Unit Title: Opinion Writing Grade Level: Second...

UnitTitle:OpinionWriting GradeLevel:SecondGrade

LessonTitle:IntroductiontoFactvs.Opinion(1)CurriculumAreasAddressed:English/LanguageArtsTimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup,butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.Asaresultofthislesson/unitstudentswill…UnderstandHowcanwedeterminehedifferencebetweenafactandanopinion?KnowFact:somethingthatisknowntobetrue,orcanbeproventrue.Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.Do(Skills)AnalyzeStepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonproceduresincludingideasforwhole‐class,smallgroup,andindividualinstructions;differentiatedactivitiesAttentionGetterorHook:Iwillhaveexamplesoffactsandopinionsontheprometheanboard.Introduction:Wewillbrainstormwhatthedefinitionofafactandanopinionis.BodyorProcedures:WewillcompleteaninteractivePowerPointthatdiscussesthedefinitionsoffactandopinionandprovidesexamplesofeach.StudentswillcomeuptotheboardtocompletetheinteractivePowerPoint.Closure/Wrapup:Studentswillcompleteafactvs.opinionworksheetthatwillbetheirticketoutthedoor.WhatwillIdifferentiate?Content/Process/Product‐Process/ContentHowwillIdifferentiate?Level1:Iwillprovidemoreexamples,andspendmoretimediscussingthedefinitions.Iwillalsoprovidemoresupportontheworksheet.Level2:Studentswillcomeupwiththeirownexamplesoffactsandopinions.Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?Whatconstitutessuccessforthestudents?Iwilluseaworksheetasaticketoutthedoor.Ifstudentscancompleteatleast80%oftheworksheetcorrectly,Iwillknowtheyunderstandtheconcept.Materials,AdditionalResources,andBackgroundInformation:Factvs.OpinionPowerPoint,spaghettifactandopinionworksheet.ClearLinkstoTheories:ConnectionstoTechnologyand/ortheArts:InteractivePowerPointpresentation.DescriptionofCollaborationwithOthers:IcollaboratedwithotherteacherstocreatetheinteractivePowerPoint.

UnitTitle:OpinionWriting GradeLevel:SecondGrade

LessonTitle:IntroductiontoFactvs.Opinion‐Day2(2)CurriculumAreasAddressed:English/LanguageArtsTimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup,butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.Asaresultofthislesson/unitstudentswill…UnderstandHowcanwedeterminehedifferencebetweenafactandanopinion?KnowFact:somethingthatisknowntobetrue,orcanbeproventrue.Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.Do(Skills)AnalyzeStepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonproceduresincludingideasforwhole‐class,smallgroup,andindividualinstructions;differentiatedactivitiesAttentionGetterorHook:Studentswillhaveapieceofpaperwithfactwrittenononesideandopinionwrittenontheotherlayingontheirdesks.Introduction:Wewillreviewthedefinitionsoffactandopinionandsomeoftheexamplesthatwediscussedthedaybefore.BodyorProcedures:WewillcompleteanotherinteractivePowerPointthatcontainsexamplesoffactsandopinions(statementsandparagraphs).Studentswillbeaskedtoholduptheircardwitheitherfactoropinionaccordingtowhattheythinktheansweris.Studentswillalsoworkwithpartnersorsmallgroupstocompletesomefilefoldergamesaboutfactvs.opinion.Closure/Wrapup:Studentswillcompleteandanimalfactvs.opinionworksheet,whichwillbetheirticketoutthedoor.WhatwillIdifferentiate?Content/Process/Product‐ProcessHowwillIdifferentiate?Level1:WewillspendmoretimeonthePowerPointanddiscussingtheexactreasonswhysomethingwouldbeconsideredanopinion.Lower‐levelstudentswillalsoworkwithhigher‐levelstudentsonfilefoldergames.Level2:Studentswillcomeupwiththeirownexamplesoffactsandopinions,andwewillalsofocusonmoreexamplesofopinionandfactwritingpiecesratherthanjustsentences.Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?Whatconstitutessuccessforthestudents?Iwilluseaworksheetasaticketoutthedoor.Ifstudentscancompleteatleast80%oftheworksheetcorrectly,Iwillknowtheyunderstandtheconcept.IwillalsokeepachecklistofstudentswhodonotholdupthecorrectanswersduringthePowerPoint.Materials,AdditionalResources,andBackgroundInformation:InteractivePowerPoint,factandopinioncards,filefoldergames,animalworksheet.ClearLinkstoTheories:Scaffoldingbyallowingpeersofdifferentabilitylevelsworktogether.ConnectionstoTechnologyand/ortheArts:InteractivePowerPointpresentation.DescriptionofCollaborationwithOthers:IcollaboratedwithotherteacherstocreatetheinteractivePowerPoint.

