Name: Lara Singzon Length of Learning Segment: 3 lessons

LEARNING SEGMENT
Key Content Standards:
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.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-LITERACY.L.1.1.A: Print all upper- and lowercase letters.
CCSS.ELA-LITERACY.L.1.2.D: Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
For pre-lesson (Lesson 0): CCSS.ELA-LITERACY.RL.1.3: Describe characters, settings, and major events in a story, using
key details.
Lesson Objectives: What do you want students to know and be able to do each day?
Lesson 0:
- During a read aloud of I Wanna Iguana by Karen Kaufman Orloff, Ss will be able to:
- Identify what the main character thinks (what their opinion is) using key details from events in the story
- Students will be able to brainstorm pet ideas as a class using a circle map
Lesson 1:
- Students will be able to understand the meaning of the word “opinion” and use it in appropriate contexts
- Students will be able to discuss their opinions using the sentence frame “My opinion is that _______.”
Lesson 2:
- Students will be able to select one animal to write their opinion writing about
- Students will be able to engage in conversation with a partner using academic language (My opinion is that _______
are the best pets. My reason is________.)
- Students will be able to complete a graphic organizer with a pet of their choice and at least 2 reasons explaining why
this is the best pet
Lesson 3:
- Students will be able to use graphic organizer from previous lesson to write opinion piece, which includes an opinion
sentence, at least one reason to justify opinion, and some sense of closure
- Students will be able to use writing conventions such as proper spelling of sight words, phonetic spelling of unfamiliar
words, capitalization, punctuation, and proper printing of letters
- Students will be able to draw and label a picture that enhances the writing piece
Prerequisite Skills: What do students need to know and be able to do in order to engage in the learning segment?
- Students should be able to engage in conversation with peers using academic language
- Students should be able to generate opinions
- Students should be able to generate reasons to support their opinions
- Students should be able to label their drawings
- Students should be able to write in complete sentences
- Students should be able to properly spell sight words and phonetically spell unfamiliar words
- Students should be able to use appropriate capitalization and punctuation
Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning
objectives by the end of the learning segment?
- Opinion writing pieces on students’ chosen pets
Modifications: What modification of the above assessment will you use for students with various support needs (including
language learners)?
- Students will be encouraged to write what they can
- Students will have access to sight words and digraphs/diphthongs chart
- Teacher will have pictures of pets for Students to choose from for their opinion writing topic
- Teacher will have a conversation with them about their ideas and help them to generate ideas, if needed
- Teacher will repeat and clarify instructions for Students with learning disabilities and ELL students
- Teacher will walk around to check in with Students throughout lessons
- Teacher will provide individual support to Students who are struggling readers and who are ELL students to meet
 Name: Lara Singzon Length of Learning Segment: 3 lessons
them at their individual abilities in order to encourage Students to complete work as independently as possible
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications
throughout the learning segment?
Lesson 0:
- Teacher will ask questions during read aloud to get a sense of student understanding of the story
- Teacher will walk around as Students share their ideas whole group or with a partner
Lesson 1:
- Teacher will check in with students using thumbs up/middle/down and 3 finger check in
- Teacher will observe Students participation while using the word “opinion” or while using the sentence starter “My
opinion is that _____.”
Lesson 2:
- Teacher will walk around as Students share their opinion writing topic to a partner using sentence frames
- Students will share out possible reasonings to help each other generate ideas and Teacher will observe ideas
- Teacher will walk around as Students are completing their opinion writing graphic organizer
Lesson 3:
- T will ask Students to give thumbs up/middle/down to share how they feel about instructions and expectations
- Teacher will walk around as Students are writing their opinion writing piece
Connections:
· Connections to Students’ Lives - experiences, interests, development, and social emotional learning needs:
- Students will be able to draw on personal experiences with pets, or use their favorite books about pets to engage in
learning segment
· Connections to Real Life Contexts & Culturally Responsive Practices:
- Students will be able to write their opinions on pets they have in real life or animals/pets that are significant to their
cultures
Differentiation throughout Learning Segment:
Describe your differentiated instructional strategies for…
· Varying Academic Abilities and Specific Learning Needs:
- Teacher will model how to complete work using a “I do, we do, you do” model
- Sight words and digraphs/diphthongs charts will be available at each Students’ desk, as well as posted up on wall
- Students will be encouraged to express their thinking using any modalities they feel most confident in (e.g. draw, write,
or speak their opinion writing)
- Teacher will have pictures of pets for Students to choose from for their opinion writing topic
· Language Levels:
- Sight words and digraphs/diphthongs charts will be available at each Students’ desk
- Students will be encouraged to express their thinking using any modalities they feel most confident in (e.g. draw, write,
or speak their opinion writing)
- Teacher will have pictures of pets for Students to choose from for their opinion writing topic
Academic Language: What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or grammatical
features will be explicitly taught throughout the Learning Segment?
- Opinion
- Opinion sentence
- Opinion Writing
- Closing sentence
- Reasons
- Circle map
- Graphic organizer
Instructional Learning Strategies to Support Student Learning:
How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify
learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5)
build metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?
 Name: Lara Singzon Length of Learning Segment: 3 lessons
1) A majority of the Students have pets of their own, or have had pets of their own. As a class, Students are interested in animals
and are interested in sharing their ideas with one another. This learning segment builds on that by having Students give
reasonings to their ideas/opinions.
2) Using informal and formative assessments that align with key content standards, Teacher will ensure that Students state their
opinions, give reasons to support their opinions, use opinion and closing sentences, punctuation, and capitalization.
3) Teacher will present the material using a I do, we do, you do model in order to scaffold needs and work towards independence.
4) Teacher will use both informal and formative assessments during and at the end of each lesson to keep track of student learning
(e.g. Teacher walking around to hear/see Students response, circle maps, opinion writing draft, Students check-ins such as
thumbs up/thumbs middle, give opportunities for Students to share their work to peers whole group, small group, partners, etc).
5) Teacher will give Students opportunities to think and reflect on their own personal experiences with pets, or use prior knowledge
about animals or pets. Teacher will also give Students opportunities to reflect and share their thinking through whole group
discussions, pair shares, and thumbs up/thumbs down.
6) Teacher will create opportunities for Students to share their ideas and opinions with one another and will emphasize that every
one can have their own opinion and that it is okay to have different opinions than other people. We must remain respectful and
kind towards our peers.
List what the teacher and students will be doing in each lesson.
LESSON _0_ of _3_
Time Teacher Student Resources / Materials
8:30 am Teacher: Let’s play a game! It’s Would You Students sit on the rug.
Rather? I’m going to think of two things and
you’re going to tell me what you would pick,
or which one you think is best.
[Teacher does few rounds of game: pizza vs Students shout out answers or
burger, ice cream vs donut, basketball vs hold up “1” or “2” on their fingers.
baseball, hide and seek vs tag, blue vs red]

