T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting students with the
T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Allison La Rue and Alicia Peterson Date: February 4, 2018
Cooperating Teacher: Dr. Barbara Ward Grade: 5th
School District: Pullman School District School: Sunnyside and Franklin Elementary
University Supervisor: Lori White
Unit/Subject: Writing
Instructional Plan Title/Focus: Constructing Opinion Writing

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops students’
conceptual understanding of overall content goals. This is sometimes also called a “rationale” and includes a
“what, why, how” general statement (see also Central Focus in edTPA)

The purpose of this lesson is to help students write opinion pieces on a variety of different topics that
they will receive. In addition to helping students gain the fundamental skills that are evident in opinion
writing, students will also be able to work on their skills of providing concluding statements based on the
opinion topic to solidify their writing. This lesson will help students be able to distinguish between what
opinion writing looks like in comparison to other forms of writing, as well as work on their comprehension
skills. In real life, this lesson will help students be able to distinguish between writing that is opinion based
and writing that is factual as well as be able to understand whether the information they hear in the world
every day (such as on the news or in the paper) is someone’s opinion or a solid fact.

Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior to this one
(yesterday) and what related lesson will come after this one (tomorrow)?

This would be the second lesson on writing in this fifth-grade classroom. Prior to this lesson,
students learned about how to properly structure a written essay in the five-paragraph writing format and were
introduced about how to introduce a topic clearly in their introduction. After this lesson, students will receive a
lesson on how to properly link the ideas in their paper together and present their ideas in a logical order (this
will include lessons on transitions, organization, and sentence fluency.) In the end, there will be three lessons in
total that focus on opinion writing for these students.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content and
align them to Content Standards—Common Core Standards or Washington State EALRs, or National.

CCSS. ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 CCSS. ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas
are logically grouped to support the writer's purpose.

CCSS.ELA-LITERACY.W.5.1.D
Provide a concluding statement or section related to the opinion presented.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:

1. SWBAT… clearly introduce a topic and state their opinion, supporting the topic in an organized structure
throughout the paper. (CCSS. ELA-LITERACY.W.5.1.A)

2. SWBAT…summarize a story about opinion

Aligned standard:

CCSS. ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Language Objectives:

1. SWBAT… write conclusions related to the topic presented with sound arguments or a wrap-up.
(CCSS.ELA-LITERACY.W.5.1.D)

2. SWBAT…create an opinion essay in which their thoughts and ideas are supported with evidence.
(CCSS. ELA-LITERACY.W.5.1)

Aligned standard:

CCSS. ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

CCSS. ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer's purpose.

CCSS.ELA-LITERACY.W.5.1.D
Provide a concluding statement or section related to the opinion presented.

d. Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.

Prior to this lesson, students have had lessons in literature in which they learned how
they should structure an essay so that their ideas are organized and easy for the reader to follow
throughout the paper. This involved instructing students on the five-paragraph essay that consists of
an introduction, three body paragraphs, and a conclusion. Students have been practicing writing
essays in this format, but they still need a lesson on how to link their ideas together so that their
 ideas flow throughout the paper, which is a lesson that will occur right after this one. Having
students practice writing in the organized format is relevant so that students will be able to write
opinion pieces and present ideas in a format so that the reader can understand their writing and be
able to uncover what their opinions are clearly. Additionally, prior to the lesson students had
practice drafting introductions in writing. This skill is relevant for this current lesson as students will
need to introduce their topic in a way that clearly illustrates to the reader what their opinion on a
specific topic is.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):

Our philosophy for student learning needs is that as teachers, we have the same goals for our
students. While they are all trying to reach the same goals, we must recognize that they have different
paths to getting there, and accommodate them in ways that ensure they meet that goal in the most
successful way possible.

