Social Studies Lesson Plan

Name: Jessica English Duration of Lesson: 60 min

Lesson Name: Learning About Opinion Writing 1 of 3 Grade Level: 1st Grade

History Social-Science Content Standards:

1.3 Students know and understand the symbols, icons, and traditions of the
United States that provide continuity and a sense of community across time.

1. Recite the Pledge of Allegiance and sing songs that express American ideals (e.g.,
My Country Tis of Thee).
3. Identify American symbols, landmarks, and essential documents, such as the flag,
bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and
know the people and events associated with them.

Common Core State Standards:

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).
SL.1.1.B Build on others' talk in conversations by responding to the comments
of others through multiple exchanges.
SL.1.1.C Ask questions to clear up any confusion about the topics and texts
under discussion.
SL.1.4 Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
SL.1.6 Produce complete sentences when appropriate to task and situation.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.

Learning Objectives:
Content Objective:
Students will give their opinion about an American symbol backing up their ideas with
facts from the text using language frames.

Purpose: To form an opinion about an American symbol.

Language Objectives:
Students will be able to form an opinion using the language frames provided.

English Language Development (ELD) Standards and Proficiency Levels:

Main ELD Standard #3: Offering and supporting opinions and negotiating with others
in communicative exchanges.
Emerging: ELD SL.1.1, 6 Offer opinions and ideas in conversations using a small set of
learned phrases (e.g., I think X), as well as open responses in order to gain and/or hold
the floor.
Expanding: ELD SL.1.1, 6 Offer opinions and negotiate with others in conversations
using an expanded set of learned phrases (e.g., I think/dont think X. I agree with X), as
well as open responses in order to gain and/or hold the floor, elaborate on an idea, and so
on.
Bridging: ELD SL.1.1, 6 Offer opinions and negotiate with others in conversations using
an expanded set of learned phrases (e.g., I think/dont think X. I agree with X), and open
responses in order to gain and/or hold the floor, elaborate on an idea, provide different
opinions, and so on.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2
Words
Text Types/Structures (and related
vocabulary)
Language Frames/Supports
Statue of Liberty, American Flag, Pledge of
Allegiance, American ideals, symbols,
landmarks, bald eagle, U.S. Constitution,
and Declaration of Independence
Argumentation, opinion, and claim
Sentence frames and graphic organizer

Resources and Materials:

2 posters (1 Pledge of Allegiance, 1 Patriotic Bugaloo), poster paper, markers, pocket
chart, 19 American Symbols packets, 19 opinion writing graphic organizers, crayons
(green, red, and yellow), 8 pencils, 8 pieces of paper, and sentence frames
I predict ____ means ____.
The word ____ sounds like ____.
I think that _____is ____.
In my opinion, I think that _______.
One reason is ______.
Another reason is _____.
This is why I think _____.
I think that ____is the best American symbol.

Resources: GLAD and https://www.teacherspayteachers.com/Product/Close-Read-

American-Symbols-and-Monuments-1230577

Informal Assessments:
The teacher will listen in on student conversations while they are forming an opinion
using sentence frames during think-pair-share and when the students share their
opinions and reasons with the class.

Procedure-Instructional Strategies and Learning Tasks to Support Student

Learning:
ANTICIPATORY SET: (5 minutes)
Prior Knowledge: During the overall social studies unit, including the American
symbols, landmarks, and essential documents (American Flag, Statue of Liberty, Lincoln
Memorial, Mt. Rushmore, bald eagle, Liberty Bell, U.S. Constitution, U.S. Capitol, Washington
Monument, White House and Declaration of Independence) students have been singing the
Pledge of Allegiance, and America by BeBe Winans. They are already familiar with these
songs. While at the carpet, the children and teacher will choral sing two American
chants that are on poster board.
The Pledge of Allegiance
(Students stand and put their right hand over their heart)
I pledge allegiance to the Flag of the United States of America, and to the Republic for
which it stands, one nation, under God, indivisible, with liberty and justice for all.