8:35 am Teacher: Cool thank you for sharing! Can Students give thumbs up if
you give me a thumbs up or thumbs middle if they’ve heard it, thumbs middle if
you’ve heard of the word “opinion” before? not.
Tell me what “opinion” is!
[If Students do not know, Teacher will Students raise hands to share.
explain that opinions are something that
people think, believe, or feel, using Would
You Rather? game as examples]

Teacher: Today, we’re going to be reading I

8:37 am I Wanna Iguana by Karen
Wanna Iguana by Karen Kaufman Orloff. As
Kaufman Orloff
we’re reading, let's start thinking about what
Alex’s opinion is.

Teacher: [after pg. 6] Who is talking and

writing to each other? Shout it out!
Students shout out.
Teacher: What does Alex want? Who is the
iguana from? Turn and talk to a partner to
share what you think. Students turn and talk.
[Teacher will give prompt to switch to
Partner B after some time]
Teacher: Let’s share out some of what you
and your partners talked about.
Students raise hands to share.

8:43 am Teacher: [after pg. 8] Does Alex’s mom want

the same thing as Alex?
 Name: Lara Singzon Length of Learning Segment: 3 lessons
Students raise hands to share.
Teacher: [stop at pg. 18] Do you think Alex
8:50 am will be able to get the iguana as his pet?
Turn and talk to partner to tell them why or
why not. Students turn and talk.
[Teacher will give prompt to switch to
Partner B after some time]
Teacher: Let’s share what we talked about! Students raise hands to share.