For student learning needs, there will be the appropriate accommodations given to students who
possess a 504/IEP plan. For example, if students need assistance with reading and need to read one-
on-one with an aide, this accommodation will be provided so that they can understand the book
presented in class that is intended to hook students on the topic of opinion writing. If a student has a
disability where he cannot see the board from far away, the student will placed near the front of the
room so that he can also see what the teacher is presenting. Additionally, students who do not have
these plans will be able to receive support as well. Students who have difficulty writing will meet with
a small group during the free write time to work with a teacher who can help them throughout the
writing process, and students who need extra time crafting their essay will be able to receive this
accommodation with another teacher. We also recognize that some students have a higher level of
difficulty in writing than others do. If a student is struggling to fill five paragraphs, they will be asked
to fill three with solid information. This way the student is still learning about opinion writing but is
not struggling due to the pressure of writing five full paragraphs.

Accommodations will also be made available for gifted students. For this lesson in particular,
differentiation would occur for gifted students. This method allows the teacher to provide more
challenging versions of the assignment to these students who already demonstrate a high level of
understanding in opinion writing. For this assignment, once it shows that the student has mastered
the concept of opinion writing and the learning standards that are embedded, then the student will
have the opportunity to write a more challenging version of opinion writing. For example, the
students will be able to write an opinion essay from the point of view opposite of theirs. If the student
was for owning a cat rather than a dog, they would then have to write an opinion essay that argues
for dogs instead of cats. This will allow them to dive deeper into the concept of opinion writing and
strive to go further when backing up their argument with supportive evidence.

f. Assessment Strategies (Informal or formal) (Formative or Summative)

Teacher candidates should attach questions, worksheets, tests or any additional documentation related to their
assessment strategies, including accommodations or modifications for students with disabilities as stated in
their IEPs. They may also attach appropriate marking rubrics, criteria lists, expectations, answer keys, etc.
Consideration for multiple means of expression should occur here. That is, how will teacher candidates allow
for K-12 students to express their learning in different ways? Will K-12 students be given some choice?

Content/Language Objectives Assessment Strategies

SWBAT…create an opinion essay in which Summative: Students will craft an opinion essay on a
their thoughts and ideas are supported with
evidence.
SWBAT… write conclusions related to the
topic presented with sound arguments or a
wrap-up.
(CCSS.ELA-LITERACY.W.5.1.D)
specific topic that they will be able to choose. Using the
rubric presented in Figure 1, the teacher will be able to
identify whether the student has grasped the concept of an
opinion as well as if the student is able to support their
opinions with evidence.
To grade this assignment, the teacher will evaluate each
student’s paper on the rubric represented below. The
teacher will determine what category each paper fits best
into on the rubric, adjusting when necessary. The teacher
will start in the middle of the rubric (at a 2 or a 3) and then
move up and down the rubric depending on the
strengths/weaknesses demonstrated in the paper.
This form of assessment will inform our instruction in many
ways. As the papers are being graded based on the rubric,
the teacher will keep track of where the scores are falling
on each category. At the end, the teacher will average the
scores for all of the papers to see what areas the students
showed most strength in and what areas where needed to
work on. If the class average is on the low end (consistently
a 2 or below) then the instructor will know that they need to
go back and reteach that concept, bridging the gap between
any misunderstandings. If the class is on the high end of the
rubric on average (3 or 4 scores consistently) then the
teacher will know that the class is ready to move on.
During this process, the teacher will also be able to
determine which students were struggling more than others
and which were exceeding the expectations, and provide the
appropriate accommodations to them.
Formative: Students will fill out the worksheet seen in
figure 2 to practice drafting quality conclusions. Once
students are able to properly create these conclusions, their
pieces of opinion writing will be stronger. After choosing a
topic based on the list presented in figure 3, students will
fill out the worksheet and hand it in at the end of the class.
Students will use the worksheet represented in figure 2 to
craft a conclusion that clearly summarizes their entire
essay. The students will write out their conclusions and
then share with their partner, who will give them feedback.
During this time, the teacher will walk around the room
observing and listening to what the students are saying to
each other and the feedback they are receiving. At the end,
the teacher will collect the drafted conclusions students
wrote. Exit slips (figure 4) will be handed out and the
students will be asked to reflect on the process of drafting
conclusions, and if they feel confident in it or not. The
teacher when they evaluate the conclusions and the
responses on the exit slips to determine how the students
are feeling with this concept. Since this is a formative
assessment, there is no need to give scores, so this rubric is
split into “Acceptable” “Good,” and “Excellent.” (Figure

SWBAT…clearly introduce a topic and state
their opinion, supporting the topic in an
organized structure throughout the paper.
(CCSS. ELA-LITERACY.W.5.1.A)
SWBAT… summarize a story about opinion.
5) This will inform the teachers instruction since they will
be able to grade each paper and see where the class
average falls. If the class falls between “good” and
“acceptable” then the teacher will know that the class
needs more instruction about conclusions. If the class falls
between “excellent” and “good” then the teacher will
know that the class is doing well with the concept.
However, the teacher will know from the exit slips which
students are struggling with this concept, and can provide
the appropriate accommodations to this student to ensure
they are meeting this learning goal.
Summative: Students will be given a list of topics that are
frequent opinions of fifth grade students. (For example,
should there be school uniforms? Should dessert be allowed
instead of dinner? Are after-school sports important for
children?) Students will be given the worksheet “Opinion
Writing” (seen in figure 2) in which they fill out the
worksheet for the opinion topic they selected. The teacher
will collect these worksheets and use them to determine
whether the student can clearly state an opinion and back
up their opinion with evidence based on the rubric in figure
1. This form of assessment will inform our instruction
greatly. As the papers are being graded based on the
rubric, the teacher will note where the scores are falling on
each category. Once every paper is graded, teacher will
average the scores for all of the papers to see what areas
the students showed most strength in and what areas where
needed to work on. If the class average is on the low end
(consistently a 2 or below) then the instructor will know
that they need to go back and reteach that concept,
bridging the gap between any misunderstandings. If the
class is on the high end of the rubric on average (3 or 4
scores consistently) then the teacher will know that the
class is ready to move on. During this process, the teacher
will also be able to determine which students were
struggling more than others and which were exceeding the
expectations, and provide the appropriate accommodations
to them.
Formative: Students will work with a partner and
summarize the reading “I Wanna Iguana” to their partner
using the Think- Pair- Share activity (figure 8). Each
student will be instructed to write down what they think
each character’s opinion was and why they thought that
(use evidence from the story) and each partner will write
down notes about the same topic.After the set amount of
time is up, the students will be asked to share with their
partner what they came up with as the opinions of each
character in the story, as well as share their reasons why
 they think that these were the opinions of each character.
During this time, the teacher will walk around and observe
the responses/feedback the students are receiving to
determine if the students were able to summarize a story
and understand an opinion writing. The students will fill
out an exit slip again so that the teacher can receive
feedback from each partner if they felt confident
summarizing a story about opinion. This process will
greatly inform the teacher’s instruction. If the teacher sees
that students are struggling to recall events of the story and
are unable to support their claims with evidence, the
teacher will know that they need to stop and reread and re
teach this lesson on summarization and comprehension.
However, if the teacher notices in-depth discussions during
think-pair-share, the teacher will be able to determine
whether or not they should continue on with the lesson. The
exit slips (as seen in figure 4) will also be a useful tool
since the students will be instructed on writing a response
to how they felt summarizing writing. If the feedback is
mostly positive and the teacher observed great
conversations, this will indicate to the teacher that it is time
to move on. However, if the teacher receives feedback that
indicated that the students are still uncomfortable with this
topic, then the teacher will know they must spend more time
on this lesson.
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collect is formative or summative. Note: most
assessment is considered formative when thinking about day-to-day lessons. Summative is related to mastery.
An exception might be having a “formal” quiz mid-way in a unit to assure that students are on track with a
certain degree of proficiency. Should the quiz indicate students are not progressing, and adjustment of timing in
the instructional “unit” will be required.

g. Student Voice: Student voice is a term used to describe students expressing their understanding of their own
learning process. For your lesson, respond to the three required components of student voice and identify how
students will reflect and/or communicate on their learning or progress toward meeting the goals. (Use the
following table.)

