Baldwin Wallace University/School of Education/Common Lesson Plan Template

I. Subject: English / Language Arts

Topic: Writing an Opinion Piece Using Textual Evidence
Grade Level: 4th Grade
Date: Summer 2022

II. Alignment to Standards:

A. Ohio’s Learning Standards: W.4.1Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section related to the opinion presented.
B. College & Career Ready Standards/Career Connections: N/A
C. 2017 Ohio Learning Standards for Technology: 3-5.ICT.3.d. Create artifacts using digital
learning tools and resources to demonstrate knowledge.

III. Central focus of the learning segment: Students will analyze Reha’s character in Red,
White, and Whole and construct an opinion piece based on textual evidence.

IV. Learning Objective(s)/Target(s): By the end of the class/unit, the students will use
evidence from the book Red, White, and Whole as well as their own experience and knowledge
on what makes a hero to create an opinion piece of writing about whether or not Reha should be
considered a hero.

V. Assessment/s (Note: Both the learning objective and summative assessment/s are aligned to
each other. All formative assessments are aligned to the summative assessment.)

A. Formative assessments during the lesson: Throughout the lesson, the teacher will observe
students for participation or confusion in order to determine their progress. The teacher
may conduct brief reviews such as Fist to Five, Think Pair Share, etc. after discussing a
topic to see if students have any questions or are feeling unsure about the material
presented.

B. Summative assessment (end of learning segment or unit): At the end of the lesson,
students will have written an opinion piece responding to whether or not Reha should be
considered a hero. This writing sample will be evaluated for the presence of an overall
opinion as well as supporting details from the text or student’s own knowledge on what
makes a hero.

1
VI. Academic Language:

A. Content vocabulary (syntax & vocabulary specific to discipline)

- Opinion
- Evidence
- Hero

VII. Materials/Candidate Resources

- Copies of Red, White, and Whole by Rajani LaRocca
- PowerPoint slides of various “heroes”
- “Jack and the Beanstalk” as retold by Flora Annie Steel (can also include illustrations by
Arthur Rackham for visual learners)
- Post it notes
- Large graphic organizer chart labeled “Hero” and “Not a Hero
- Chromebooks
- Lined paper
- Pencils
- Blank paper for posters / graphic organizers
- Markers / colored pencils

VIII. Behavior Expectations

A. Classroom Management Strategies: The teacher will set rules and expectations for the
class prior to teaching the lesson. Students are expected to raise their hand before
speaking and to remain in their seats unless otherwise instructed. Positive reinforcement
is used to promote behavior that is on task during instructional time as well as while
working independently.
B. Safety Concerns: None
C. Manipulatives & Equipment: Students will use Post-it notes for an activity in which they
will write reasoning supporting or denying the character Jack from “Jack and the
Beanstalk” as a hero. They will add their notes to a chart at the front of the classroom.

IX. PROCEDURES (Be explicit. List anticipated time for each step in the lesson from
motivation hook through closure).

A. Motivation/Hook: The teacher will grab students’ attention by showing a PowerPoint

slideshow containing multiple heroes and non-heroes from popular culture. Students
will give a thumbs up if they think the slide depicts a hero, and a thumbs down if not.
After showing some classic heroes such as Superman and Captain America, the slides
will get more difficult. They will begin to depict figures from history such as
Christopher Columbus or Napoleon Bonaparte, who could be perceived differently from
different perspectives. The slides will then begin to show typical people, such as a
2
 parent or a child, who may be even more difficult to classify as a hero or not a hero,
since they may not have done anything significant or world changing. This will lead to
a discussion of what qualities define a hero.

B. Instructional Strategies: For each instructional strategy, describe what you, the teacher
will do/say and what the student/s will do. (Note: Add as many additional rows as
necessary.)

What the teacher will What the student Theorist/ Differentiation Anticipated Time
say/do: is expected to do: Best Practice (one or more of
the following
groups – above
level; below level;
ESL; urban or
rural
disadvantaged);
VARK/T*
The teacher will ask Students will Benjamin Students of varying 10 minutes
students to consider the consider this Bloom: academic levels
people throughout the question and Students use will be seated near
slideshow. What did complete a Think, higher order each other to allow
the people considered Pair, Share to thinking to for assistance
“heroes” have in respond. After analyze the during Think, Pair,
common? What brainstorming images on Share.
qualities therefore alone, they will screen and
define a hero? speak with a partner carefully
and share ideas. consider their
Then each pair will attributes as a
share at least one potential hero.
quality that they
came up with.
The teacher will have Students will look ESL students can 5 minutes
students pull out their through their book have a copy of the
copies of Red, White, and may raise their book in their own
and Whole and search hand to add any language instead
for additional qualities additional qualities of / in addition to
that the book uses to that they find. English if available.
define a hero (some
examples can be found
on pages 81-82).