UnitTitle:OpinionWriting GradeLevel:SecondGrade

LessonTitle:Opinionwritingmodel(3)CurriculumAreasAddressed:English/LanguageArtsTimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup,butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.Asaresultofthislesson/unitstudentswill…UnderstandHowcanwedetermineifapieceofwritingisanopinionbylookingatkeywords?KnowFact:somethingthatisknowntobetrue,orcanbeproventrue.Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negativeDo(Skills)(thinkingskills,skillsofthediscipline—skillsyouwillassess)

Analyze,summarizeStepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonproceduresincludingideasforwhole‐class,smallgroup,andindividualinstructions;differentiatedactivitiesAttentionGetterorHook:Iwillhaveopinionkeywords(Ibelieve…,etc.)writtenontheboard.Introduction:Wewillbrainstormsomewordsthatyoumayusewhenyouaretellingsomeoneyouropinion.BodyorProcedures:WewillcompleteabriefPowerPointthatprovidesexamplesofkeywordsthatstudentscanuseintheiropinionwritingpieces,aswellassomeexamplesofopinionwriting.Wewillreadasagroup.Wewilltakenotesonthingsthatstandouttouseinthebook(thingsweliked/maineventsthatcaughtoutattention).Closure/Wrapup:Wewillreviewkeywordstouseanddiscusswhatwewillbedoingtomorrow.WhatwillIdifferentiate?ContentHowwillIdifferentiate?Level1:Studentswillreceivehandoutswithkeywordsonthemtohelpthemwiththeiropinionwriting.Level2:Studentswillusetheirbrainstormedlistsofkeywordsastheir“cheatsheet”whentheybeginwritingopinionpieces.Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?Whatconstitutessuccessforthestudents?Iwilluseobservationtoassessmystudents.Iftheyareabletocontributetothediscussioncorrectlyatleasttwice,Iwillknowthattheyarebeginningtounderstandtheconcept.Materials,AdditionalResources,andBackgroundInformation:PowerPoint,,PrometheanBoardClearLinkstoTheories:ConnectionstoTechnologyand/ortheArts:PowerPointDescriptionofCollaborationwithOthers:IdiscussedthebookthatwouldbechosenwiththeotherteachersinordertomakesureIdidn’tchooseonethattheyhavealreadyreadorareplanningtoreadthisyear.

UnitTitle:OpinionWriting GradeLevel:SecondGrade

LessonTitle:OpinionWritingDay2(4)CurriculumAreasAddressed:English/LanguageArtsTimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup,butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.Asaresultofthislesson/unitstudentswill…UnderstandHowcanweusekeywordsinouropinionwriting?KnowFact:somethingthatisknowntobetrue,orcanbeproventrue.Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negativeDo(Skills)(thinkingskills,skillsofthediscipline—skillsyouwillassess)Analyze,summarizeStepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonproceduresincludingideasforwhole‐class,smallgroup,andindividualinstructions;differentiatedactivitiesAttentionGetterorHook:TherewillbeanOreooneachstudent’sdesk.Introduction:Wewilllookbackatthenotesthatwetookaboutthebookfromthepreviousday.BodyorProcedures:WewillcompletetheO.R.E.O.graphicorganizeronthePrometheanboard.Oncewehavefilledintheorganizer,wewillcompleteasharedwritingtocreateandopinionpieceaboutthebookthatweread.Closure/Wrapup:Wewillhighlightthekeywordsthatweusedinourwritingandreview.WhatwillIdifferentiate?Content/Process/Product‐ContentHowwillIdifferentiate?Level1:Iwillprovidemoreexamples,andspendmoretimediscussingthedefinitions.Iwillalsoprovidemoresupportontheworksheet.Level2:Studentswillcomeupwiththeirownexamplesoffactsandopinions.Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?Whatconstitutessuccessforthestudents?Iwilluseparticipationandobservationtoassessmystudents.Materials,AdditionalResources,andBackgroundInformation:Notes,oreos,O.R.E.O.graphicorganizerClearLinkstoTheories:ConnectionstoTechnologyand/ortheArts:Prometheanboard.DescriptionofCollaborationwithOthers:AnotherteachergavemetheideaoftheO.R.E.O.graphicorganizer.

