Elementary Education (1-6) Lesson Plan Lesson Title What is an opinion? Discipline ELA Grade Level 2ND Grouping and Organization 28 students. Each student will be seated at a table with 4 students each. (How many students did you plan for? How many students did you actually work with?) (How will you organize/ group the students for this lesson?) Setting (Where did you conduct this In the classroom lesson?) Central Learning Focus Central Focus What is the central focus of the lesson? Rationale Why are you teaching this lesson at this time; how does it connect to previous lessons? Learning Standard(s) What standard(s) are most relevant to the learning goal(s) and objective(s)? Refer to the CCSS, and content-specific state standards. Cut and paste all relevant standards for this lesson. Student Learning Objective(s) What are the specific learning objective(s) for students in this lesson? Prior Knowledge What prior knowledge must students already have in order to optimize the lesson’s success? Differentiation/ Planned Support How will you provide students with access to learning based on individual and group needs? Consider these three categories: Academic needs; Language needs; Social needs. What is an opinion? What is opinion writing? Student will be able to tell what an opinion is as well as construct an opinion statement. W.2.1: Write opinion pieces in which they introduce a topic or book they are writing about, state an opinion, supply a reason for the 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 Students will be able to write an opinion piece that ● introduces the topic ● states an opinion ● supplies 2 or more reasons that supports the opinion. Students should know how to write in sentences and in paragraph forms. In order to provide students with access to learning based on individual and group needs, strategies such as small group instruction, scaffolding, visual and oral representations will be used to assist all learners. Scaffolding will include a printed worksheet with a list of ways to introduce and state an opinion, for example: In my opinion, I believe that, I prefer, etc. These worksheets will be available for all students to refer to when working independently. These starters will be read aloud to students who are struggling readers. Students who are struggling academically and ELL students will be provided with small group instruction. Prior to having the students complete any activities, all of the tasks will be modeled for the students. The instructor will also utilize the usage of asking the students higher order thinking questions (i.e. why and how questions). This will help to promote and further extend student thinking. Common errors some students may make is telling the difference between a factual statement and an opinion statement. Common Errors and Developmental Approximations What common errors and developmental approximations do you anticipate from the students? Instructional Strategies and Learning Tasks Resources and Materials Notebooks, Pencils, and SMART board, What instructional resources and materials will be used to engage students in learning? Launch 10 Minutes How will you commence the lesson? What will you do to engage the students at the beginning of the lesson? What is your ‘hook’? Explicit Instruction 20 Minutes How will you explicitly present the principle ideas/content knowledge to the students? Structured Practice/Application 15 Minutes How will students apply what they have learned? How will they demonstrate their knowledge? Student Feedback Describe the feedback that you will provide to the students. The instructor will present a PowerPoint using the SMART board. The slides will present the difference between an opinion and a fact. The instructor will then present the class with a classifying game on the SMART board. Students will separate the statements on the board into two sections: facts and opinions. This will give the students an underlining foundation between what qualifies as an opinion and how it differs from a fact. It will also give the students a simple and clear definition to help the students identify more easily what an opinion is. Students will also be presented with how to create an opinion topic. The instructor will discuss with the students that many writers often make lists, before they begin planning, of things they would like to write about. The instructor will then model creating a list of “MY Opinion Topics” in a graphic organizer on a piece of chart paper in which the students will copy down in their notebooks. This will aid in organizing the student’s thoughts when choosing an opinion topic to write about. After modeling the graphic organizer, the students will then take a few minutes to create their own topics in the graphic organizer. Students will work independently to create their own opinion pieces. They will use their graphic organizer to choose a topic to write about. Once the topic is chosen the students will then create a paragraph on their opinion topic. Students will be writing in their Literacy notebooks so they can go back and continue their work during the next lessons. Students will be provided with verbal and written feedback in their literacy notebooks. As the students work, I will be walking around and providing feedback to make their opinion pieces stronger and clearer. Some feedback will include, “This is a great start, but I noticed that this isn’t quite an opinion, how can we word this differently in order to make it into an opinion statement?” Closure/Discussion/Extension Students will be given an on-demand writing activity in which the 5 Minutes students will answer the prompt, “Write an opinion piece about How will you bring closure to the lesson your favorite season.” and/or extend it? What Ifs What might not go as planned and how can you be ready to make adjustments? If students are having more trouble with creating an opinion piece, the instructor can adjust the lesson and create an opinion piece as a whole class before sending them off to their tables. This will help show the students what an opinion piece is and how to create one. If students are quickly completing the task, they will be given an enrichment worksheet on opinions to help them separate opinions from facts individually. Academic Language Academic Language What academic language is necessary for students to know for them to develop their understandings of the content being taught in this lesson? Student Support How will you support students in using academic language? The academic language needed prior to this lesson will be: ⮚ Opinion ⮚ Fact Students will be given many examples through the presentation on what an opinions and facts are. Students will also use the graphic organizer the instructor creating as an anchor to guide them through creating their opinion topics. Assessments Expectations of Student Learning What are your expectations for performance? Type and description of assessment (e.g., summative and formative, informal and formal) Describe the tools/procedures that will be used in this lesson to monitor students’ understanding of the lesson objective(s). Describe the rubrics/checklists that will be used. Modifications/Differentiation Describe how you will modify the assessment to target learning across diverse student populations (e.g., English Language Learners, struggling readers and writers, students with IEPs)? How will you provide students with access to learning based on individual and group needs? How will you provide multiple entry points? Evaluation Criteria of Data What evidence of student learning (related to the learning objectives and central focus) do the assessments provide? Students will be able to explain what an opinion is as well as be able to begin to write an opinion statement and start to form an understanding of how to write an opinion piece. Informal Assessment: Students will be given an on-demand performance assessment prompt for their opinion writings. The instructor will provide the students with a prompt stating: “Create an opinion piece about your favorite season.” Students will then turn and talk with their partners in regard to their opinions. This informal assessment will enable the instructor to quickly assess the students' understanding of the material, measure how well students have understood the lesson, and teach the students to think critically. Some modifications/differentiation methods that will be used for this lesson is for English Language Learners providing instructions in English and in their native language, so they have a stronger grasp of what is expected of them. For students struggling academically, they will be given extra time as well as one on one support during their writing. The assessments provide a guide to which students have an understanding of what an opinion means, it is a feeling or belief that they have regarding a certain topic. The assessment will also show which students understand how to form an opinion piece through their sentences and punctuation throughout their sample pieces. The instructor will be able to check students' understanding by seeing if students can apply the content they learned during the lesson. This will allow for the instructor to prepare guided groups for students who demonstrated that they did not have a strong understanding after the lesson as well as create extensions for students who demonstrated a mastery after the lesson.