CEP Lesson Plan Form

Teacher: Lexi Ekern Date: 2/23/2023

School: Timnath Elementary Grade Level: 2 Content Area: Writing

Title: Opinion Writing OREO Lesson #:__ of __

Lesson Idea/Topic and
Rational/Relevance:
In this lesson, students will work on stating an opinion, providing reasons,
and then extending their reasons through examples when responding to an
opinion writing prompt. This will be the third round of opinion writing, and
the goal is that students will be able to practice the writing process
independently or with little whole-group modeling/scaffolding. Students
should be familiar with the graphic organizer and writing process and should
be able to generate an opinion statement, reasons, examples, and a
conclusion.

Student Profile: The class is made up of 24 students. 4 of these students are ELD and are
pulled out for language lessons, but are present during writing. These
students may need higher scaffolding. One student is pulled out for writing
intervention during this time block.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Reading, writing, and communicating:

1. Write pieces on a topic or book that state opinions and give supporting reasons.

4. Use a process to revise and edit so that thoughts and ideas are communicated clearly with appropriate spelling, capitalization,
grammar, and punctuation.

Understandings: (Big Ideas)

Be able to state an opinion and provide supporting reasons.

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Understand the audience in the context of opinion writing.

Demonstrate knowledge on the recursive nature of the writing process.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

1. Why is it important for us to know who will be reading our work?

2. What words do we use to convince others of our opinions?
3. How do we structure our writing effectively?

What is the difference between evidence and reasons?

How can we add evidence to our reasons?

Why is it important to use a strong hook?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can: organize my thoughts in a graphic organizer.

This means: I will state my opinion on a topic, state 3 reasons, add evidence or “because” to my reasons, and restate my opinion as a conclusion.

List of Assessments: (Write the number of the learning targets associated with each assessment)

Informal observation: teachers will observe where students are at during this stage of the writing process. In later lessons, students will draft a
paragraph and teachers will revise/edit with students before students turn in their final product.

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Planned Lesson Activities

Name and Purpose of Lesson Opinion Writing Oreo

Purpose: The purpose of this lesson is to have students practice the writing process.
During this lesson, students will work on brain-storming opinions and reasons, and
organizing their thoughts effectively. I will purposefully provideless modeling for the
whole-group, as we want to see how students approach the task independently. This will
help students practice using appropriate writing sequencing, adding supporting details,
and organization.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? - One teach one assist
Yes _x__ No ___ - Teaming
Why did you choose this model(s) and what are the teachers’ roles?
- I chose these models because I will be primarily running the lesson and
instruction. However, when students are independently working on their own
graphic organizers, some students may need assistance from myself and
Whitney. This will allow us to both be present with the students and provide any
necessary feedback, scaffolding, or extensions.

Approx. Time and Materials 9:15 - 9:50 am (35 Minutes)

-Pencil
-Graphic Organizer
-Document Camera

Anticipatory Set The strategy I intend to use is: Generating Ideas/Brainstorming

I am using this strategy here because: Students will be given an opinion prompt. I will ask
students to take a moment to think about their opinion and develop some reasons. Then
we will discuss in a whole group setting. This will help students be able to think and
generate ideas before having to put anything on paper.

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Procedures The strategy I intend to use is: Questions/Independent Practice

I am using this strategy here because: Students have completed this task through guided
practice before. The goal for this lesson is that students can do it more independently. I
will start by asking essential questions to clarify the task, then have students complete
the work. I will provide small group scaffolding for students who need it.

Teacher Actions Student Actions Data Collected

1. Ask students to get 1. Students will get
out a pencil only. out materials and Informal Observation
2. Tell students the be seated at their
opinion prompt. desk.
3. Ask students to 2. Students will be
take a minute to told the writing
think of their prompt and quietly
opinion and think about their
potential reasons. own response.
4. Have students turn 3. Students will share
and share with a their opinion with a
partner. neighbor. Students
5. Have students will then share their
share as a whole opinion to the
group. Remind whole group. If
students that necessary, students
opinions and can tweak their
reasons should be opinion and
tangible, and what reasons to fit
that means. expectations.
6. Pass out graphic 4. Students will
organizer. receive a graphic
7. Have students write organizer and write
their name and their name on it.
then put their 5. Students will watch
pencil down. the board and go
8. Using the over expectations
document camera, and directions as a

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CEP Lesson Plan Form

have a whole group whole-group.

discussion about 6. Students will work
what students need on graphic
to do. organizers
9. Ask questions to independently.
clarify directions - 7. Students may
Do we need full choose to work at
sentences when the back table with
brainstorming? more teacher
Why does the support.
‘example’ box say 8. When finished
‘because’? How can students will check
you make your with the teacher -
opinion statement then will share their
be a strong hook? work with partners
10. Have students around the room.
complete their
graphic organizer
independently.
11. Have students who
would like more
teachers help to
raise their hand or
work at the back
table.
12. When students are
finished, have them
show a teacher.
Teachers can
challenge them to
add more
detail/extend their
writing.
13. If time permits-
have students read

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CEP Lesson Plan Form

their opinion
statement and
reasons how they
will write it as a
draft with a
partner.

Closure The strategy I intend to use is: pair sharing

I am using this strategy here because: to conclude the activity, students will share their
graphic organizers with peers around the classroom. I will instruct them to read it like
they are reading it to their specific audience, and to give feedback to peers. This will end
the writing work of the day. When the time block is over, they will be instructed to put
their writing in their desk and move on to the next portion of the day.

Differentiation Content Process Product Environment

Modifications: 1. Write an Students will be A graphic Students may
opinion able to form an organizer with work in a small
supported by opinion an opinion group with
reasons. (1st statement from statement, more teacher
Grade) a prompt. three reasons, scaffolding.
Students will be and a
able to write conclusion.
4. Use their ideas in a
appropriate graphic
organizer.
grammar,
Students can
spelling,
write 3 reasons
capitalizatio
to support their
n, and opinion.
punctuation. Teachers may
help with
spelling and the
process.

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Extensions: Students will A completed Students may

1. Write independently graphic work
opinion complete the organizer with independently
pieces on graphic a strong at first, and
topics or organizer. introduction then extend
texts, Students will sentence and their learning
supporting a write an hook, at least 3 by consulting
point of view opinion reasons with with peers.
with statement with examples - that
reasons. 3 reasons, and act as
at least one “because” for
4. Use a
example to the reasons,
recursive
support each and a
process to
reason. conclusion.
plan, draft, Students can
revise, and extend their
edit writing, writing by
applying making their
knowledge opinion
of the statement a
conventions strong ‘hook.’
of grammar,
capitalizatio
n,
punctuation,
and spelling.
Assessment
● Informal Observation throughout Writing Process
● Finished Writing Piece (end of unit)

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

Lesson Plan Appendix

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Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
● To focus student attention on the lesson.

● To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
● teacher input

● modeling

● questioning strategies

● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding

● other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:

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CEP Lesson Plan Form

● To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
● To help organize student learning

● To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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