Author: Amayrani Gonzalez

Title: Opinionative Writing in the 2nd Grade Classroom

Abstract: Students will bring up a topic and state their opinion based on that topic. Write opinion
pieces in which they introduce the topic or book they are writing about and state an opinion.
Grade Level: 2nd grade
In-class Instruction Time: 15-20 mins
Group Size: whole group
Writing Pedagogy English 313
Life Skill:
Language play, communicating an opinion, writing skills, deductive reasoning
Teaching Style: group discussion, social interaction, reading and writing connections
Intended Learning Outcomes: Students will be given a topic to choose from and choose
where they stand on that topic. They will introduce it and discover the opinions of others while
understand that others do not have the same opinions. Students will connect their opinions in
writing. Students will desire to share their opinions and expand on their reasons.
Background: Students will come with different opinions based on their experiences and home
life. We will learn why and how others show they feel strongly opinionated about a topic and
recognize them.
Materials:

Classroom space
Tape or something to physically divide the classroom
Books:
The Perfect Pet, By Margie Palatini
Popsicle sticks with prompts or pre-cut pieces of square paper
Jar
Dry erase markers and white board

Instructional Procedures: Provide a step-by-step outline of the procedures a teacher should use
to
carry out this plan.
1. Hook: mark or divide the class in half.
a. Have kids stand up or stay in their seats as you ask a question
whether they like one thing versus the other (introduce the topic). For example,
If you like cats more than dogs stand on the left side of the room. If you like dogs
more than cats, stand on the right side of the room. Make sure students
understand they must choose one.

b. Discuss the frame of question and answer students just

experienced. In other words, notice how I, the teacher, brought up a topic with a
question and then had the students answer or choose.
c. As students are standing in their sections, decide which side is
more popular. Write on the board a sentence phrase such as, I love _____. or
___ is the best. Think of different ways to state an opinion. Write those sentence
frames on the board. Then write a contrary opinion sentence such as, I dont like
____ or I hate____. Repeat this class movement and writing on the board for
about 5 popsicle stick prompts.
2. Story: Now read a story to the class. Read The Perfect Pet, By Margie Palatini.
a. Summary: Elizabeth is trying to convince her parents that she
really wants a pet.
b. Discuss how the book states its opinion of what a best pet is. Ask
the class and take a poll of who agrees with the author of the book. How do we
know that Elizabeth really wants a pet? How can we let our readers really know
our opinion?
3. Students turn: Take out the jar with popsicle sticks on last time and have
students find a partner. Have them decide who is partner 1 and who is partner 2.
a. Make sure students know how to introduce the topic and then
clearly state their opinion of that topic.
b. Pull out a prompt and read it. Have partner 1 state their opinion to
their partner and then switch.
4. Reread aloud: Read The Perfect Pet one more time, letting students know they
will have to use this book as the introduction to their topic and follow it with their opinion.
5. Apply to writing: Pass out lined paper or have students pull out their journal.
a. Using the sentence frames, have students write in their journal
about the book discussed. Then have them choose what the best pet is for them.
Let class know that the next day, they will be providing reasons for their opinions
as Elizabeth did in the story The Perfect Pet.