UnitTitle:OpinionWriting GradeLevel:SecondGrade

LessonTitle:WhichBookShouldIBuy?(5)CurriculumAreasAddressed:English/LanguageArtsTimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup,butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.Asaresultofthislesson/unitstudentswill…UnderstandHowcanweuseouropinionstopersuadesomeone?KnowFact:somethingthatisknowntobetrue,orcanbeproventrue.Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negativeDetailsofthebooksDo(Skills)Analyze,apply,summarize,persuadeStepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonproceduresincludingideasforwhole‐class,smallgroup,andindividualinstructions;differentiatedactivitiesAttentionGetterorHook:Iwillhavethreebookssittinginthefrontoftheroom.(CaptainUnderpants,TheMagicTreehouse,andJunieB.Jones)Introduction:Iwillsplitthestudentsintothreegroupsandexplaindirections.BodyorProcedures:Studentswillworktogethertocreatealistofthingsabouttheirspecificbookseriesthattheythinkmakeitbetterthantheotherbookseries.Theywillonlybeallowedtousetheirdescriptiveopinions(nosummarizingthebook,theyhavetoexplainwhytheylikeit)totrytopersuademe.Wewillhavea“debate”toletthestudentssharetheiropinions.Closure/Wrapup:Iwilldecidewhichteamusedthebestarguments,andalsowhichteamappropriatelyusedopinions.WhatwillIdifferentiate?Content/Process/Product‐ProcessHowwillIdifferentiate?Level1:Studentswillarguewitheachotherandhavetocounteracttheothergroups’arguments.Level2:Forthemostpart,studentswilltellmetheirarguments,andIwilldecidewhichgroupsharesnextinordertoavoidonegroupoverpoweringanothergroupAssessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?Whatconstitutessuccessforthestudents?Iwillusearunningrecordtoassessmystudents(achecklist),eachtimeastudentgivesacorrectresponse,theywillgetacheck.(atleast3checkmarkswilltellmethattheyunderstand).Materials,AdditionalResources,andBackgroundInformation:CaptainUnderpants,JunieB.Jones,TheMagicTreehouse,pre‐assignedgroups.ClearLinkstoTheories:ConnectionstoTechnologyand/ortheArts:none

UnitTitle:OpinionWriting GradeLevel:SecondGrade

LessonTitle:ThreeLittlePigs(6)CurriculumAreasAddressed:English/LanguageArtsTimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup,butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.Asaresultofthislesson/unitstudentswill…UnderstandHowcanweusesupportingdetailstodevelopanopinionaboutwhichsideofastoryistrue?KnowFact:somethingthatisknowntobetrue,orcanbeproventrue.Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negativeDetailsofthebooksDo(Skills)Analyze,summarize,applyStepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonproceduresincludingideasforwhole‐class,smallgroup,andindividualinstructions;differentiatedactivitiesAttentionGetterorHook:IwillhaveaslideonthePrometheanboardthatsays“Thepigsorthewolf…whodoYOUbelieve?”Introduction:Wewillreviewopinions,anddiscusstheactivityfromthedaybeforeandhowweusedourownopinionstoswaysomeoneelse’sopinion.BodyorProcedures:WewillreadTheThreeLittlePigs.Studentswillcompletethefourcornersgraphicorganizeranddiscusswhataboutthestorymadethembelievethatthepigs’versionofthestorywastrue.Closure/Wrapup:Wewilldiscussthegraphicorganizerandhavestudentssharetheiropinions.WhatwillIdifferentiate?Content/Process/Product‐Process/ProductHowwillIdifferentiate?Level1:Studentswillworkindependently,andbeexpectedtoincludemoredetailstobackuptheiropinions.Level2:Studentswillbegiventheoptionofworkingtogethertocomeupwithdetailstobackuptheiropinions.Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?Whatconstitutessuccessforthestudents?Thegraphicorganizerwillbetheirassessment.Iwillexpectthemtoprovidetheiropinion,andgiveatleasttwodetailsfromthestorytobackitup.Materials,AdditionalResources,andBackgroundInformation:TheThreeLittlePigs,fourcornersgraphicorganizer.ClearLinkstoTheories:ConnectionstoTechnologyand/ortheArts:NoneDescriptionofCollaborationwithOthers:Theotherteacherswillbeusingtheselessonsaswell.

UnitTitle:OpinionWriting GradeLevel:SecondGrade

LessonTitle:TheTrueStoryoftheThreeLittlePigs(7)CurriculumAreasAddressed:English/LanguageArtsTimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup,butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.Asaresultofthislesson/unitstudentswill…UnderstandHowcanweusesupportingdetailstodevelopanopinionaboutastory?KnowFact:somethingthatisknowntobetrue,orcanbeproventrue.Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negativeDetailsofthebooksDo(Skills)Analyze,summarize,applyStepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonproceduresincludingideasforwhole‐class,smallgroup,andindividualinstructions;differentiatedactivitiesAttentionGetterorHook:IwillhaveaslidepulleduponthePrometheanboardthatsays,“Thepigsorthewolf…whodoYOUbelieve?”Introduction:Wewillreviewopinions,anddiscusstheactivityfromthedaybeforeandhowweusedourownopinionstoswaysomeoneelse’sopinion.BodyorProcedures:WewillreadTheTrueStoryoftheThreeLittlePigs.Studentswillcompletethefourcornersgraphicorganizeranddiscusswhataboutthestorymadethembelievethatthepigs’versionofthestorywastrue.Closure/Wrapup:Wewilldiscussthegraphicorganizerandhavestudentssharetheiropinions.WhatwillIdifferentiate?Content/ProductHowwillIdifferentiate?Level1:Studentswillworkindependently,andbeexpectedtoincludemoredetailstobackuptheiropinions.Level2:Studentswillbegiventheoptionofworkingtogethertocomeupwithdetailstobackuptheiropinions.Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?Whatconstitutessuccessforthestudents?Thegraphicorganizerwillbetheirassessment.Iwillexpectthemtoprovidetheiropinion,andgiveatleasttwodetailsfromthestorytobackitup.Materials,AdditionalResources,andBackgroundInformation:TheThreeLittlePigs,fourcornersgraphicorganizer.ClearLinkstoTheories:ConnectionstoTechnologyand/ortheArts:InteractivePowerPointpresentation.DescriptionofCollaborationwithOthers:Theotherteacherswillbeusingtheselessonsaswell.

UnitTitle:OpinionWriting GradeLevel:SecondGrade

LessonTitle:TheThreeLittlePigsvs.TheTrueStoryoftheThreeLittlePigs(8)CurriculumAreasAddressed:English/LanguageArtsTimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup,butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.Asaresultofthislesson/unitstudentswill…UnderstandHowcanweusesupportingdetailstodevelopanopinionaboutastory?KnowFact:somethingthatisknowntobetrue,orcanbeproventrue.Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negativeDetailsofthebooksO.R.E.O.‐Opinion,reasons,examples,opinionDo(Skills)Analyze,summarize,applyStepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonproceduresincludingideasforwhole‐class,smallgroup,andindividualinstructions;differentiatedactivitiesAttentionGetterorHook:IwillhaveaslidepulleduponthePrometheanboardthatsays,“Thepigsorthewolf…whodoYOUbelieve?”Introduction:Wewillreviewtherequirementsofanopinionwriting(O.R.E.O).BodyorProcedures:Studentswillcomparetheirtwofour‐cornersgraphicorganizersfromtheprevioustwodays.Theywilldecidewhichstorytheybelieveistrue,andwriteanopinionpieceaboutwhytheythinkthatsideofthestoryistrue.Closure/Wrapup:Studentswillsharetheirwritings.WhatwillIdifferentiate?Content/Process/Product‐ProductHowwillIdifferentiate?Level1:Studentswillbeexpectedtoprovidefourdetailsfromthestorytosupporttheiropinion.Level2:Studentswillbeexpectedtoprovideatleast2detailsfromthestorytosupporttheiropinion.Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?Whatconstitutessuccessforthestudents?Theopinionpiecewillbetheirassessment.IftheycanmeettherequirementsIstatedinthedifferentiationsectionofthislesson,theywillhaveunderstoodthetopic.Materials,AdditionalResources,andBackgroundInformation:Graphicorganizers,paperClearLinkstoTheories:ConnectionstoTechnologyand/ortheArts:NoneDescriptionofCollaborationwithOthers:Theotherteacherswillbeusingtheselessonsaswell.

