DANIELSON FRAMEWORK LESSON PLAN TEMPLATE

Teacher Candidate: Abigail Erchick

Subject/Grade/Program Type:
Writing/3rd/Inclusion

Date: 3/8/16

Title of the Lesson: What is an Opinion?

Lesson Essential Question: What is an

Opinion and how can you use keywords to
write an opinion statement?

Topic or Big Idea: What is an Opinion?

What are the keywords to recognize an
opinion statement?

Unit Essential Question: What is an

opinion? How can I tell if a statement is an
opinion or not? How can I write an opinion
statement?
Introductory/Acquisition
Lesson

Extending Thinking
Lesson

Assessment Lesson

This is an Introductory/Acquisition Lesson. It is continuing instruction on the opinion topic from

monday 3/7/16 but it is also teaching the new information of what an opinion is and
broadening the students understanding of how to recognize it using keywords.
Focus
Students
Attention

Student Learning Outcome(s): What should students know and do as a

result of the lesson? (Component 1C)

Content
Outcome
Performance
Outcome

Students will be able to identify an opinion statement 2 out of 3 times

using keywords and context clues.
Students will be able to write and create an opinion statement 2 out of 5
times using keywords to support their thinking.

Content
Standards

Standard(s): What are the standard(s) addressed by this lesson? Does

the lesson have an interdisciplinary focus? (Component 1A)

Include number
and text of each
standard being
addressed

CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts,

supporting a point of view with reasons
CCSS.ELA-LITERACY.W.3.1.A--Introduce the topic or text they are writing
about, state an opinion, and create an organizational structure that lists
reasons
CCSS.ELA-LITERACY.W.3.4 With guidance and support from adults,
produce writing in which the development and organization are appropriate
to task and purpose.

Common Core
Focus

Relevance/Rationale: Why are the outcomes of this lesson important in

the real world? Why are these outcomes essential for future learning?
(Components 1A,1C)

Students will need to be able to form their own opinions and be able to
state them in a manner that can be supported with evidence to support
their argument or point of view. This will be needed not only in the
academic setting but also when they have an argument with a co-worker,
friend or when they need to persuade someone and present their case in
order to change some ones mind on a topic or way of thinking.
Language
Objective
(Classes with
ESL Coteacher)

Statement of Language Objective: How will the student demonstrate

understanding using the four domains of reading, writing, speaking, and/or
listening? (Components 1B, 1C)

Students will be reading the guided practice piece to themselves, as well

as the keywords to identify. They will actively participate in small group
discussion listening to others opinions and giving their own, asking
questions and going over the key words. Students will be writing their own
opinion statements after they have practiced in group verbally stating them
and learning how to accurately use the keywords.
Model of
Co-teaching

Statement of Adult Roles: How will the other adults in the classroom
support students? (Component 4D)
Each teacher in the room will have a small group to work with. They will
have 4-5 students, to go over the instruction with. They will explain what
an opinion is and go over the keywords on the index cards with them as
well as go over what a positive and negative opinion is, and what a point of
view is. The teachers will state the opinion statements aloud followed by
each students highlighting it, the students will lead the discussion
afterwards about which is correct with the teachers help. The teachers will
then be there to assist the students when needed for their independent
practice when they are practicing writing their own opinion statements.

Anticipatory
Set /Activating
Strategy

Do Now / Warm-up: How will you engage students in learning? How will
you connect the lesson to their prior knowledge? (Component 1E)
The students will have an entrance slip to complete with engaging topics
for the statements that they will be reading. Entrance slip: Short fact an
opinion list of statements. Put F if Fact, O if Opinion. If its an opinion they
need to state why or how they know it is an opinion statement.

Introductory /
Short Lecture/
and/or
Developmental

Teacher Directed Activities: (Teaching of the new concept): How will

you aid students in constructing meaning of new concepts? How will you
introduce/model new skills or procedures? What instructional strategy(ies)
will you introduce, re-introduce or utilize to ensure comprehension?

Activities

(Component 1E)
Teacher will go over the definition of what an opinion is, and what a point
of view is. Teacher will go over keywords that help to signal that the
statement is an opinion statement and whether or not it is a positive
opinion or a negative opinion. Students and Teacher will discuss examples
of opinion statements, and how everyone has different point of views.