8:52 am Teacher: [after last pg.] So what was Alex’s

opinion?
8:55 am Teacher: Did you like the story we read Students raise hands to share. Circle Map Anchor Chart,
today? Give me a thumbs up, thumbs markers
middle, or thumbs down. Students give thumbs up/thumbs
down.

Teacher: Now, we’re going to start talking

about what you think the best pet there is to
have.
Teacher: I’m going to draw a circle map and
put “best pet” in the middle. Raise your hand Students raise hands to share.
9:05 am
to share what you think the best pet there is
to have.

Teacher: Great ideas! Keep thinking about

what you think the best pet is because Students transition.
tomorrow we’re going to talk more about it
and why you think that! Let’s line up for
breakfast.

LESSON _1_ of _3_

Time Teacher Student Resources / Materials
8:30 am Teacher: Do you remember yesterday we Students sit at the rug. Opinion Anchor Chart,
read I Wanna Iguana and we talked about markers
opinions? Can someone tell me what they Students raise hands.
remember about the word “opinion?” When
you hear the word “opinion” what do you
think of?
(Teacher writes on “What we know” section
of Opinion Anchor Chart as Students share
what they know)

Teacher: Cool! Now let’s look at the meaning

of the word “opinion.” I’m going to read it
Students repeat definition with T.
first, then you’re going to read it with me the
2nd time. When I say my opinion, I tell what I
8:35 am think about a topic.
(Teacher refers to definition on anchor chart,
pointing to each word as Teacher &
Students read)
Name: Lara Singzon Length of Learning Segment: 3 lessons
Teacher: For example, when we read a book
and I say “I think it was a good book,” that is
my opinion. What was the topic? The book.
What was my opinion, what did I think about
Students shout out.
the book? That it was good.

Teacher: Another example is if we were

talking about food and I said, “I think cheese
pizza is yummy.” What was the topic, what
were we talking about? Pizza. What was my Students shout out.
opinion of pizza? That it was yummy.

Teacher: One more example is if we were

talking about colors and I said, “I think the
color yellow is the best color ever.” What is
the topic? Colors. What was my opinion of Students raise hands to
colors? That yellow is the best one. volunteer.
8:40 am
Teacher: Does anyone want to help me with Student responds and repeats
the next example? (T picks one S) after Teacher.
Teacher: Let’s talk about playing in the yard.
Do you think playing tag is fun? Okay, so
you can say “I think playing tag is/is not fun.”
(Teacher refers to anchor chart while giving
Students shout out.
sentence frame “I think”)
Teacher: So class, what was (student)’s
opinion on playing tag? They think it is/is not Students raise hands to
fun. volunteer.
Student responds and repeats
8:45 am (Teacher repeats with the topic of movies after Teacher.
with another Student) Students shout out.

Teacher: Nice! Remember, we said that

opinion is what we think about a topic
8:48 am
(Teacher refers back to anchor chart). So,
when we want to tell our opinion, we can say
“I think _____,” OR we can say “My opinion
is _____.”

Teacher: So earlier I said “I think yellow is

the best color ever,” I can also say “My
opinion is that yellow is the best color ever.”
Teacher: Or when (student) said they think
playing tag is/is not fun, they could also say
“My opinion is that tag is/is not fun.”
8:50 am Teacher: So “I think” and “My opinion” are
the same. Students repeat and copy
(Teacher will motion with one hand when Teacher’s words and actions.
Teacher says “I think”, then motion with the
other hand when Teacher says “My opinion,” Students give thumbs up/down.
then put two hands together when Teacher
 Name: Lara Singzon Length of Learning Segment: 3 lessons

LESSON _2_ of _3_

Time Teacher Student Resources / Materials
Name: Lara Singzon Length of Learning Segment: 3 lessons
8:30 am Teacher: Yesterday, we talked about Students sit on the rug. Opinion Anchor Chart
opinions. Let’s shout out what we know and Students shout out.
what we learned about opinions.

