Learning Experience 1: Introduction of Opinion Writing

Teacher Candidate:
Grade Level
Date:
Lesson Overview:

Common Core ELA

Standards:

Charese Pearson
1st Grade
March 3rd, 2015
Planning
The central focus of this learning segment is for students to
learn how to form an opinion by judging fairly, then writing
about that opinion. The students will bring in a collection of
items and judge them. They will be taught what it means to
judge fairly and how to pick the best item for a certain
category, i.e. most sparkles, best hair, shiniest, etc. After
they have chosen the best item in their collection, they will
write about their opinion on the item and give at least one
reason why. This lesson was adapted from the schools
required curriculum:
Calkins, L. (2013). Opinion Writing.
In Units of study in opinion, information, and narrative
writing. Portsmouth, NH: FirstHand.
CCSS.ELA-LITERACY.W.1.1 Write opinion pieces, in which
they introduce the topic or name the book they are writing
about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.

Learning Targets:

Instructional Materials,
Equipment and
Technology:
Academic Language:

Students will fairly and independently judge items in their

collections using the To Judge Fairly chart.
Students will independently write opinion pieces introducing
their topic, opinion, one reason and closure using the Best
in Show writing paper.
Students will demonstrate their knowledge of English
conventions that have been previously taught in writing
workshop.
1.1 Smart Board (To Judge Fairly chart, writing
paper pages)
1.2 Best in Show lined writing paper
1.3 Dog show YouTube video
1.4 Teacher Collection
Opinion, judge, reason, because, collection, Best in Show,
convince

Introduction:

Learning Experiences:
Teacher will bring students to the carpet.
Writers, a couple of weeks ago you started bringing in
shoeboxes full of your collections. Some of you
broughtsome of you broughtand today I am going to
show you why you brought these collections into our class.
As writers, we all care a lot about something and when
writers care a lot about something, they collect many
different examples of that thing. Then they judge all of the
things in their collections and write about their opinions.
They often say to themselves, This is the best because

Learning Activities:
Teacher Modeling:

Today, I want to teach you that people like you, who have
collections and know a lot about those collections, think
about the things in their collections and ask themselves,
Which is my favorite? Which is my next favorite? Then they
write and talk about their opinions. In their writing and
talking, they also try to convince others of their opinions.
They try to make people see it the way they do. I am going
to show you a video of dogs being judged at a dog show to
give you an idea of how people judge things. Pay attention
to how the judges judge each dog.
Show Instruction Material 1.3 YouTube video.
What did you notice about how they judged the dogs?
(shape of head, fur, eyes) Later, the judges will give a
bunch of reasons WHY they chose the winner.
Watch me, I am going to judge my collection of earrings. I
like this one because it is the best. I dont know why, it just
is. Would that be an okay way to judge something? (No.)
Show Instructional Material 1.1 To Judge Fairly Smart
Board page.

Guided Practice:

Teacher chooses a student to be a judge of the teachers

collection of earrings.
Okay, judge, use the chart on the Smart Board to help you
judge fairly. First, you need to choose a trait to judge. Then
compare.

Teacher will guide the student to judge fairly.

Students, what do you see our judge doing? How is he/she
judging?
Prompt responses from the students.
Turn and talk about which earrings win the first place and a
reason why you thought that. What did you see the judge
doing that a good judge should do?
Teacher will write responses on Smart Board page
Teacher will display Instructional Material 1.1 Writing
Pages on Smart Board
Watch me again as I start to write an opinion piece on my
best in show earrings.
Teacher will write about earrings on the Smart Board while
thinking out loud about how to judge fairly and how to write
the introduction, opinion, one reason, and conclusion. The
students will be prompted to help the teacher throughout this
process for active engagement.
Independent Practice:

Closure:

Students will go into Writing Workshop time where they write

independently. They will use the skills learned about judging
and opinions to write a piece about their own collections.
Today you have paper at your tables with a ribbon on it. You
will be a judge of your own collection and choose a trait that
you want to judge. Then you will write about which thing is
the best and why, this will be your Best in Show item that
gets a blue ribbon. Dont forget to write about the reasons
for your opinion. When you think that you are ready to get
up using self-control, and quietly walk to get your writing
folders, you may stand up and go.
Students will use Instructional Material 1.2 to write their
opinion pieces. As the students independently write, the
teacher will circulate around the room. The teacher will
informally assess the students by observing how they
choose a trait to judge their collection by, write their opinion
and a reason why this is their opinion. Based on this
informal assessment, the teacher will form a group of
students who need more support.
When the students are finished writing, the teacher will end
with a major point about opinion writing that they need to
use throughout the duration of the unit.
Today and everyday, when you go to write about your

opinion you must give reasons why. You will always say,
BECAUSE.
Assessment
Assessment Strategies

Target-Assessment Alignment Table

Learning Targets

Assessment Strategies

CCSS.ELALITERACY.W.1.1 Write
opinion pieces, in which they
introduce the topic or name
the book they are writing
about, state an opinion,
supply a reason for the
opinion, and provide some
sense of closure.

Formative: Writing samples

from the day-assessing use
of key vocabulary.
Summative: Final drafts of
opinion pieces at the end of
unit

CCSS.ELA-LITERACY.L.1.2
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
CCSS.ELALITERACY.SL.1.1
Participate in collaborative
conversations with diverse
partners about grade 1
topics and texts with peers
and adults in small and
larger groups.

Formative: Observation

Learning Experience 2: Supporting Opinions with Reasons
Teacher Candidate:
Grade Level
Date:
Lesson Overview:

Common Core ELA

Standards:

Charese Pearson
1st Grade
March 4, 2015
Planning
The central focus of this learning segment is for students to
learn that writers support their opinions with more than one
fact or reason. They try to convince the reader of their
opinions. The students will be learning about how to
elaborate and make their opinions convincing while still
judging their collections for certain categories.
CCSS.ELA-LITERACY.W.1.1 Write opinion pieces, in which
they introduce the topic or name the book they are writing
about, state an opinion, supply a reason for the opinion, and

provide some sense of closure.

CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic,
respond to questions and suggestions from peers, and add
details to strengthen writing as needed.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
Learning Targets:

Instructional Materials,
Equipment and
Technology:

Academic Language:

Introduction:

Students will independently judge items in their collections

fairly using the To Judge Fairly chart.
Students will independently write opinion pieces introducing
their topic, opinion, more than one reason with details and
closure using the Best in Show writing paper.
Students will demonstrate their knowledge of English
conventions that have been previously taught in writing
workshop.
Cat in the Hat by Dr. Seuss
1.1 Smart Board (To Judge Fairly chart)
1.2 Best in Show lined writing paper
1.4 Students collections
2.1 Convince Your Reader Smart Board chart
2.2 Modelded Writing
Opinion, judge, reason, because, collection, Best in Show,
convince, fact
Learning Experiences:
Teacher will bring students to the carpet with their
collections.
Yesterday, Writers, we learned about how writers have
opinions about their collections and they write about them.
They judge and try to convince others of their opinions.
Today, I want to teach you that when writers have an
opinion about what they have judged, they dont just give
one reason why that is their opinion. They give more than
one reason why, making sure they give lots of details for
their reasons. They elaborate and write BECAUSE very
often. They also try to explain their judgments in convincing
ways.
Explain the items on Instructional Material 2.1.

Teacher Modeling:

Watch me as I give you an example of trying to convince

someone. My mom asked me what I wanted to do for my
birthday. She gave me two options: Pump It Up or Perfect
North. My sister wanted Pump It Up but I wanted Perfect
North. So we went back and forth like this: PUMP IT
UP/PERFECT NORTHetc. (getting louder each time). Do
you think getting louder is the best way to convince the other
person and win the argument? (Student response: No)
Right, the best way is to give reasons why I have my
opinion. I could have said, Perfect North because we can ski
and snow board and get pizza. At Pump It Up you only get
to jump around and have pizza. Then my sister could share
reasons for pump it up with me.
Use Instructional Material 2.1 to model the correct way to
convince someone of an opinion.
Use Instructional Material 2.2 to point out key vocabulary
and structure.

