What

constitutessuccessforthestudents?Iwilluseaworksheetasaticketoutthedoor.Ifstudentscancompleteat

least80%oftheworksheetcorrectly,Iwillknowtheyunderstandtheconcept.Iwillalsokeepachecklistof

studentswhodonotholdupthecorrectanswersduringthePowerPoint.

Materials,AdditionalResources,andBackgroundInformation:InteractivePowerPoint,factandopinioncards,file

foldergames,animalworksheet.

ClearLinkstoTheories:Scaffoldingbyallowingpeersofdifferentabilitylevelsworktogether.

ConnectionstoTechnologyand/ortheArts:InteractivePowerPointpresentation.

DescriptionofCollaborationwithOthers:IcollaboratedwithotherteacherstocreatetheinteractivePowerPoint.

UnitTitle:OpinionWriting

GradeLevel:SecondGrade

LessonTitle:Opinionwritingmodel(3)

CurriculumAreasAddressed:English/LanguageArts

TimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup, butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,

stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnect

opinionandreasons,andprovideaconcludingstatementorsection.

Asaresultofthislesson/unitstudentswill...

UnderstandHowcanwedetermineifapieceofwritingisanopinionbylookingatkeywords?

Know

Fact:somethingthatisknowntobetrue,orcanbeproventrue.

Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.

Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negative

Do(Skills)(thinkingskills,skillsofthediscipline--skillsyouwillassess)

Analyze,summarize

StepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonprocedures

includingideasforwhole-class,smallgroup,andindividualinstructions;differentiatedactivities

AttentionGetterorHook:Iwillhaveopinionkeywords(Ibelieve...,etc.)writtenontheboard.

Introduction:Wewillbrainstormsomewordsthatyoumayusewhenyouaretellingsomeoneyouropinion.

BodyorProcedures:WewillcompleteabriefPowerPointthatprovidesexamplesofkeywordsthatstudentscan

useintheiropinionwritingpieces,aswellassomeexamplesofopinionwriting.Wewillread

asagroup.Wewilltakenotesonthingsthatstandouttouseinthebook(thingsweliked/maineventsthatcaught

outattention).

Closure/Wrapup:Wewillreviewkeywordstouseanddiscusswhatwewillbedoingtomorrow.

WhatwillIdifferentiate?

Content

HowwillIdifferentiate?

Level1:Studentswillreceivehandoutswithkeywordsonthemtohelpthemwiththeiropinionwriting.

Level2:Studentswillusetheirbrainstormedlistsofkeywordsastheir"cheatsheet"whentheybeginwriting

opinionpieces.

Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?What

constitutessuccessforthestudents?Iwilluseobservationtoassessmystudents.Iftheyareabletocontributeto

thediscussioncorrectlyatleasttwice,Iwillknowthattheyarebeginningtounderstandtheconcept.

Materials,AdditionalResources,andBackgroundInformation:PowerPoint,,

PrometheanBoard

ClearLinkstoTheories:

ConnectionstoTechnologyand/ortheArts:PowerPoint

DescriptionofCollaborationwithOthers:Idiscussedthebookthatwouldbechosenwiththeotherteachersin

ordertomakesureIdidn'tchooseonethattheyhavealreadyreadorareplanningtoreadthisyear.

UnitTitle:OpinionWriting

GradeLevel:SecondGrade

LessonTitle:OpinionWritingDay2(4)

CurriculumAreasAddressed:English/LanguageArts

TimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup, butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,

stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnect

opinionandreasons,andprovideaconcludingstatementorsection.

Asaresultofthislesson/unitstudentswill...

UnderstandHowcanweusekeywordsinouropinionwriting?

Know

Fact:somethingthatisknowntobetrue,orcanbeproventrue.

Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.

Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negative

Do(Skills)(thinkingskills,skillsofthediscipline--skillsyouwillassess)

Analyze,summarize

StepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonprocedures

includingideasforwhole-class,smallgroup,andindividualinstructions;differentiatedactivities

AttentionGetterorHook:TherewillbeanOreooneachstudent'sdesk.

Introduction:Wewilllookbackatthenotesthatwetookaboutthebookfromthepreviousday.

BodyorProcedures:WewillcompletetheO.R.E.O.graphicorganizeronthePrometheanboard.Oncewehave

filledintheorganizer,wewillcompleteasharedwritingtocreateandopinionpieceaboutthebookthatweread.

Closure/Wrapup:Wewillhighlightthekeywordsthatweusedinourwritingandreview.

WhatwillIdifferentiate?Content/Process/Product-

Content

HowwillIdifferentiate?

Level1:Iwillprovidemoreexamples,andspendmoretimediscussingthedefinitions.Iwillalsoprovidemore

supportontheworksheet.

Level2:Studentswillcomeupwiththeirownexamplesoffactsandopinions.

Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?What

constitutessuccessforthestudents?Iwilluseparticipationandobservationtoassessmystudents.

Materials,AdditionalResources,andBackgroundInformation:Notes,oreos,O.R.E.O.graphicorganizer

ClearLinkstoTheories:

ConnectionstoTechnologyand/ortheArts:Prometheanboard.

DescriptionofCollaborationwithOthers:AnotherteachergavemetheideaoftheO.R.E.O.graphicorganizer.

UnitTitle:OpinionWriting

GradeLevel:SecondGrade

LessonTitle:WhichBookShouldIBuy?(5)

CurriculumAreasAddressed:English/LanguageArts

TimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup, butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,

stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnect

opinionandreasons,andprovideaconcludingstatementorsection.

Asaresultofthislesson/unitstudentswill...

UnderstandHowcanweuseouropinionstopersuadesomeone?

Know

Fact:somethingthatisknowntobetrue,orcanbeproventrue.

Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.

Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negative

Detailsofthebooks

Do(Skills)

Analyze,apply,summarize,persuade

StepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonprocedures

includingideasforwhole-class,smallgroup,andindividualinstructions;differentiatedactivities

AttentionGetterorHook:Iwillhavethreebookssittinginthefrontoftheroom.(CaptainUnderpants,TheMagic

Treehouse,andJunieB.Jones)

Introduction:Iwillsplitthestudentsintothreegroupsandexplaindirections.

BodyorProcedures:Studentswillworktogethertocreatealistofthingsabouttheirspecificbookseriesthatthey

thinkmakeitbetterthantheotherbookseries.Theywillonlybeallowedtousetheirdescriptiveopinions(no

summarizingthebook,theyhavetoexplainwhytheylikeit)totrytopersuademe.Wewillhavea"debate"tolet

thestudentssharetheiropinions.

Closure/Wrapup:Iwilldecidewhichteamusedthebestarguments,andalsowhichteamappropriatelyused

opinions.

WhatwillIdifferentiate?Content/Process/Product-

Process

HowwillIdifferentiate?

Level1:Studentswillarguewitheachotherandhavetocounteracttheothergroups'arguments.

Level2:Forthemostpart,studentswilltellmetheirarguments,andIwilldecidewhichgroupsharesnextinorder

toavoidonegroupoverpoweringanothergroup

Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?What

constitutessuccessforthestudents?Iwillusearunningrecordtoassessmystudents(achecklist),eachtimea

studentgivesacorrectresponse,theywillgetacheck.(atleast3checkmarkswilltellmethattheyunderstand).

Materials,AdditionalResources,andBackgroundInformation:CaptainUnderpants,JunieB.Jones,TheMagic

Treehouse,pre-assignedgroups.

ClearLinkstoTheories:

ConnectionstoTechnologyand/ortheArts:none

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