Teacher: So today, we’re going to start

talking about what Opinion Writing is. Opinion Writing Anchor
Chart
(Teacher will read opinion writing anchor
chart)
Teacher: First, I’m going to read each Students repeat sentences.
sentence, then you will read with me the 2nd
time around.

Teacher: So you may be wondering, what

are we going to write about? What’s our
topic?
You’re going to be writing about what you Pets Circle Map Anchor
think the best pet there is to have! Chart, markers
Remember the circle map of pets we made
Students shout out.
the other day after we read I Wanna Iguana?
Let’s go over some of the pets we thought
of.
(Teacher reads out Students ideas and asks
if anyone wants to add another pet to the
circle map)
Teacher: I want you to pick one pet you
would like to write about. This pet is the pet Students give thumbs up on
you think would be best to have. You can heart.
8:35 am use the circle map to help you think of a pet!
Teacher: Let’s give ourselves a minute to Students shout out or point on
have some think time. When you think you circle map their topic of choice.
have a pet in mind, give me a thumbs up on
your heart.
Graphic Organizer Anchor
Teacher: Let’s shout them out! Or you can Chart, markers
point to the circle map to show me which
one you picked.

Teacher: Great topics class! Now, to help us

write our Opinion Writing, we’re going to first
use a graphic organizer. Everyone say
“graphic organizer.” Our graphic organizer
has space for us to write our topic and
opinion sentence.
Teacher: Writers, sometimes before we start
writing, we use graphic organizers to help us
get our ideas down. Remember the “What
you need” poster you did with Ms. Park?
That’s kind of like a graphic organizer too.
Teacher: So for my graphic organizer, I’m Students raise hands to share.
going to put “dog” where it says “My opinion
is that a ____ is the best pet to have.”
(Teacher models filling in opinion sentence)
Name: Lara Singzon Length of Learning Segment: 3 lessons
Teacher: Let’s practice. Let’s share out what
you would put on your graphic organizer.
Remember, when you’re sharing, use the
8:40 am sentence frame “My opinion is that a ___ is
the best pet to have.”

Teacher: Now that we’ve talked about which

pet we think is the best, let’s start thinking
about why this pet is the best. This is called
our reasons. For example, my opinion is that
dogs are the best pets to have. My reason Students raise hands to share.
for my opinion is because dogs are loyal.
They will always be there for you.
(Teacher writes down on Graphic organizer
anchor chart)

Teacher: I’m going to do the same for my

second reason. I’m going to think of another
reason why the pet I chose is the best one.
Do you have any ideas for my 2nd reason?
Sight words and
Can you help me out?
digraphs/diphthong charts.
(Teacher models writing in Reason #2 on
graphic organizer)
Students turn and talk.
Teacher: Let’s give each other some thinking
8:45 am time to think of one reason for our own
opinions. Why do you think the pet you
chose is the best one?
Teacher: Turn and talk to a partner by using
this sentence frame: “My opinion is that a
______ is the best pet to have. My reason is Students raise hands to share.
because__________.”
(Teacher will have Students refer to Graphic
Organizer anchor chart for sentence frames)

Students give thumbs

Teacher: Let’s share out some of our up/middle/down.
reasons! First tell me your opinion: which
animal you think is best. Then share your
reason. Opinion writing graphic
organizers for students,
pencils
Teacher: Amazing! Let’s do a check in. How
are we feeling about the graphic organizer
and our reasons? Give me a thumbs up,
9:05 am middle, or down.

Teacher: Now writers, it’s your turn! You’re

going to do the same thing we did on your Students transition from rug to
own graphic organizer. First, you’re going to their desks.
write what you think the best pet is. Then,
you’re going to write Reason #1. Why do you
think your pet is best? Last, you’re going to
write Reason #2.
Remember, if you feel like you don’t know
Students: Yes, Yes.
 Name: Lara Singzon Length of Learning Segment: 3 lessons