Guided Practice:

Right now, I want you all to hold up your best in show items
you chose yesterday, the first place items in your collection.
(Choose two students to model this)
Display Instructional Material 2.1.
Okay, now I want you two to pretend you are on a Best in
Show TV show and I am going to interview you about your
first place items. So, (students name), Why did you select
this as your best item? Your goal is to convince your partner
that this item from your collection is the best. (Let students
go back and forth. Prompt to give more than one reason
why.)

Independent Practice:

The students will now get a chance to talk about their Best
in Show item with a partner and verbally explain their
reasons.
Turn and talk to a partner about why you chose your item for
Best in Show and in what category it won.
Once everyone has had a chance to talk with a partner, the
students will be instructed to go back to their writing spots
and begin writing another opinion piece or adding to their
piece from the previous learning segment. They will be
instructed to focus on giving more than one reason for their
opinion.

Closure:

Today and everyday, as Writers, it is important to give your

readers lots of reasons why you made a judgment and have
an opinion.
Display Instructional Material 2.1.
These phrases might help you write more reasons and
details about your opinion. After you tell your opinion, write
one reason and write lots about that reason. Then move on
to another reason. So, today, your job is to go back and
write more reasons for your opinions in your books. You
might need to start over and get a new book. Or you might
just need to revise your book. You are the writer, so you get
to make the decisions. Turn and talk to a partner about your
plan today.
Display Instructional Material 1.1
*(If time allows) Ring Bell: 2:00pm
Bring students to the perimeter of carpet. Choose two
students who have met the objectives of this learning
segment. Ask them to share with the group and highlight the
important qualities in their writing, using academic language.
Talk about how they used many reasons to support their
opinion.
Assessment

Assessment Strategies

Target-Assessment Alignment Table

Learning Targets
CCSS.ELALITERACY.W.1.5
With guidance and support
from adults, focus on a topic,
respond to questions and
suggestions from peers, and
add details to strengthen
writing as needed.
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.

Assessment Strategies
Formative: Writing sample
from the day-more than one
reason for each opinion
Summative: Final drafts of
opinion pieces at the end of
unit

CCSS.ELALITERACY.SL.1.1
Participate in collaborative
conversations with diverse
partners about grade 1
topics and texts with peers
and adults in small and
larger groups.

Formative: Observation

Learning Experience 3: Checklists

Teacher Candidate:
Grade Level
Date:
Lesson Overview:

Common Core ELA

Standards:

Charese Pearson
1st Grade
March 4, 2015
Planning
The central focus of this learning segment is for the students
to practice using a writing checklist to check their own
writing. They will be instructed to use the correct English
conventions and what they have learned about writing up
until now in their opinion pieces. The students will practice
using the checklist as a whole group and then individually
with their own opinion pieces.
CCSS.ELA-LITERACY.W.1.1 Write opinion pieces, in which
they introduce the topic or name the book they are writing
about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic,
respond to questions and suggestions from peers, and add
details to strengthen writing as needed.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.

Learning Targets:

Instructional Materials,
Equipment and

Students will independently write opinion pieces introducing

their topic, opinion, more than one reason with details and
closure using the Best in Show writing paper.
Students will demonstrate their knowledge of English
conventions that have been previously taught in writing
workshop using an opinion writing checklist.
1.1 Smart Board (To Judge Fairly chart)
1.2 Best in Show lined writing paper

Technology:

Academic Language:

Introduction:

1.4 Students collections

2.1 Convince Your Reader Smart Board chart
3.1 Kinds of Writing Weve Learned Smart Board
chart
3.2 Opinion Writing Checklist
3.3 Opinion writing sample
3.4 Ways to Spell Words Smart Board chart
Opinion, judge, reason, because, collection, Best in Show,
convince, fact, checklist

Learning Experiences:
Teacher will bring students to the carpet for whole group
instruction.
Yesterday, we learned about explaining our judgments in
convincing ways. Right now, I want you to think about all of
the different kinds of writing you have learned to do. Make a
list across your fingers and turn and talk to a partner about
what youve learned.
Ask volunteers to share what they talked about and write on
Instructional Material 3.1 to make the chart.
Today, I want to teach you that it is important to really
understand the kind of writing you are doing and how to do
that writing really well. We have different tools to help us
know what to put in our opinion writing, like checklists.