Student-based evidence to be Description of how students

K-12 students will be able to:
1. Explain student learning targets
and what is required to meet
them (including why they are
important to learn).
an exit slip at the end of each lesson
collected (things produced by
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
After the literacy lesson, students
will be completing three different
worksheets that allow them to
practice the skills that they have
learned. Students will also turn in
as well.
will reflect on their learning.
The exit slip will allow the
student to take a step back
and reflect on how the lesson
went that day for them. The
exit slip will allow them to
express this in writing and
think about how they feel they
did with the concept that day.
 2. Monitor their own learning
progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).
3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).
As students learn about the different
resources and types of fact vs.
opinions there are, then the students
will be able to reflect on their
learning within their writing
journals.. They also will have many
opportunities to work with a partner
and receive/give feedback while
taking notes. The students will
utilize the “think-pair-share”
method and they will get the chance
to reflect via “How am I doing
Chart”.
Students will all have access to the
worksheets as they will be handed
out to the entire class, and they will
also be able to meet with the teacher
and a specialist (if accommodation
is needed) to get the help and
support that is needed.
Resource notebook
Think-Pair-Share/How am I
Doing Chart:
Students will have the
opportunity each day to
reflect on their assignments
by thinking about how they
did, pair with an elbow
partner and share what they
thought. Then, they would go
to their binders and they
would write whether they
understood the
assignment/lesson, were
struggling, or if they didn’t
get it at all. {See Figure 6}
Journal Of the Week
Reflection: Students will be
able to take out their
notebooks at the end of class
and answer the prompts on
the board. These will be facts
and opinions that are often
found in newspapers/tabloids,
TV news, etc. students will
have to use at least 2
resources to show which it is
and explain why it was
important to look further into
the fact/opinion. {See Figure
7}

h. Grouping of Students for Instruction: Describe why, how, and where in the lesson students will be divided
into groups, if applicable (e.g., "why" could be to support language learners, for reciprocal teaching, and/or to
use jigsaw, and "how" might include random, ability-based, interest, social purposes, etc.). Recognize that
some lessons or parts of a lesson may call for grouped work or individualized work or both.
Throughout this lesson, students will be working individually and in pairs. The read aloud will be a
whole-class activity, and the final written opinion essay will take place individually since this will
allow the teacher to assess each student more accurately. During the worksheet practice, students
will be able to work in pairs so that they can give feedback when it is necessary and also trade ideas
with each other. Having the mixed individual/group time will best benefit students since they will be
able to express their thoughts individually but also receive valuable feedback from their peers that
would not occur if they only were able to work individually.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: Teacher candidates identify how they are going to introduce the concept, skill or task in a way
that gains students’ attention and gets them involved (the lesson “hook”).

To introduce the lesson, the teacher will ask students to tell their partner how to structure an essay
properly (checking for understanding on the previous lesson.) Next, the teacher will explain that
today they will be doing opinion writing where they get to write a paper in that format where they
state their own personal opinion on a certain topic. The teacher will call all of the students over and
read them the story I Wanna Iguana and explain that they are going to see how this book represents
opinion writing and that they should pay close attention to the evidence the characters use the
support their opinions. After reading I Wanna Iguana by Karen Kaufman Orloff as a whole class,
students will be asked to identify why Alex wanted an iguana and then identify the reasons why they
think his mom did not want him to get an iguana all based on the reading. These ideas will be written
on the board so that students will have a visual idea of the unique opinions that both Alex and his
mom had. This will also teach students that a fundamental aspect of an opinion is that it is unique to
every person, as it is very possible for two people to have different ideas about a topic, such as Alex
and his mom about the prospect of owning an iguana.

