1
2nd
Grade Opinion Writing Lesson Plans –
Connected to Unit 4 Fossils
CA CC Standards:
W1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and
editing.
W7. Recall information from experiences or gather information from provided sources to answer a question.
RI Reading Informational Texts 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a
text. 2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures
in a text. 4. Determine the meaning of words and phrases in a text 5. Know and use various text features (e.g., captions, bold print, subheadings) to locate key facts or information in a text
efficiently. 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 8. Identify the reasons an author gives to support points in a text. 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or
procedures).
L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (A-G)
L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (A-E)
L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases (A-D)
L5 Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)
L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe
SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (A-C)
SL2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Overview: Flow Map of Process
Prepare the learner Reading and Task New Concept + Language Task
New learning (Dinosaurs) +
New Concept (opinion) Pro/Con
Coop Sort Language/
writing practice
Understand the concept of
“opinion” using less
cognitive demanding content
Writing
Practice
Partner or Group
language practice
New learning: Fossils of
Dinosaurs – Gathering
evidence through reading.
Develop a
Process Grid
Language/
writing practice
Fact vs
Opinion -
Sports
Fact vs
Opinion -
Fossils
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Language Task Writing & Language Task
Part 1 ELD Practice (preparing the learner) Explain what an opinion is and place the 2
nd gr. opinion poster up in the
class. Introduce opinion by introducing topics that students will have
opinions about by the time they are in 2nd
grade.
Understand the concept of “opinion” using less cognitive demanding content
ELD Practice during these 3 weeks: Students will learn the language
of opinion. A set of cards (Which one?) have been made and partners or
groups of 4 can practice their opinions by choosing the one they like best.
Help students determine the verbs to use and practice different types of
linguistic patterns, going from easy to more difficult:
a. I like ___ best. I like ___ best because ___. I like ___ best because
_____ and ____. In my opinion, _____ is my favorite ____ (or the best)
b. I prefer __ . I prefer __ because ___. In my opinion, I prefer __
because ______
c. I would rather ____ ____than ___. I would rather __ __ than ___ because ___.
Fact and Opinion Mini Lessons:
Display the posters for students and explain that some sentences in opinion writing are about how
someone feels and some sentences are facts – true statements that support how you feel. The
opening sentence is how you feel about the topic – an opinion. (I like the beach.)
A reason can be a true fact (One reason, is it has big waves.) or an opinion – like an adjective (For
one reason, it’s so relaxing!)
Usually when you explain your reason, you use a fact from something you have seen or read that
is true. (Reason: Relaxing: Example: You can lie in the sand in a chair). OR (Reason: Big Waves
– Explain: They build up and crash on the sand.
Formal Writing: form opinion
about favorite dinosaur.
Creating tree map
or ½ multi-flow
Form opinions about
dinosaurs using data.
Collaborative Conversations
Prompt and discussion:
Students bring their
sorting evidence.
opinion
reasons
restate opinion
supporting
details
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Small Group Practice: Have students work in groups with the fact and opinion
game using sports to understand the difference. (They must understand this concept
in order to pull facts from text and determine their opinions from what they read.
Students can practice writing their own opinion and fact sentences on the ½ sheet
provided with the game.
ELD Speaking and Writing (use a sport or any other familiar category that doesn’t need
research, but rather is from experience). Students can choose their own sport first to practice or it
can be done together, voting on a sport for the whole class.
Add a frame of reference:
Example using a sport What does this map tell you?
Adding the Supporting Detail: Explain, Example, or Describe
One part of the multi-flow map is missing – the supporting detail for each reason. So the next
exercise helps students to expand on each reason.
Using the favorite class sport (come to a consensus), create a co-op paragraph. Use a pocket chart.
For one reason, it’s fun! In Room 4’s opinion, soccer is the best sport around!
For one reason, it’s fun!
You get to be with all your friends outside.