Teacher Modeling:

Display Instructional Material 3.2 and read through each

point on checklist for the class while comparing writing
sample.
Did you see how I did that? Writers use checklists to make
their writing the best it can be. This checklist is what you will
be using for your writing. It is for first and second grade so
that you can reach for the stars! It is all about opinion
writing. I am going to give each of you this checklist to use
as you write. You can compare your writing to this checklist
to make sure that you are including all of the important
opinion writing things.

Guided Practice:

Pass out copies of Instructional Material 3.2 to each

student for their own use.
Display Instructional Material 3.3.
Lets look at this piece of writing and how it lines up with the

checklist.
Read the opinion piece out loud.
How does this writing compare to the checklist? What are
some of the things you noticed? Turn and talk to a partner
about what you noticed.
Have the students share what they talked about after they
give thumbs up indicating they are ready to share.
Independent Practice:

Make sure students understand that they need to compare

their writing to their checklist today. Then they need to make
a plan on what to improve in their writing based on their
checklist, using everything they have learned about writing
so far.

Closure:

Today and everyday, as opinion writers, your job is to

compare your writing to this checklist and then make a plan
for your writing. What do you think is a good way to show on
your checklist what you need to work on next? (Student
response: make a mark beside it). Good. So writers, what is
your job today when you go to write?
After students have been independently writing for a few
minutes:
Display Instructional Material 3.4.
Today, since we are improving our writing and first graders
are expected to use good strategies to spell words, I want to
help you remember some good strategies for writing. You
say it slowly, listen for little words inside that you know, then
write the sounds you hear. Make sure you are really paying
attention to the details of your writing.
Assessment

Assessment Strategies

Target-Assessment Alignment Table

Learning Targets
CCSS.ELALITERACY.W.1.5
With guidance and support
from adults, focus on a topic,
respond to questions and
suggestions from peers, and
add details to strengthen
writing as needed.

Assessment Strategies
Formative: Writing sample
from the day and checklist
Summative: Final drafts of
opinion pieces at the end of
unit

CCSS.ELALITERACY.W.1.5
With guidance and support
from adults, focus on a topic,
respond to questions and
suggestions from peers, and
add details to strengthen
writing as needed.
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
CCSS.ELALITERACY.SL.1.1
Participate in collaborative
conversations with diverse
partners about grade 1
topics and texts with peers
and adults in small and
larger groups.

Formative: Observation

Learning Experience 4: To Agree and Disagree
Teacher Candidate:
Grade Level
Date:
Lesson Overview:

Common Core ELA

Standards:

Charese Pearson
1st Grade
March 5th, 2015
Planning
The central focus of this learning segment is for students to
learn how to disagree in polite ways, always supporting their
opinions. They will do this by participating in a collection
walk. They will look at everyones collection and decide one
that they find someone whose opinion they disagree with
and write about in a polite manner. This lesson was adapted
from the schools required curriculum:
CCSS.ELA-LITERACY.W.1.1 Write opinion pieces, in which
they introduce the topic or name the book they are writing
about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.L.1.1
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.1.2

Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when
writing.

Learning Targets:

Instructional Materials,
Equipment and
Technology:
Academic Language:

Introduction:

Students will independently write opinion pieces introducing

their topic, opinion, more than one reason and closure using
the Best in Show writing paper.
Students will demonstrate their knowledge of English
conventions that have been previously taught in writing
workshop.
Students will demonstrate their ability to disagree and
support their argument with more than one idea through
their opinion writing pieces.
4.1 Boring book cover & exciting book cover
4.2 Spiderman opinion piece in Smart Board
4.3 Agree and disagree Smart Board page
Opinion, judge, reason, because, collection, Best in Show,
convince, agree, disagree
Learning Experiences:
Before lesson begins, have students lay their collections out
at a table with one of their best in show items standing out
so the collection walk.
Hold up Instructional Material 4.1.
Yesterday, we learned about improving our writing by using
a checklist and comparing our writing to it. Now, how many
of you agree with me that this book cover is the best? If you
agree then just sit quietly. If you disagree then turn and talk
to a partner about your opinion.
Who disagrees with me, that this is the best book cover?
See, it is normal to have people disagree with your opinion.
And there are nice ways to disagree without being mean. It
is actually kind of exciting to know that we can all have a
different opinion about something!