“Good morning fifth graders! Do you guys remember what we talked about yesterday about how to
properly structure an essay? (At this point, the teacher would take the students responses as they
raise their hand.) “That is right, yesterday we looked at the structure of a five-paragraph essay and
how it starts with a strong introduction, has three body paragraphs, and then has a strong
conclusion. Do you remember when we wrote the letters to our Veterans for Veterans Day in this
format? (students will respond) Today, we will begin the process of practicing writing papers in that
same format but we will be opinion writing! Does anyone have an example of an opinion? (students
will respond) Nice work, to show you a great example of opinion writing, we are going to read this
book, I Wanna Iguana and it has great evidence of opinion writing in it! Be sure to pay attention to
the details in the book that support each character’s opinion. After, we will have practice with
worksheets writing our own opinions and you can share your thoughts and ideas with your partner.”

b. Questions: Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parentheses, indicate Bloom level and/or question type to ensure
that you are posing questions that push critical thinking and engagement (e.g. Analysis/Divergent)

1. What is Alex’s opinion about getting an Iguana compared to his mom’s opinion? What evidence in the
story allows you to draw this conclusion? (Analysis)
2. Do you think that a person’s experiences could influence the opinion they have about something?
Why or why not? (Analysis/Divergent)
3. Is it okay to have an opinion that is different than someone else’s? How so? (Divergent)
4. What details are presented in this book that support each character’s opinion? Can you state any
examples from the book? (Analysis)
5. Does the book end with a strong conclusion that lets you know what the opinions of each character
were? What traits of this conclusion do you think are strong? (Analysis)

c. Learning Activities: Describe what the teacher will do and say and students will do during the lesson.
Write it as a procedural set of steps in the left column of table below. On the right, refer to a supporting
learning theory or principle driving that activity and/or your rationale for doing what you are doing.

Prompts for right hand column—supporting theories/principles. In the right column, use references from
texts, research/peer reviewed journals, or other learning theories to support your choice of activities. You
might draw from your 301 and/or your methods courses here.
 o Connections between students’ own lives, experiences, cultures, interests and the content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—simulation over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those with disabilities (as
stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
Example: Transition from introduction by asking Supports multiple means of engagement, and
students to look at “inputs” and in pairs, create a list allowing students to generate their own inputs
of additional community assets/contributions (inputs) from experience; is more culturally responsive
for social change diagram. Circulate around groups than teacher generated ideas only.
to observe students’ progress.

Go to EdTPA resource folder on blackboard to

find what theories to use
1. After the hook and introduction, the teacher Piaget: Schema – This theory fits at this point of
will read the book, I Wanna Iguana stopping the instruction since the teacher is activating
periodically throughout the book to ask students prior knowledge and reflecting on this so
students some of the questions above. that they will have a better understanding moving
Teacher says: “Do you remember when we into this lesson.
talked about the importance of organizing
our thoughts in writing and the importance of
crafting a strong introduction and
conclusion? (The students respond, giving a
description of what they learned in the
previous lesson about formatting papers.)
Teacher says: “Who remembers wanting a
pet when they were little but their parents did
not want them to have one? Do you
remember why (the opinion) your parents
did/did not want a pet?

During this time, the teacher will be talking

with whole class and can use the feedback
she is receiving from the students to
determine whether the students have grasped
the concept of an opinion.
2. Teacher explains to students, “Now, find a
partner and discuss how a person’s Vygotsky – The importance of learning. This
experiences in life-like having a certain pet theory fits this section of learning since it involves
like a cat or dog, might shape their opinions the students taking charge of their own learning
that they might have formed. It also will be and this theory emphasized how deep learning can
helpful to summarize the story in your own occur when students take on an active role in their
words to your partner so that you can own learning. Students are asked to summarize
practice your comprehension skills and make and work with a partner, developing these skills.
sure your partner was paying attention to the
 full story.”

During this time, the teacher will circulate

around the groups, checking for their
progress and listening to the feedback they
are giving their partners.

3. Teacher addresses the whole class. “Now,
we are going to be working on a few
worksheets that you can complete with an
elbow partner about opinion writing and
making sure that we are still writing in that
five-paragraph essay format that is well
supported with a strong introduction and
conclusion that we talked about in our last
lesson.”
Vygotsky – The importance of learning and
Piaget’s Constructivism theory – both of these
theories are seen in this part of the learning
process as students are still taking on an active
role in their own learning and they are also
experiencing the social aspects of learning through
the ability to work with a partner.

The teacher will again be circulating around

the room, answering questions and observing
student’s progress on the worksheets.{to see
worksheets see Figure 9}

At the end, teacher will say “Okay, show me

with your fingers how many more minutes you
need to complete worksheet one?”

Once students are all done with worksheet

one, the teacher will go over some possible
answers as a class, and then move to worksheet
two.

“This last worksheet is going to get you ready to

write an opinion paper all on your own!
“Remember, you still can work with a partner
and we will discuss this as a class just like we did
with the last worksheet when you are finished.”

Teacher would again be walking around the

room to ensure that students are getting the
assistance they need and are understanding the
content of each worksheet.

4. After the worksheets have been completed and the
possible solutions the classmates had have been
addressed, the teacher will hand out possible topics
for the opinion essay the students will be writing
about. The second worksheet will be key to helping
Vygotsky – The importance of learning. This
theory fits this section of learning since it involves
the students taking charge of their own learning.
Students are working independently and are
playing an active role in their learning.
students follow the five paragraph outline, and help
students come up with how they should be explaining
and writing their paper.

Teacher will say, “Okay, who’s excited to write our

own opinion paper? I know I am!” “Here are some
topics you could write about in case you are stuck,
but feel free to write about a different topic that you
have an opinion on as well. Remember, we are going
to be writing with strong introductions and
conclusions so that our paper flows well!”

The teacher will be walking around the room,

providing support and assistance to students as
necessary.

(Add rows as needed)

1. Closure: Closure is the signal to students that the lesson is now coming to an end. In closure, teachers
review the learning targets (what was taught) for the day and refocus on what is important.

The teacher will close the lesson by asking the students to finish up their last thought on their papers
and that they will have time to complete the essay another time. At this time, the teacher will pass out
exit slips to the students and answer the question on the board so that they can reflect on the learning
they have accomplished for the day. The teacher will also open the room up for discussion so that the
students can ask any questions they have about what they learned that day directly to the teacher.

“Okay fifth graders, please come to a good stopping point on your papers, we will have time to finish
them up if you need to another day. As you are putting your pencils down and putting your paper in
this stack so that I can look at it, I am going to be passing out this exit slip. This exit slip is for you to
answer the question, “How do I feel about opinion writing? Do I need help? What parts are unclear
to me and which parts are clear?” Please respond in a couple sentences. This helps me to know
where you guys are at with this lesson and lets me know how I can best help you tomorrow. Once you
have filled this out, we are going to have a discussion as a class about what you learned today and
the book that we read. (teacher will collect all the papers and exit slips and conduct the classroom
discussion.) That is all for our literature lesson today, be ready to continue on with writing
tomorrow! I am excited!”

2. Independent Practice: Describe how students will extend their experiences with the content and
demonstrate understanding in a new and different context (perhaps even outside of the classroom). Include
possible family interaction (identify at least one way in which you might involve students’ families in this
instructional plan.)