Patriotic Bugaloo
By Elizabeth Gellatly
(During this song the children have hand movements that go along with the words so
they gain a better understanding of what the song is about.)
Im Patriotic and Im here to say, (point to the ground)
I spot national symbols every day.
Sometimes, I see a flag flying high,(puts right hand over their heart)
Sometimes, I see a bald eagle in the sky. (point to the sky)
Flag, Bald Eagle, Statue of Liberty, too
Doing the Patriotic bugaloo! (everyone dances)
Liberty Bell cast in London, they say, (hand dings an imaginary bell)
Cracked and flawed, we love it anyway.
It once hung in Independence Hall,
Now in a glass pavilion on view for all. (each hand forms a circle on eyes to look like binoculars)
Flag, Bald Eagle, Statue of Liberty, too
Doing the Patriotic bugaloo! (everyone dances)
Statue of Liberty a gift from France, they say,
They honored America in this way.
It came across the ocean packed in crates, (hand goes up a down to look like a wave)
Reassembled on a island while Americans wait.
Flag, Bald Eagle, Statue of Liberty, too
Doing the Patriotic Bugaloo. (everyone dances)

I DO/WE DO: (20 minutes)

Using the Cognitive Content Dictionary (CCD), the teacher asks students if they have
heard the word opinion. Students will first raise their hand if they have heard the word
and the teacher will record the number of students familiar with the word. Next, students
that have not heard of the word raise their hand and the teacher records that number.
Next, the kids guess what they think the word/phrase means. They will have sentence
frames to refer to when guessing. While they are guessing the teacher will prompt them
with questions. The childrens prediction will be recorded next to word, opinion.
Sentence Frames: I predict ____ means ____.
The word ____ sounds like ____.
Direct Instruction: The teacher will tell students that opinion is when you tell others
what you think about something. The teacher gives an example of an opinion. In my
opinion, chocolate ice cream is the best. The teacher then discusses that not everyone is
going to feel the same way. Everyone in entitled to his or her own opinion. Students are
prompted to reply to the question what is your opinion about chocolate ice cream?
using the sentence frame I think that (chocolate ice cream) is ___. Students will think-
pair-share (the teacher will listen in to make sure they are using the sentence frame and
understand the task.) A couple of students will share their opinion with the class. Repeat
the same process with the teacher saying, In my opinion, Monday is the best day of the
week. Give more examples if the children need more help with the concept of forming
an opinion.
Next, the teacher will tell the students that their opinions need to be backed up with
reasons as to why they feel that way. I think that chocolate ice cream is the best flavor
because it is sweet and tastes good on a hot day. Ask students to point out the two
reasons the teacher used to back up their opinion. The teacher will call on student
volunteers to fill in the pocket chart with their opinion about their favorite day of the
week.

In a pocket chart the teacher has:

In my opinion, I think that ________________. One reason is _________________.
Another reason is ____________________. This is why I think ________________.
WE ALL DO: (30 minutes)
The teacher will tell students to go back to their desks, grab their American Symbols
packet, and go back on the carpet. Before this lesson, the children have done a close
reading and graphic organizer with key ideas on the American Flag, Statue of Liberty,
Lincoln Memorial, Mt. Rushmore, bald eagle, and Liberty Bell. Have students turn to the
American Flag page. The teacher will reread the passage and graphic organizer to refresh
the students memory. While reading, the teacher will pause and the children will fill in
the word. The teacher will use the pocket chart and demonstrate how to form an opinion
about the American Flag. She will alter the first sentence frame to say, In my opinion, I
think that ___________is the best American symbol. The teacher will model, In my
opinion I think that the American Flag is the best American symbol. One reason is it has
one star for each state. Another reason is it represents our past colonies with 13 stripes.
This is why I think the American Flag is the best symbol.

The teacher will call on students to give their reasons the American Flag is their favorite
using their text and tell students to write them down on the classes graphic organizer on
poster board. The teacher will repeat this process for the Statue of Liberty. Students can
now visually see a list of key facts they have come up with about the American Flag and
Statue of Liberty. Children will go back to their desks and pull out their writing folders.
Inside they have graphic organizers on how to write an opinion piece. The teacher will
read it and instruct the children to grab their crayons and guide them in highlighting each
section in the appropriate color. The students have done this before for narrative and
informative writing. The topic sentence and the conclusion sentence (wrap up) are green.
Star ideas with sentence frames are yellow and the information they add to the star ideas
is red.
SOME DO:
English Learners:
Emerging: Students are supported with handouts, a variety of sentence frames, and
graphic organizers described in the lesson. During the lesson students received direct
support from the teacher during partner talk. The teacher pairs students to ensure that
their partner can guide and support them.
Expanding: The teacher pairs students to ensure that their partner can guide and support
them. The teacher modeling what is expected along with think-pair-share gives students
time to formulate ideas.
Bridging: The entire class benefits from sentence frames, graphic organizers, academic
language and the Gradual Release of Responsibility.
CLOSURE: (5 minutes)
Students will go back to the carpet, and be paired together by the teacher. Then the
students will be asked to tell their partner using sentence frames which American symbol
is their favorite, the American Flag or Statue of Liberty. Students will think-pair-share.