Learning Activities:
Teacher Modeling:

Today, I want to teach you that not all writers agree. When
you write your opinion, some people might say, I agree, my

opinion is the same. Or I disagree, my opinion is different.

When someone does not agree with our opinion that is a
good chance for us to write even more reasons why we
have our opinion. This is called counterargument. When
this happens, we try to convince the reader even more
about our opinion with more reasons and details.
Have you ever looked at someone elses collection and
thought, I do not agree with their best in show. I have a
different opinion, Well, that is okay because it is good to
have your own opinion about things. But that is a great time
to write your own opinion about that thing.
Today we are going to do something called a collection
walk. It will be kind of like the dog show we watched but
with our own collections. You will get up and walk
completely silently around the room to the different
collections. You will think about their Best in Show choices
and decide if you have the same opinion or different opinion.
If you find one that you disagree with, come back to the
carpet and sit back down. Watch me as I do this.

Guided Practice:

Take a walk around the room to the different collections and

choose one item and sit on the carpet.
Did you see how I did that? I was completely silent and
looked at all of the collections. I thought to myself, I
disagree with this opinion because I think this one is the
best in show not this one (hold up items). Then I sat right
back down quietly to show that I was ready to move on.
So, your job today will be to start another opinion piece and
write about someone elses best in show selection. Write
about one that you agree or disagree with. In your mind,
think of some reasons why you agree or disagree with
someones best in show selection? What are some nice
ways that you can disagree with someone? Lets practice
with this piece of writing on the smart board.
Display Instruction Material 4.2.
Read through the opinion piece about batman.
What if I disagree and think Batman is better? What could I

write?
Display Instruction Material 4.3

Independent Practice:

Students will now get the chance to take a walk around the
room to each collection and decide what they want to
disagree and write about. Explain the directions for walking
around the room.
Only 5 or 6 people at each table. Then you will just rotate
around the room until you have seen all of the collections.
Then your job is to disagree about someones best item.
Then you will go to your writing spot and write about why
you disagree. You could also include which one you would
have picked from their collection and why.

Closure:

Today and everyday, as Writers, people will disagree with

your opinions and that is your chance to try and convince
those people even more with more details and reasons for
your opinion. What are some nice ways that you can
disagree with someone? .
Assessment

Assessment Strategies

Target-Assessment Alignment Table

Learning Targets
CCSS.ELALITERACY.W.1.1 Write
opinion pieces, in which they
introduce the topic or name
the book they are writing
about, state an opinion,
supply a reason for the
opinion, and provide some
sense of closure.
CCSS.ELALITERACY.W.1.5
With guidance and support
from adults, focus on a topic,
respond to questions and
suggestions from peers, and
add details to strengthen
writing as needed.
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of
the conventions of standard

Assessment Strategies
Formative: Disagreeing
opinion writing pieces from
the day
Summative: Opinion Writing
pieces.

English capitalization,
punctuation, and spelling
when writing.
CCSS.ELALITERACY.SL.1.1
Participate in collaborative
conversations with diverse
partners about grade 1
topics and texts with peers
and adults in small and
larger groups.