1. Create the opening sentence together.
(Show poster sign 1)
2. Write the 3 reasons on the sentence strips.
Place in the pocket chart. Use the poster and
add transitions to each reason asking
students which would be best.
3. Then have students in their teams create
supporting details in complete sentences
(assign tables different reasons to create the
supporting details (2 details for each
reason).
4. Bring supporting details up, revising by
adding words to make stronger sentences, or
combining sentences – tearing the sentences
to make them work and wrap around. Then
edit the sentences.
5. Teach student about how to write an
ending by returning to the opening,
changing it and adding PUNCH to it! Use
the poster for help.
Also, you get a lot of great exercise!
Every time we play, we run and kick without stopping!
Once we were tied and scored at the very last second!
Finally, it’s the most exciting game!
Reason
Opinion Reason
Reason
It is great
exercise.
It is fun.
In my
opinion,
soccer it
the best
sport of
all! Soccer is
exciting.
Soccer is the best sport!
Soccer is our #1 sport in the world!
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MINI LESSON SUPPORTING DETAILS*
Say: Often if you state a reason, you need to back it up with evidence – either from something
you have seen or done yourself, or from something you read. There are some different ways you
can support your reasons.
Here are 3 ways: Explain, Provide an Example, or Describe
something you are talking about (you can display the tree map).
As you tell how to do each type of supporting detail, write down
the explanations for each type of supporting detail. Give
examples for each type before going on to the next:
(You can use “soccer” or another idea)
Write this on the tree map:
When you explain, you tell more using HOW or WHY to
support your reason.
1. Demonstrate Explain:
Let’s try it: Here is an opinion: Soccer is fun! underline “fun.” Ask…. Explain to
me…
a. Explain How Soccer is ‘fun.’
Possible answer: I get together with my best friends and we laugh and encourage
each other during our games.
b. Explain Why Soccer is ‘fun’?
Possible answer: We play for hours on Saturdays without a care in the world!
2. Demonstrate Example:
Write this on the tree map
When you give an example, you can tell a small story to
support your reason.
Let’s try it: Here is an opinion: Soccer is exciting! underline “exciting.” Say….
Give me an example of when it was exciting – tell a little story
Possible answer: For example, one day we were behind by 1 point and in the last
minute we tied the game! It went into overtime and we won
3. Demonstrate Describe: Write this on the tree map
When you describe, you tell WHAT your reason LOOKS like.
Let’s try it: Here is an opinion: Soccer is great exercise! underline “great exercise.”
Say… Describe for me how soccer is good exercise – tell me what it LOOKS like:
Possible answer: You run back and forth on the field for a long period of time,
without stopping. You use your legs to kick and move side to side.
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2nd Grade Opinion Student Writing Rubric
Rubric: You will notice that the rubric uses the same icons
as the poster.
Review the Co-op paragraph. Check off the rubric stars for
your coop paragraph.
You can make the rubric (pieces are available with the
opinion writing cards) and place in a pocket chart and add
stars as you check it off each criteria or create a large poster
using a poster maker.
New learning: Fossils of Dinosaurs
Research for Evidence – Finding the details to support your opinion.
Dinosaur articles. Display and explain the process grid and explain what each
category means:
a. Description: what it looked like
b. Behaviors: Things dinosaurs did – eating, running, etc.
c. Interesting Facts: Whatever makes this dinosaur stand
out –something unique to each dinosaur.
d. Opinion – Students will place their name on a post-it on
the dinosaur they like best – after reading all the articles.
Read each dinosaur article (choose which ones your class prefers)
Note: You will notice that they were not all written the same – students should identify the text
features of each article and how they help with meaning.
As you read:
a. Clarify meaning, vocabulary, and ask TDQs.
b. Students can hi-light or use crayons (different colors) to find evidence to match each category
in the process grid.
-You can share-write in the process grid and students can have their own grid to fill in –
try to let them do it independently or in small groups, maybe after modeling one.