Keeping these Students will listen ESL students can 10 minutes

characteristics in mind, to or follow along have copy of this
the teacher will read with the story and story in their own
the popular fairy tale take note of language if

3
“Jack and the whether Jack would available. Use
Beanstalk” aloud, be considered a images to display
asking students to hero. They will the main ideas of
consider Jack’s likely notice both the story for ESL
qualities as a hero. heroic and not-so- students or visual
heroic learners.
characteristics in
Jack.
The teacher will hand Students will write Mary Budd Students who may 5 minutes
each student two Post- down one reason Rowe: Wait struggle to write or
it notes, explaining that supporting and one time is given spell can use
they are to write one reason denying Jack for students to pictures instead of /
reason as to why Jack as a hero. Each put their full in addition to
could be considered a Post-it note should thought into words.
hero and one reason as also contain an completing the
to why he should not explanation that activity.
be. Remind students comes from textual Giving
that their reasons need evidence. students more
to use evidence from time if needed
the text to support their will lead to
responses. better
responses.
The teacher will put up Students will read Lev Vygotsky: Students who may 10 minutes
chart paper containing their Post-it notes Scaffolding struggle to read the
a “Pros” and “Cons” aloud to the class as techniques are words on Post-it
style graphic organizer they add them to the used to give notes are seated
labeled “Hero” and “Hero” or “Not a students an towards the front of
“Not a Hero”. Ask Hero” section of the opportunity to the classroom.
students to bring their chart. practice
Post-it notes up and finding text-
add them to the chart. based evidence
as a class
before doing so
independently.
Explain to students that Students will decide Benjamin Different mediums 20 minutes
for their final whether they Bloom: Higher of writing may be
opinionated writing, believe Reha should levels of used by students of
they must consider be considered a thinking are differing learning
Reha from Red, White, hero. Upon used in this styles: paper and
and Whole and decide deciding their assignment as pencil, typed on a
if she should be opinion, they may students must computer, drawn
considered a hero. In select a means for formulate their graphic organizer
their writing, students which to complete own ideas and or poster, as well as
must use at least three their writing create an other formats that
pieces of evidence assignment original artifact the teacher
from the text to support independently. containing approves are all

4
their idea. Remind They may write their opinion available options
students that no using pencil and and application for writing as long
opinion is wrong as paper, type it onto a of the text. as students can
long as it can be computer, or design follow the rubric.
backed up. a graphic organizer
or poster, as long as
they meet the
requirements of the
assignment.
The teacher will keep Upon completing Abraham Students are able to 10 minutes
students on task as they their written Maslow: share whatever
work and will ask for opinions, students Students are medium they
volunteers to share as may volunteer to met with created their
they complete their share their work respect and writing in to
writing. If one with the class recognition as accommodate for
viewpoint appears before turning in they receive different learning
more popular, the assignment for the option to styles.
encourage students grading. share their Total lesson time:
who wrote about the opinions in a About 70 minutes
less popular opinion to safe
share as well. environment.
*VARK/T = visual, audio-lingual, reading, kinesthetic/tactile learning styles

C. Review/Closure: After completing their opinion pieces of writing, students will have the
opportunity to share their work with the class. The class will listen to several student
opinions. To conclude, the teacher will remind students that an opinion is not
necessarily right or wrong; however, it is important that we back up our opinions with
facts and evidence. In this case, the evidence came directly from the text.

Students will turn in their completed assignments to be graded based on a rubric similar to the
one below:

5
 0 points 1 point 2 points 3 points
Opinion The student does The student The student The student
not state their gives an unclear gives a gives a clear
opinion on opinion of somewhat clear opinion of
whether Reha whether Reha opinion of whether Reha
should be should be whether Reha should be
considered a considered a should be considered a
hero. hero. considered a hero.
hero.
Evidence The student The student The student The student
provides no provides one provides two provides three
evidence from piece of pieces of pieces of
the text to evidence from evidence from evidence from
support his or the text to the text to the text to
her opinion. support his or support his or support his or
her opinion. her opinion. her opinion.
Complete The student does The student uses The student uses The student uses
Sentences not write in clear and concise clear and concise clear and concise
complete complete complete complete
sentences. sentences sentences sentences
throughout little throughout most throughout the
of the piece. of the piece. entire piece.

Total Score ________/12 points