Next the teacher will ask them to tell their partner using sentence frames one reason they
chose that symbol (think-pair-share.) The students are now back on the carpet in front of
the graphic organizer they created with facts about each symbol to refer back to. The
teacher will give each group a piece of paper and pencil and ask students to write their
name and underneath which symbol they picked. One partner can write both peoples
information or each student can write their own (students choice.)
Sentence Frames:
In my opinion, I think that _________ is the best American symbol.
One reason is _________________.

This information will be collected by the teacher and used to put students into groups for lesson
2. Collecting the information now will give the teacher time to strategically pair groups and give
students their first choice.
 Social Studies Lesson Plan

Name: Jessica English Duration of Lesson: 60 min

Lesson Name: Developing Opinion Writing 2 of 3 Grade Level: 1st Grade

History Social-Science Content Standards:

1.3 Students know and understand the symbols, icons, and traditions of the
United States that provide continuity and a sense of community across time.

1. Recite the Pledge of Allegiance and sing songs that express American ideals (e.g.,
My Country Tis of Thee).
3. Identify American symbols, landmarks, and essential documents, such as the flag,
bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and
know the people and events associated with them.

Common Core State Standards:

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).
SL.1.1.B Build on others' talk in conversations by responding to the comments
of others through multiple exchanges.
SL.1.1.C Ask questions to clear up any confusion about the topics and texts
under discussion.
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.
SL.1.4 Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
SL.1.6 Produce complete sentences when appropriate to task and situation.
L.1.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.1.2.A Capitalize dates and names of people.
L.1.2.B Use end punctuation for sentences.

Learning Objectives:
Content Objective:
Students will give their opinion about an American symbol backing up their ideas with
facts from the text using language frames.

Purpose: To form an opinion about an American symbol.

Language Objectives:
Students will form a list of reason as to why the American symbol they chose is their
favorite using the information from the text.

English Language Development () Standards and Proficiency Levels:

Main ELD Standard #3: Offering and supporting opinions and negotiating with others
in communicative exchanges.
Emerging: ELD SL.1.1, 6 Offer opinions and ideas in conversations using a small set of
learned phrases (e.g., I think X), as well as open responses in order to gain and/or hold
the floor.
Expanding: ELD SL.1.1, 6 Offer opinions and negotiate with others in conversations
using an expanded set of learned phrases (e.g., I think/dont think X. I agree with X), as
well as open responses in order to gain and/or hold the floor, elaborate on an idea, and so
on.
Bridging: ELD SL.1.1, 6 Offer opinions and negotiate with others in conversations using
an expanded set of learned phrases (e.g., I think/dont think X. I agree with X), and open
responses in order to gain and/or hold the floor, elaborate on an idea, provide different
opinions, and so on.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Statue of Liberty, American Flag, Pledge of
Words Allegiance, American ideals, symbols,
landmarks, bald eagle, U.S. Constitution,
and Declaration of Independence

Text Types/Structures (and related Argumentation, opinion, and claim

vocabulary)

Language Frames/Supports Sentence frames and graphic organizer

Resources and Materials:

2 posters (1 Pledge of Allegiance, 1 Patriotic Bugaloo), poster paper, 2 charts (American
Flag and the Statue of Liberty), markers, pocket chart, sentence frames, 19 American
Symbols packets, 10 Farmer in the Dell graphic organizers, 10 sticky notes and 19
pencils.
Resources: GLAD
https://www.teacherspayteachers.com/Product/Close-Read-American-Symbols-and-
Monuments-1230577

Formal and Informal Assessments:

Students will demonstrate their understanding of opinion writing by filling out their
graphic organizers with reasons to back up their opinion. Their informal assessment
will be their ability to transfer their knowledge from the teachers lesson into their
Farmer in the Dell graphic organizers. The teacher will also listen in on conversations
to make sure each group understands opinion writing.

Procedure-Instructional Strategies and Learning Tasks to Support Student

Learning:
ANTICIPATORY SET: (5 minutes)
The children and teacher will choral sing two American chants that are on poster board.

The Pledge of Allegiance and Patriotic Bugaloo

I DO: (5 minutes)
The children will gather on the carpet, the teacher will review what an opinion is and the
two charts they created the day before on facts about the American Flag and the Statue of
Liberty. The teacher will then tell students they are going to make a Farmer in the Dell
graphic organizer. The children are familiar with this. They previous made one to learn
about adjectives. The teacher will demonstrate what it will look like. They will put a
sticky note under Statue of Liberty, a sticky note under is my favorite because and
another sticky note under one of the facts about the Statue of Liberty. The teacher and
students will sing the sentence to the tune of Farmer in the Dell.

WE ALL DO: (10 minutes)

The teacher will call on several students to stand at the front of the class to create their
own sentences by moving a sticky note to different symbols and reasons. The class will
then sing each childs sentence to the tune of, Farmer in the Dell. This is when the
teacher will check for understanding.

YOU DO TOGETHER: (40 minutes)

The teacher will use the paper with each childs favorite symbol to make groups of 2. All
expanding students will be paired with a child that has strong language skills. Meanwhile,
the teacher will work alongside emerging students. Each group will get 1 Farmer in the
Dell graphic organizer and 1 sticky note. The teacher modeled what the students should
do now they are going to fill out their own Farmer in the Dell graphic organizer alongside
a partner. Within the groups, student will take turns writing reasons to support their
opinion. To aid them in their writing students will have their American symbols packet
out and the 2 graphic organizers the students made alongside the teacher (1 for their
symbol) are visible to all students. Students will be asked to write 4-6 reasons they chose
their symbol. Once the teacher approves students to move on, students will write the
information they plugged into the graphic organizer into complete sentences at the
bottom (there are lines provided.)

Differentiated instruction: The children in the teachers group will be asked to walk over
to the class graphic organizer and point to the fact they are choosing.

SOME DO:
English Learners:
Emerging: Students are supported with handouts and graphic organizer described in the
lesson. During the lesson, students received direct support from the teacher during
partner talk. The teacher pairs students to ensure that their partner can guide and support
them.
Expanding: The teacher pairs students to ensure that their partner can guide and support
them. The teacher modeling what is expected along with think-pair-share gives students
time to formulate ideas.
Bridging: The entire class benefits from sentence frames, graphic organizers, academic
language, and the Gradual Release of Responsibility.

CLOSURE: (5 minutes)
The students will gather at the carpet and discuss their opinions. A few students will be
asked to share their sentences including reasons for their opinion with the rest of the
class and the entire class will sing that childs sentence to the tune of, Farmer in the
Dell.

Social Studies Lesson Plan

Name: Jessica English Duration of Lesson:60 min

Lesson Name: Opinion Writing 3 of 3 Grade Level: 1st Grade

History Social-Science Content Standards:

1.3 Students know and understand the symbols, icons, and traditions of the
United States that provide continuity and a sense of community across time.

1. Recite the Pledge of Allegiance and sing songs that express American ideals (e.g.,
My Country Tis of Thee).
3. Identify American symbols, landmarks, and essential documents, such as the flag,
bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and
know the people and events associated with them.

Common Core State Standards:

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).
SL.1.1.B Build on others' talk in conversations by responding to the comments
of others through multiple exchanges.
SL.1.1.C Ask questions to clear up any confusion about the topics and texts
under discussion.
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.
SL.1.4 Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
SL.1.6 Produce complete sentences when appropriate to task and situation.
L.1.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.1.2.A Capitalize dates and names of people.
L.1.2.B Use end punctuation for sentences.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.

Learning Objectives:
Content Objective:
Students will give their opinion about an American symbol backing up their ideas with
facts from the text using language frames.

Purpose: To form an opinion about an American symbol.

Language Objectives:
Students will write an opinion piece as to which American symbol is their favorite,
supporting their opinion with information from the text.

English Language Development (ELD) Standards and Proficiency Levels:

Main ELD Standard #3: Offering and supporting opinions and negotiating with others
in communicative exchanges.
Emerging: ELD SL.1.1, 6 Offer opinions and ideas in conversations using a small set of
learned phrases (e.g., I think X), as well as open responses in order to gain and/or hold
the floor.
Expanding: ELD SL.1.1, 6 Offer opinions and negotiate with others in conversations
using an expanded set of learned phrases (e.g., I think/dont think X. I agree with X), as
well as open responses in order to gain and/or hold the floor, elaborate on an idea, and so
on.
Bridging: ELD SL.1.1, 6 Offer opinions and negotiate with others in conversations using
an expanded set of learned phrases (e.g., I think/dont think X. I agree with X), and open
responses in order to gain and/or hold the floor, elaborate on an idea, provide different
opinions, and so on.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Statue of Liberty, American Flag, Pledge of
Words Allegiance, American ideals, symbols,
landmarks, bald eagle, U.S. Constitution,
and Declaration of Independence

Text Types/Structures (and related Argumentation, opinion, and claim

vocabulary)

Language Frames/Supports Sentence frames and graphic organizer

Resources and Materials:

2 posters (1 Pledge of Allegiance, 1 Patriotic Bugaloo), poster paper, 2 charts (American
Flag and the Statue of Liberty), markers, pocket chart, 19 American Symbols packets, 10
Farmer in the Dell graphic organizers (x2), 19 pencils, document camera, 19 lined papers
and 19 opinion writing graphic organizers.
Resources: GLAD
https://www.teacherspayteachers.com/Product/Close-Read-American-Symbols-and-
Monuments-1230577

Formal Assessments:
Once students finish their opinion writing graphic organizer they will get 1 point for
each section with a possibility of 5 points. 1 point for the topic sentence, 1 point for
each star idea, and 1 point for the conclusion.

Procedure-Instructional Strategies and Learning Tasks to Support Student

Learning:
ANTICIPATORY SET: (5 minutes)
The children and teacher will choral sing two American chants that are on poster board.
The Pledge of Allegiance and Patriotic Bugaloo

I DO: (5 minutes)
Before this lesson: The teacher will make a copy of each groups graphic organizer and
pass them back so every student has a copy to refer to during their writing.

The children will gather on the carpet, the teacher will review what an opinion is and the
two charts they created the day before on facts about the American Flag and the Statue of
Liberty.

WE ALL DO & YOU DO ALONE: (40 minutes)

The pocket chart is still displaying the sentence frames:
In my opinion, I think that ________________is the best American symbol. One reason
is _________________. Another reason is __________________. My last reason
is____________. This is why I think ________________.

The only difference is the teacher will add My last reason is____________.

The teacher will have the students use the first sentence frame (In my opinion, I think that
__________is the best American symbol) to tell a partner which symbol they are writing
about. Once the students have a chance to share with their partner, students will raise
their hands and volunteer to stand next to the teacher and share with the class. Once a few
students have shared, students will be directed to their seats to fill out the first sentence in
their graphic organizer. The students graphic organizers are a direct representation of the
sentence frames the teacher has been using.

*The teacher will call the students back to the carpet and repeat this process for the
remaining 4 sentences (3 star ideas and conclusion.)

Differentiated Instruction: Students that finish early will begin the writing process and
rewrite their outline onto lined paper.

SOME DO:
English Learners:
Emerging: Students are supported with handouts and graphic organizer described in the
lesson. During the lesson, students received direct support from the teacher during
partner talk. The teacher pairs students to ensure that their partner can guide and support
them.
Expanding: The teacher pairs students to ensure that their partner can guide and support
them. The teacher modeling what is expected along with think-pair-share gives students
time to formulate ideas.
Bridging: The entire class benefits from sentence frames, graphic organizers, academic
language and the Gradual Release of Responsibility.

CLOSURE: (10 minutes)

Students will volunteer to show their work under the document camera. Students have
hand signals for when they see capital letters, (hands together horizontally and move
one hand up and one hand down) periods, (flat palm of the hand facing away) topic
sentence (make a heart with their hands), star ideas (draw a star in the air with one
finger), and conclusion (tie an imaginary bow with their hands, wrap it up). Students
will read aloud their writing while simultaneously doing their hand signals.