Writing Lesson:

Lesson: Writing part of an opinion essay.

Grade: 2nd

Standards: W.2.1, W.2.5, W.2.7, W.2.8, SL.2.1, SL.2.2, SL.2.6

Objective: Students will be able to write the body section of an opinion piece that talks about
the most impactful inventor.

Materials

1) Sentence frames
2) Picture cut outs
3) Colored markers
4) Sentence strips
5) Paper
6) Pencil* optional
7) Either white board or easel to write on.
8) Post it notes.

Assessments

Formal assessment: Students will write down their sentence frames.

Formal assessment: a student from each group will be the reporter, and will read aloud the
sentence they have made.

Informal assessment: I will be walking around the classroom throughout collaboration to see if
the students are understanding the content.

Anticipatory Set

I will display a picture of the two inventors weve been learning about. This will lead me to ask
questions about what theyve been learning to see if I need to review the material or if I could
move onto the writing portion.

Instructional Model

I will first show the sentence frames I have created.

- Alexander Graham bell (George Washington Carver) is impactful, because_______.

- This is important because, ______________.

I will ask students to help me come up with ideas to complete my sentence frame.

After a moment of discussion and collaboration, I will fill in the blanks and write an idea given
by a student.
Once, I have completed my sentence frame, I will ask a few students to read it aloud to the class.

Now that we have completed the sentence frame, I will divide students into 7 groups.

- I have already divided the groups based on their favorite inventor and their inventions.

Guided practice

Now that they are separated into groups based on their inventions, each student will be
assigned a job.

- If it is a group of 2 people, they will decide who will be the recorder and who will be the
reporter.
- If it is a group of 3 people, they will decide who is the recorder, reporter, and time
keeper.
- If it is a group of 4 people, they will divide their groups into a recorder, reporter, time
keeper, and facilitator.
o I will have a form where they will fill out whose doing what.

Once everyone has a job, students will complete the sentence frame based on their picture,
(invention by their favorite inventor) and write it on their desk.

If the teacher approved of their sentence, they can write it on the sentence strip.

When everyone is done, the reporter from each group will read their sentence strip aloud.

I will then place their sentences into order, so they can see how they created the body section of
an opinion piece on their own.

Independent Practice

Every student will receive a post it note, and they will complete their own sentence frame used in
the activity. When they are done, they will put their note on the board, with their name at the
bottom of the post it.

Differentiation Strategies

For my struggling students and ELLs I have separated them into group with Spanish speaking
students who will be able to provide support. However, I will also be working with them during
the activity to provide additional support.

The sentence frames and the images provided will allow the students to participate more freely,
because they have something to rely on during conversation if they are unable to communicate
effectively. The images will also allow students to relate to the picture for context clues and help
activate their prior knowledge.