UnitTitle:OpinionWriting GradeLevel:SecondGrade

LessonTitle:Hershey’sKissWritingActivity(9)CurriculumAreasAddressed:English/LanguageArtsTimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup,butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.Asaresultofthislesson/unitstudentswill…UnderstandHowcanweusesupportingdetailstobackupouropinions?KnowFact:somethingthatisknowntobetrue,orcanbeproventrue.Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negativeO.R.E.O.‐Opinion,reasons,examples,opinionDo(Skills)(thinkingskills,skillsofthediscipline—skillsyouwillassess)Analyze,summarize,applyStepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonproceduresincludingideasforwhole‐class,smallgroup,andindividualinstructions;differentiatedactivitiesAttentionGetterorHook:TherewillbefourdifferenttypesofHershey’sKissesoneachstudent’sdesk.Introduction:StudentswilltasteeachflavorofHershey’sKissanddecidewhichoneistheirfavorite.BodyorProcedures:Studentswillcompletethegraphicorganizertoprovidedetailsthatexplainwhytheythinkthattheflavortheychoseisthebest.Closure/Wrapup:Wewilldiscussthestudents’differentopinionsandthedetailsthattheyusedtosupporttheiropinions.WhatwillIdifferentiate?Content/Process/Product‐ProductHowwillIdifferentiate?Level1:Studentswillbeexpectedtoprovideatleast4detailstobackuptheiropinionsLevel2:Studentswillbeexpectedtoprovideatleast2detailstobackuptheiropinions.Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?Whatconstitutessuccessforthestudents?Thegraphicorganizerwillbetheirassessment.Iftheyareabletomeettherequirementsstatedinthedifferentiationsectionofthislesson,thentheywillhaveunderstoodtheconcept.Materials,AdditionalResources,andBackgroundInformation:FourflavorsofHershey’sKisses,graphicorganizersClearLinkstoTheories:ConnectionstoTechnologyand/ortheArts:NoneDescriptionofCollaborationwithOthers:Theotherteacherswillbeusingtheselessonsaswell.

UnitTitle:OpinionWriting GradeLevel:SecondGrade

LessonTitle:Hershey’sKissWritingFinalAssessment(10)CurriculumAreasAddressed:English/LanguageArtsTimeRequired:1hour

InstructionalGroupings:Iamplanningondoingsmallgroup,butmayneedtodowholegroupdependingonschedulechanges.

Standards:ELACC2W1:Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.Asaresultofthislesson/unitstudentswill…UnderstandHowcanweusesupportingdetailstobackupouropinions?KnowFact:somethingthatisknowntobetrue,orcanbeproventrue.Opinion:apersonalvieworattitudethatmaydifferfrompersontoperson.Keywords:think,believe,might,pointofview,should,like,dislike,recommend,positive,negativeO.R.E.O.‐Opinion,reasons,examples,opinionDo(Skills)Analyze,summarize,applyStepsintheLesson:Includetheattentiongetterorthehookforthelesson,theintroduction,thelessonproceduresincludingideasforwhole‐class,smallgroup,andindividualinstructions;differentiatedactivitiesAttentionGetterorHook:Attheendofthepreviousday,Iwillcollecteachstudent’sgraphicorganizertocreateagraphonthePrometheanboardofourfavoritekissflavors.Introduction:Wewillgoovertherubricfortheirfinalassignment,andtheself‐checklistthattheywillcompletewhentheyaredonewriting.BodyorProcedures:Studentswillcreateanopinionwritingpiece(intheformatofanarrative,letter,ornewspaperarticle)thattellsabouttheirfavoriteflavorofHershey’sKissandwhyitistheirfavorite.Closure/Wrapup:Studentswillsharetheirwritings.WhatwillIdifferentiate?Content/Process/Product‐ProductHowwillIdifferentiate?Level1:Studentswillbeallowedtochoosetheformatoftheirfinalwriting.Level1studentswillbeexpectedtoprovideatleast4examplestobackuptheiropinion.Level2:Studentswillbeallowedtochoosetheformatoftheirfinalwriting.Level2studentswillbeexpectedtoprovideatleast2examplestobackuptheiropinion.Assessment:HowwillyouevaluatetheKNOW,DO,andBE?Whattypeofassessmentwillyouuse?Whatconstitutessuccessforthestudents?Thisassignmentwillbetheirfinalassessmentoftheunit.IftheyareabletocorrectlymeetthestandardsIpresentedinthedifferentiationsectionofthislesson,Iwillknowtheyhaveunderstoodtheconcept.Materials,AdditionalResources,andBackgroundInformation:Graphicorganizers,paper,graphoffavoriteHershey’sKissesflavors.ClearLinkstoTheories:ConnectionstoTechnologyand/ortheArts:NoneDescriptionofCollaborationwithOthers:Theotherteacherswillbeusingtheselessonsaswell.