Lesson 06: Support an Opinion Using Text Evidence

Lesson 06: Support an Opinion Using Text Evidence

Common
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01.05.dL.01.06SL.01.01SL.01.01.aSL.01.01.bSL.01.01.cSL.01.02SL.01.04SL.01.06W.01.01

Instructional Notes

Lessons 5 and 6 focus on the process of writing an opinion. The goal for first graders is to introduce the topic, state
their opinion, give one reason, and provide some sense of closure. In Lesson 5, students wrote their opinion about
which animal is more unique- bats or bees and reread the corresponding Wonders texts to locate evidence that
supports their position. In Lesson 6, students will evaluate which reasons are the best. Then, they will transfer their
graphic organizer (opinion from lesson 5) into a written response.

Note: There are no small groups this day to allow extended time for writing; however, teachers may pull responsive
groups for writing assistance.

Materials/Resources

Shared Learning

 Essential Question Anchor Chart: How are animals unique? or a curation and collaboration tool like Padlet.
(BCPS provides Padlet support here.)
 Busy As a Bee (ReadingWonders) - Busy As a Bee is the paired read for this week in the Literature
Anthology. (Wonders, Unit 4, Week 2, Anthology, pages 56-59, T117A-B)
 Bats! Bats! Bats! (ReadingWonders) - Bats! Bats! Bats! is the paired read for this week in the Literature
Anthology.(Wonders, Unit 4, Week 1, Anthology, pages 30-35, T39)
 Opinion Writing Template or Response paper, from lesson 9
 Response paper (Example: lined paper) or Opinion Writing Template (as a scaffold, as needed), 1 per
student
o Student Resource-Opinion Frame 1 (.pdf File)
o Student Resource-Opinion Frame 1 (.pptx File)
o Student Resource- Differentiated Opinion Writing Frame (.pdf File)
o Student Resource- Differentiated Opinion Writing Frame (.pptx File)
 Sticky notes

Essential Questions

How are animals unique?

Student Learning Goals/Objectives

Students will write an opinion paragraph in which they supply reasons about which animal is more unique: bats or
bees.
 Targeted Standards

Targeted CCSS:

Writing
W.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.

Language
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
L.4 Determine or clarify the meaning of unknown or multiple meaning words and phrases.
L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word
meanings.
L.6 Use words and phrases acquired through conversations, reading, and being read to, and responding to text,
including using frequently occurring conjunctions to signal simple relationships.

Speaking and Listening

SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and text with peers and
adults in small and larger groups.
SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other
media.
SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.6 Produce complete sentences when appropriate to task and situation.

Targeted P21:
Use a wide range of idea creation techniques (brainstorming)
Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms
and contexts.
Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions.
Use communication for a range of purposes (e.g. to inform, instruct, motivate, and persuade).
Understand and utilize the most appropriate media creation tools, characteristics and conventions.
Know when it is appropriate to listen and when to speak.

Shared Learning Experience

Facilitated Learning Task:

1. Display the Essential Question Anchor Chart or Padlet: How are animals unique?
● “Yesterday you made a choice about which animal was more unique, bats or bees.”
● Review the definition students created for unique (special, unusual, uncommon).
2. Set the purpose for today’s lesson: “Today, you will decide which reasons from the text are your most convincing;
which reasons prove the animal is unique.”
3. Display sticky notes with facts about one of the texts. Model thinking about which reasons are most convincing. For
example, “Bats can be black is not really one of the reasons they are unique. But, here I see they are the only
flying
mammal. That is a more convincing reason that supports my point that bats are more unique than bees.”
4. Students Think-Pair-Share to evaluate their two most convincing reasons from their sticky notes that supports their
point. (Students that need more support can cross out the points that are least convincing.)
5. Distribute the Opinion Frame.
● Discuss the topic sentence. (The topic sentence introduces the topic or names the book they are writing about.
In this case, students state the names of the two animals that they read about, bats and bees.)
● Have students use their Opinion Writing Template from lesson 5 to fill in their opinion.
● Have students evaluate the facts they noted in Lesson 5. Students copy from their sticky notes the two most
convincing reasons under Text Evidence.
Differentiation:
● Provide different options for student responses.
● Provide responsive writing assistance.
6. Explain that the closing statement restates your opinion for the reader. Students complete the closing statement.
Differentiation:
● Provide different options for student responses.
● Provide responsive writing assistance.
● Compose a closing statement as a class. Or, generate a list of closings, allowing students to copy one they like
best.
● Provide students in the enrichment and/or acceleration group an opportunity to write individual statements.
7. Students complete a final copy of their opinion written response using their best handwriting and spelling.
(Students
may use story paper or a teacher created template.)
8. Close the lesson by having students share their writing.

Responsive Small Group Instruction

Teachers should make instructional decisions based upon the needs of the students in their classes. Determinations
for the small groups are based upon ongoing observation of student work and progress with the learning goals, as
well as analyzing data points from multiple assessments. Small groups are flexible. Students are not assigned to
small groups as permanent group placements. Their placement should be assessed regularly to ensure that their
learning needs are being appropriately met.

Differentiated Small Group Instruction may include:

 Word Study (Phonemic Awareness, Phonics, Sight Words, Vocabulary, Spelling) with connected text
 Guided Reading
 Guided Writing with connected text
 Collaborative Discussions with connected text

Sample instructional materials include:

 Wonders decodable passages in the online Teacher Resource Book, texts in the Reading/Writing Workshop
Book, and Your Turn Practice Book
 Benchmark decodable texts
 Wonders leveled texts
 School-owned leveled texts
 Leveled texts from the BCPS Repository
 Wonders Differentiated Instruction section (Orange band)

Independent and Applied Learning

Independent and Applied Learning opportunities are embedded throughout the lesson.

Formative Assessment

Opinion Writing
 Grading

Data from formative assessment(s) may be used for:

X Differentiation Decisions
X Determination of student grade
☐ Other:

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