Name: Amanda Enos Grade Level Being Taught: K Subject/Content: Writing Group Size: Whole Date of Lesson: 3/21/18

USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Writing Group Size: Date of Lesson: 3/21/18
Whole
Lesson Content
What Standards (national or
state) relate to this lesson? LAFS.K.W.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in
(You should include ALL applicable which they tell a reader the topic or the name of the book they are writing about and state an opinion
standards. Rarely do teachers use or preference about the topic or book (e.g., My favorite book is...).
just one: they’d never get through
them all.)
Essential Understanding How can I use my opinion and support it in my writing?

(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you

teaching? Given a topic, students will be able to form an opinion, clearly express their opinion, and support it with at
(Student-centered: What will least 2 details.
students know and be able to do
after this lesson? Include the
ABCD’s of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Whole
Note: Degree of mastery does not

need to be a percentage.)
Rationale
Address the following questions: I am teaching opinions so that students can understand the importance of making choices and forming
 Why are you teaching this their own views. This lesson fits in with the large lesson of persuasive writing, which students will begin
objective? to explore in first grade. I am teaching the lesson this way so that students can begin forming opinions on
 Where does this lesson fit concrete, relatable topics like what their favorite food and animals are, and then move into more abstract
within a larger plan? topics that have a higher impact on their life. Its important for students to be able to express their
 Why are you teaching it this opinions because they are growing up in a diverse society where everyone has an opinion. I want my
way? students to not only be able to form opinions, but be able tell why and support their views.
 Why is it important for
students to learn this concept?
Evaluation Plan- How will you Summative: Students will write about which place they would rather visit ( the moon or the ocean) and
know students have mastered why.
your objectives?
Address the following:

 What formative evidence will
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is Opinion vs. persuasion

necessary for a teacher to teach Modeling writing
this material? Phonetic spelling – age appropriate spelling
Whole
What background knowledge is Knowledge of the moon

necessary for a student to Knowledge of the ocean
successfully meet these What an opinion is
objectives? How to support an opinion (key details/ telling why)
 How will you ensure students’

have this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?
What misconceptions might Students may confuse a narrative and an opinion piece- they may try to write a story about the moon or
students have about this content? ocean rather than writing their opinion about where they want to go.
Lesson Implementation
Teaching Methods Modeled writing
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Whole
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
Where applicable, be sure to

address the following: 11:25 Discuss opinions: Ask, “What is an opinion?” (what you think, what you feel, what
 What Higher Order Thinking you like or don’t like). Ask, “Does everyone have their own opinion? (yes) Is
(H.O.T.) questions will you ask? everyone’s opinion the same? (no) Can we have different reasons for why we like
 How will materials be something or why we don’t like something? (yes).” Ask, “When we write about
distributed? our opinions, are we writing a story or are we telling information? (telling)”.
 Who will work together in
groups and how will you Explain: Explain that we are going to be explorers today, and we’re going on a
determine the grouping? trip to explore a place. We have two places we could explore- the moon or the
 How will students transition ocean. Explain that we don’t have to know everything about these places, we just
between activities? have to pick one and tell why we would and to go there. We could make a guess
 What will you as the teacher do? about what we would see, or we could tell about what we already know or want
 What will the students do? to know.
 What student data will be
collected during each phase? 11:30 Engage: Make a T chart on the board. On one side write moon and the other write
 What are other adults in the ocean. Ask, “What do we know about the moon?” Write answers. Ask, “What do
room doing? How are they we want to know about the moon?” Write answers. Then ask, “how could we use
supporting students’ learning? this chart when we start writing about where we want to explore?” Do the same
 What model of co-teaching are thing for the ocean column. Ask supporting questions if students have a hard
you using? time adding background knowledge.
1:35 Model: Model writing an opinion about where I want to go explore. Sketch a
quick picture and think aloud. Then verbalize a first sentence and then
Whole
phonetically spell it, writing all the sounds a student would hear. Think loud
where to start a sentence, where to use punctuation, and capitalization.
1:40 Release students to write their own narrative. Encourage them to add two
reasons why they would want to explore that particular place. Mini-conference
as needed.
What will you do if… …a student struggles with the content?

I will ask them where they want to go and why. They will verbalize it and then I will help them write it on
paper. I will mini-conference one on one with them.
What will you do if… …a student masters the content quickly?

I will ask them to give 3 or more reasons why they would want to go there.
Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
Some students may be interested in the moon and ocean.
If applicable, how does this lesson connect to/reflect the local community?
Whole
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
I will give them extra space to write.
How will you differentiate instruction for students who need additional language support?
I will write words/ sentences in highlight and have them trace it. They will verbalize the sentence and I
will write it for them so that they can see how to write the sounds we hear.
Accommodations (If needed) Writing in highlighter for Y.M and R.K

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why White board, anchor chart, paper, highlighter
did you choose these materials?
Include any resources you used.
This can also include people!)

Name: Amanda Enos Grade Level Being Taught: K Subject/Content: Writing Group Size: Whole Date of Lesson: 3/21/18

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USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos

Essential Understanding How can I use my opinion and support it in my writing?

Objectives- What are you

Note: Degree of mastery does not

Address the following:

What Content Knowledge is Opinion vs. persuasion

What background knowledge is Knowledge of the moon

 How will you ensure students’

Where applicable, be sure to

What will you do if… …a student struggles with the content?

What will you do if… …a student masters the content quickly?

Accommodations (If needed) Writing in highlighter for Y.M and R.K

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