Formative: Observation

Learning Experience 5: Quoting for Support
Teacher Candidate:
Grade Level
Date:
Lesson Overview:

Common Core ELA

Standards:

Learning Targets:

Charese Pearson
1st Grade
March 6th, 2015
Planning
The central focus of this learning segment is for students to
learn that they need to support their opinions with valid
evidence by quoting experts and others who know a lot
about their topic. To make this more developmentally
appropriate they will just be quoting parents and peers about
their opinions to gain more validity and practice using
quotations in their writing. This lesson was adapted from the
schools required curriculum:
CCSS.ELA-LITERACY.W.1.1 Write opinion pieces, in which
they introduce the topic or name the book they are writing
about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.L.1.1
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
Student will talk with their peers about their items in the
collections to create quotes for their writing pieces.
Students will independently add to their opinion pieces with
quotations from others about their opinions.
Students will demonstrate their knowledge of English
conventions that have been previously taught in writing
workshop.

Instructional Materials,
Equipment and
Technology:
Academic Language:

Introduction:

1.2 Best in Show lined writing paper

5.1 Smart Board To Do List
5.2 How Did I Make My Writing Easy to Read? Smart
Board page
Opinion, judge, reason, because, collection, Best in Show,
convince, quote

Learning Experiences:
Choose a students writing that is on track with the checklist
to read to the class.
Have teachers writing samples out for later use.
Last time we were all together we learned about how some
people might not agree with your opinion and how that is a
great time to give more reasons for your opinion. Over the
weekend, I went home and told my roommates all about my
earring collection and how I chose the pearl dangle earring
as my best in show. I told them why I chose them, I read my
writing, I think the pearl dangle earring are the best in show
because they were my moms. Dangle earrings make me
feel pretty but I also love pearls so it is the best
combination. Now, one of my roommates disagreed with me
and said she liked another pair better. Now, after this it
made me think. What could I do to convince her that the
pearl dangle earrings are the best? I knew that I needed to
put more facts about pearl earrings in my writing so that she
could not argue.
Today, I want to teach you that when opinion writers really
want to convince someone of their opinion, they sometimes
find other people who can give them more reasons to
support their opinion. They even quote them, or write down
who told them these reasons in their writing.

Learning Activities:
Teacher Modeling:

When I wanted to convince my roommate of my opinion, I

knew that I had to find someone who could give me some
facts about my earrings. I called my mom and she told me
all about these pearl earrings. She told me that they are real
pearls. This makes them more valuable. She also told me
that they are very old, which makes them very classy.
Did you see how I did that? I went to someone who would
know about my collection and asked for more convincing

reasons. How do you think I should add this to my writing?

Turn and talk to a partner about how I could add this in.
Guided Practice:

Let students answer. Guide them to talking about quotes

and citing the person who gave the facts.
Revise teachers writing with class to show the process of
adding in quotes.
So, what have you learned about new ways to make your
writing more convincing?

Independent Practice:

Now, your job is to make a plan for how to make your writing
stronger. Do you know someone you can ask about your
collection? Can you find more information? The important
thing today is that you only have one more day to make
revisions to your opinion pieces. You will also need to reread your opinion pieces today and decide how to make
them better, how to revise them. We will start preparing for
our celebration tomorrow!
Display Instructional Material 5.1

Closure:

Today and everyday, as writers, to make your opinion

writing more convincing, you will need to ask others about
your best in show selection and quote them in your writing.
You will need to find more facts about your selections.
*Ring bell: 2:00 Talk about quotation marks and the
importance of knowing who is speaking. Also talk about
pulling out opinion pieces at this time and re-reading them
for readability.
Display Instructional Material 5.2
*Pull small group together for more differentiated instruction
Assessment

Assessment Strategies

Target-Assessment Alignment Table

Learning Targets
CCSS.ELALITERACY.W.1.1 Write
opinion pieces, in which they
introduce the topic or name
the book they are writing
about, state an opinion,
supply a reason for the

Assessment Strategies
Formative: Opinion writing
pieces from the day
Summative: Opinion Writing
pieces.

opinion, and provide some

sense of closure.
CCSS.ELALITERACY.W.1.5
With guidance and support
from adults, focus on a topic,
respond to questions and
suggestions from peers, and
add details to strengthen
writing as needed.
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
CCSS.ELALITERACY.SL.1.1
Participate in collaborative
conversations with diverse
partners about grade 1
topics and texts with peers
and adults in small and
larger groups.

Formative: Observation