Teacher Guided
Practice

Teacher-Monitored Activities: What will students do together to use

new concepts or skills? How will you assist students in this process?
(Component 1E)
Teacher will model with students how to identify keywords in an opinion
statement. Then students will go and practice identify the keywords by
highlighting them in a google doc that will be gone over. The teacher will
say each statement aloud, the students will highlight what they think is the
key words and at the end they will all be gone over.

Independent
Practice or
Activities

Practice Activities, Refinement, and Extension: What opportunities will

students have to use the new skills and concepts in a meaningful way?
How will students expand and solidify their understanding of the concept
and apply it to a real-world situation? How will students demonstrate their
mastery of the essential learning outcomes? (Components 1E, 1F)
Students will complete a graphic organizer that states 5 topics. Each
student will write an opinion statement for each using keywords in each.
Extension: For each opinion statement, the students could write another
point of view statement showing their understanding that not everyone will
agree or have the same opinion.

Assessment/
Closure
What does
success on
this lessons
outcomes look
like?
What is the
evidence of
learning?
(Component
1F)

Formative
Assessment: How
will you & your students
know if they have
successfully met the
outcomes? What
specific criteria will be
met in a successful
product/process?

Closure Activities:
How will you assist
students in reflecting
upon what they
learned today and
are preparing for
tomorrows lesson?
What homework will
be assigned to help
students practice,
prepare, or elaborate
on a concept or skill
taught?

Summative
Assessment: How will
you ensure that all
students have mastered
the identified learning
indicators? How will you
assess their learning
daily? How will you
assess their learning at
the end of a unit?

Students will complete

an owl sheet before

Students will write

their own opinion

Students will work on

their opinion writing skills

and after to self asses

their learning.
Observation notes will
be taken during lesson
as well as the google
doc for guided practice
will be used to know
that the students were
able to identify what an
opinion statement is
and the keywords that
are used in them. The
independent practice
will be used to show
that the students are
able to write their own
opinion statements
using the keywords and
understanding of
positive and negative
opinions.

Resources/
Materials:

statements, and will

practice the
keywords. They will
complete an ending
owl sheet to show
how they think they
progressed in their
understanding of
opinion statements,
which will be built
upon in the next
days lesson when
they learn how to
support their
statements with good
reasons.
Homework given will
be a practice sheet
where they must
underline or box the
keywords in the
opinion statements.
At the end of the
page there will be 2
topics that they will
need to apply their
knowledge and write
an opinion statement
for.

piece by piece. They will

complete the owl sheets
and the progress of their
understanding of opinion
writing will be monitored
as data is collected and
assessed to see who
needs more support in
one area over another.
At the end of the unit the
students will be applying
all of their opinion writing
skills to a revise and
rewrite of a book review
they wrote on The
Chocolate Touch, we just
finished in reading, and
at the very end they will
be applying their skills to
write an opinion piece on
where to go on a class
field trip.

What texts, digital resources, & materials will be used in this lesson?
(Component 1D)
Chromebooks, Google classroom, Notes pages,teacher made Index cards
for key words, teacher made self assessment (owl sheet), teacher made
graphic organizers, modified lesson graphic organizers and notes, teacher
made entrance slip.

Access for
All:

How will you ensure that all students have access to and are able to
engage appropriately in this lesson? Consider all aspects of student
diversity ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)
All students will have access to and are able to engage appropriately in
this lesson by answering teacher created challenging questions through
group discussion as well as challenging questions during independent

work on activities on their Chromebooks. The large population of boys in

the class will be engaged with the technology driven activities during
independent practice, as well as all students using the Chromebooks
during independent practice to remain engaged throughout the lesson.
Differentiatio
n:

What curriculum modifications and/or classroom accommodations will you

make for Students with learning differences in your class? Be as specific
as possible. (Component 1B, 1D)
In order to meet all of the learners needs in this classroom, students will
be grouped by reading levels (above average, average, and below
average) for small group instruction. When completing activities on their
Chromebooks, students will refer to assignments based on their
achievement level groupings. Throughout the lesson, students will be
assisted as needed through prompting, scribing, and accepting verbal
answers over written answers for those students whom it may apply.

Reflection: