UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Alexa White PSMT Name: Amber Ponte

Lesson Plan Duck for President Lesson Plan Topic: Opinion Writing
Title:
Date: 2/30/17 Estimated Time: 55 min.
Grade Level: 3rd School Site: Bonner Elementary

1. State Standard(s):
W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with
reasons.
W.3.1a - Introduce the topic or text they are writing about, state an opinion, and
create an organizational structure that lists reasons.
W.3.1b - Provide reasons that support the opinion.
W.3.1c - Use linking words and phrases (e.g., because, therefore, since, for
example) to connect opinion and reasons.
W.3.1d - Provide a concluding statement or section.
SL.3.2 - Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually,
quantitatively, and orally.
C13.3.2 - Discuss that democracy involves voting, majority rule, and setting rules.

2. Teaching Model(s): direct instruction, cooperative-based work

3. Objective(s):
Students will engage in listening to an audio story
Students will write an opinion piece supporting their point of view with reasons and
examples from the text
Students will understand how a democracy involves voting and majority rule

4. Materials and Technology Resources: SMARTBoard, Duck for President Read-Aloud

on YouTube, OREO writing sheets, Sentence Starter sheets, final draft sheets, pencils
https://www.youtube.com/watch?v=eM7ikKDv060

5. Instructional Procedures:
a. Motivation/Engagement: (5 min.)
Tell students 3 statements, 1 opinion and 2 facts
 Have them determine which is fact and which is opinion
Have students create anchor chart with teacher (facts vs. opinions)
Explain objectives for the lesson
Ask students: What is a democracy?
Answer: The word democracy literally means rule by the people. It is
derived from a Greek word coined from the words demos (people) and
kratos (rule) in the middle of the 5th century BC as a name for the
political system that existed at the time in some of the cities of Greece.
b .Developmental Activities or Learning Experiences: (45 min.)
Explain that we will be watching a video on a book called Duck for President
Students need to pay attention because they will be writing an opinion paper
on why or why not they think Duck should be president
Watch video
Explain OREO writing sheets go through with class
Use sentence starter sheets to help start thoughts
Have students organize their thoughts topic is Do you think Duck should
be President? Why or why not?
Once they have formed an opinion and listed 2 reasons and examples, do
CUPS and ARMS with writing partner to edit and revise
Once students are finished, they can begin writing their final draft using their
OREO sheets as a guide
After completing their final drafts, a few students will be asked to read their
essay in front of the class
c. Closure: (5 min.)
Ask review questions to the class.
1. What is an opinion? DOK 1
2. Give me an example of an opinion.
3. What is a fact? DOK 1
4. Give me an example of a fact.
5. How is fact related to opinion? DOK 3
6. What do opinion-writing pieces allow us to do? DOK 1
7. What is a democracy? DOK 1
Students will be given a notecard as their exit ticket and will vote on who
they want for president: Duck or Farmer Brown. Teacher will tally up votes
and announce the winner the next day.
d. Extension: Students can list traits of their ideal president and draw a picture of
what their ideal president would look like.

6. Accommodations: Watching the video of the story will allow some of the low readers
to simply focus on the content of the story, rather than stressing about reading in front of
the class. This will improve comprehension.
Modifications: The sentence starter sheets will help Kenyin, Alli, and Mossimo to
organize thoughts on paper
Have Mossimo only write one reason and example instead of two
Differentiations: Give Brianna, Alli, and Mossimo more time to work on the OREO
sheets
7. Assessment and Evaluation of Learning:
a. Formative: Teacher will walk around the room to observe students writing on
their OREO sheets to make sure they are understanding what to do
b. Summative: Teacher will grade the final essay for opinion clearly stated, 2
reasons and examples used, grammar, punctuation and spelling

8. Homework Assignment:
Opinion or Fact? worksheet
Go home and ask your parents who they voted for President and why

9. Reflection:
a. Strengths: This lesson was an engaging and educational way to begin to learn
how to opinion write. There was a step-by-step process that I took the students
through to write a strong essay that persuaded the audience whether to vote or not
for Duck. I was easily able to tie a social studies standard into this lesson and teach
the students about Democracy.
b. Concerns: I had a difficult time squeezing in all that I wanted to for this lesson. I
wanted to spend time on revising and editing so that I could take the students
through the entire writing process, but we unfortunately had to cut down on time
for revising and editing. I actually had to extend this lesson over 2 days rather than
just 1. If I were to do this again, I would maybe plan it over 3 days or over a whole
week so that we could completely go through the writing process.
c. Insights: Overall, I believe that this lesson was a great way to introduce opinion
writing as well as teach them about democracy and voting. After reflecting on the
lesson, I could also expand on this lesson and have students campaign for their
candidates and give speeches. The lesson could be expanded in many ways.