Students could use their experience with opinion and opinion writing in their everyday life. Students
would be able to recognize if certain stories they hear are factual stories or just someone’s opinion,
such as when they are watching the news or reading the newspaper. The students could also keep a
journal in which they write out the opinions they have about certain topics, and they could then keep
another section of their journal where they ask their families what their opinions are, and so the
student could see how often we encounter differing opinions in our everyday life.
 3. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the teacher and
students will use during the lesson; e.g., handouts, worksheets, multi-media tools, and any assessment
materials utilized.

1. I Wanna Iguana by Karen Kaufman Orloff. (Have one copy for the teacher and one copy
for the students to follow along)
2. Worksheets (one per student plus a few extra copies)
3. White Board
4. Markers
5. Pencils
6. Erasers
7. Projector

4. Acknowledgements: Acknowledge your sources

Orloff, K. K. (2004) I wanna iguana. New York, NY: Penguin Random House.

The conclusion worksheet, opinion worksheets, think-pair-share handout and rubric in figure 5 were derived from
TeachersPayTeachers.com

Figure 1
Opinion Essay Rubric

4 - Excellent 3 - Proficient 2 - Intermediate 1 - Emerging

Is there an I have included an I have included an I have included an I did not include an
introduction/conclusion? introduction and introduction and introduction but introduction or
conclusion in my conclusion, but one not a conclusion/I conclusion in my
paper that are may be lacking have included a writing.
complete. details and be conclusion but not
incomplete. a introduction.

Are my opinions I used 4 or more I used 3 reasons in I used 2 reasons in I used 1 or not any
supported with detail? supportive details my paper to my paper to supporting ideas to
in my paper to support my support my support my
back up my opinion. opinion. opinion.
opinion.

Do I “wrap-up” my I synthesized my I recalled a few I summarized My conclusion is

thoughts in my argument and reasons that I had mostly in my missing/ended
conclusion? finished my used to support my conclusion and the without any
thoughts that opinion and it was reader was not acknowledgement
allowed for a evident my paper ready for the the to the arguments I
distinctive end to was over, but it paper to end - it have made in my
my paper. may have seem ended abruptly. paper.
 abrupt.

I clearly stated my I clearly stated my I stated my My opinion was

Did I clearly state my opinion and stayed opinion and mostly opinion, but it was not clearly stated
opinion and stay on on topic so the stayed on topic. not clear to the and I jumped from
topic? reader knows There were times I reader until later many topics
exactly what I am ventured off topic. into my paper, I throughout the
writing about from went off topic paper.
the start. frequently.

Figure 2
Figure 3
Opinion Writing Topic Ideas
(5th Grade)

1. Are cats or dogs better pets?

2. Should schools require students to wear uniforms?
3. Which season is the best season?
4. Are the school lunches healthy?
5. Should all 5th grade classes go to lunch and recess at the same
time?
6. What is the best day of the week?
7. What holiday is the best?
8. What is the best book of all time?
9. Should students be able to grade their teachers?
10. Should students get to decide if they want to go outside for
recess or stay inside?
11. What is the best subject in school?
12. What is the best grade to be in at school?

Figure 4
 Exit Slip
Name:______________________________ Date:_____________________________

Topic: (question on the whiteboard written by your teacher)__________________________________

How I feel about what we learning today:______________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Figure 5
Figure 6

How Am I Doing?

Today I... Monday Tuesday Wednesday Thursday Friday

Understood the
Lesson

Was a little
Confused by the
lesson

Didn’t
Understand the
lesson at all

OTHER

How Am I Doing? [Part 2]

Today I... Monday Tuesday Wednesday Thursday Friday

Met my Target
Goals

Felt like I mostly

met my Target
Goals

Met some of my
Target Goals

Didn’t meet any

of my Target
Goals
Figure 7

An example might look similar to this in the students notebook:

**Prompts would be displayed on the overhead or on the whiteboard and students would the instructions to choose
whether they were fact or (fiction) opinion, and why!

Figure 8
Figure 9
Figure 10