LESSON _3_ of _3_

Time Teacher Student Resources / Materials
Name: Lara Singzon Length of Learning Segment: 3 lessons
8:30 am Teacher: Writers, remember yesterday we Students sit at the rug. Graphic Organizer Anchor
filled out our graphic organizers? Let’s share Students raise hands to share. Chart
out the pets we’ve been writing about and
some reasons why we think this is the best
Students read out loud with
pet. Teacher.
8:32 am Opinion Writing Anchor
Teacher: Nice! Writers, today, we’re going to Chart
start writing our Opinion Writing. Let’s go
over again what Opinion Writing is.
(Teacher reads and reviews Opinion Writing
Anchor Chart from previous lesson)

Teacher: Remember yesterday how we

8:35 am talked about writers using Graphic
Organizers to help them write? That’s
exactly what we’re going to do today! We’re
going to use the graphic organizer we
finished yesterday to help us write our
Opinion Writing! Opinion Reasons Explain
Teacher: We’re also going to use something Opinion (OREO) Anchor
Chart
called OREO. Have we heard of Oreo
before? Maybe the cookie? This is a
different type of OREO. This type of OREO
will help you write your Opinion Writing. It
tells us the order of how to write. This OREO
stands for Opinion, Reason, Explain,
Opinion. Students give 3 finger check in.
(Teacher reads OREO anchor chart while
8:40 am
referencing graphic organizer for each part)

Teacher: Does this make sense? Let’s do a

3 finger check in before I start writing my Students watch Teacher write,
Students help Teacher write.
Opinion Writing.
Opinion Writing Sheet
Teacher: This is where I’m going to write my Anchor Chart, markers
opinion writing. You’re going to get one of
these too. Remember, when we’re writing
our Opinion Writing, we’re going to use
OREO to help us remember the order of
what we write, and use our Graphic
Organizers to help us know what to write.
Teacher: The first step when I get my
Opinion Writing Sheet is thinking of a title.
What do I want to name my Opinion Writing?
Hmm since the topic is about what I think is
the best pet and I’m talking about dogs, Students shout out.
maybe I’ll have the title be “Dogs are the
Best Pets.”

Teacher: Now that I have a title, I’m going to

Name: Lara Singzon Length of Learning Segment: 3 lessons
draw a picture. Am I going to draw a lizard if
my Opinion Writing is about dogs? No,
you’re right! I’m going to draw a dog. Am I
going to draw a dog in a spaceship? No, it
wouldn’t make sense and doesn’t have
anything to do with what I wrote in my
graphic organizer! I’m going to draw a dog
playing with me. Maybe I’ll draw us at the
park. Now, Ms. Singzon is not the best artist.
But if I don’t know how to draw something,
I’m going to try my best. It doesn’t have to
be perfect but I’m going to try to make it as
detailed as possible. Now that I’m done
drawing, do I need to do something? That’s
8:45 am right I have to label my picture! Ms. Singzon
doesn’t have any crayons to color, but when
you finish drawing and labeling, you’re going
to color your picture.

Teacher: Now that I have my picture, it’s

time to start writing. I’m going to look at
OREO to see what I should write first. “O”
stands for opinion. I’m going to write my
opinion sentence. Is there a place we’ve
already written our opinion sentence? Yes!
Our graphic organizers. I’m going to write
exactly what I have on my graphic organizer.
Students shout out.
(For entire modeling of Opinion Writing,
Teacher will be referring to both OREO
Anchor Chart and Graphic Organizer Anchor
Chart)

Teacher: Now on OREO, what’s after “O?”

Yes, “R.” What does “R” stand for? Reason!
I’m going to write my Reason #1. Remember
writers, we have to use complete sentences
when we write our Opinion Writing. So if you
8:55 am didn’t use complete sentences in your
graphic organizer, this is the time to make
your ideas into complete sentences. For me,
I used complete sentences in my graphic
organizer, so I’m going to copy what I wrote
onto my Opinion Writing.

Teacher: Next, we have “E” for explain. This

is for explaining my Reason #1. So for my Students give thumbs
Reason #1, I said that dogs are loyal. To up/middle/down.
give more details, I’m going to explain more
by saying “They will always be there for
you.” This gives more detail about my first Students shout out their
reason. feedback.
Name: Lara Singzon Length of Learning Segment: 3 lessons