-Then come back together to share information on the large process grid.
c. Fact/opinion dinosaur paper - write 1 fact and 1
opinion for each dinosaur on the paper provided.
d. Student Pro-Con sheet for each dinosaur:
1. Using the provided tree map, write one positive aspect of the
dinosaur – that would make it your favorite choice.
2. Then find a piece of evidence that would be perceived as negative–
that would make him NOT your favorite dinosaur. (Use the language practice on the next page)
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Language Practice for Pro/Con: Discuss each and use the following linguistic pattern in pairs:
_________ is a great dinosaur because _____________________________.
_______ is not my favorite dinosaur because _________________________.
Create an Opinion: Now it is time for students to form their own opinion about
which dinosaur they like most and want to write about.
1. Rap “Which Dinosaur is Best?” A great song during ELD, etc. to help
students with opinion! Have students notice the reasons in the song.
2. Review the Process Grid: Which dinosaur is your favorite? Hand out a
circle map to each student and have them secretly choose their favorite.
3. Creating Reasons on a Circle Map: Use process grid to help students
create reasons they like a certain dinosaur. (Create a tree map)
Look at “Description” section in the process grid and ask, “What are some
things in the description section you might use as reasons you like a dinosaur?”
Continue with behavior and Interesting Facts following the same discussion and questioning:
“What are some things in the _____ section you might use as reasons you like a dinosaur?”
Students will write their reasons on their circle map. (You can develop this
more during the collaborative conversation:
a. Give Reasons
b. Support with explanations, descriptions, or examples
3. Place their name on the Process Grid Opinion section: Using a
post-it, students will write their name
on a post-it, and place it on their
favorite dinosaur on the process grid.
Reasons
Description
Size
gigantic
huge
tall
weight
Body Parts
long neck
armor
teeth
tail
hands
Behavior
speed
eating habits
eggs
life span
how it walked
Interesting Facts
The MOST:
The BEST:
Brain
Fierce
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Collaborative Conversation: Students will bring their opinion circle
map to the group and their talking mat – if needed.
Example: 1. Question: Think about the dinosaur fossils we have been learning
about: Stegosaurus, Apatosaurus, Saltasaurus, Iguanodon, Stegosaurus and Tyrannosaurus
Rex. In your opinion, which dinosaur is your favorite?
2. Think about your opinion and share it with your partner first.
3. Who would like to share their opinion?
Possible Facilitating questions and statements:
a. Can you give me a reason why?
b. Can you give me an example (or describe or explain) Help students to use evidence,
examples, or descriptions to support their reasons.
b. Who agrees with ____? Do you have other reasons why you like it too?
c. Who has a different opinion? (follow up) Why? Can you give me some reasons or
examples?
d. Did anyone change their opinion about their favorite dinosaur? Why?
4. Conclusion of Conversation: Now you will write about your opinion – your favorite dinosaur.
Think about some of the new ideas you might want to add, after we explored our opinions.
You may have changed your mind and might want to write about a different dinosaur than you
originally thought.
After the Collaborative Conversation If students change their mind about their dinosaur after the conversation, they can move their
name on the process grid to their new favorite dinosaur.
Take it to Writing: Preplanning with the Flee Map
a. Explain to students that they will be writing about what they think and
feel, telling their opinion about dinosaurs.
b. Review the 2nd
grade student rubric again. Review and discuss the
writing posters that go with the rubric.
c. Introduce the Flee Map to Students that has all the parts and match
it up to the posters and rubric.
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“I do – You do” Modeling
a. Suggestion: Use one of the dinosaurs you do not put on the process grid – like Saltasaurus:
b. You might want to share read “Saltasaurus” and explain that it will be “my dinosaur” and you
will choose yours to write about.
Say: This is my favorite dinosaur. I will write my opinion first in the opening.
Now students will write their opinion in their opening.
Reasons
Say: Now I will choose my 3 favorite reasons. Let me look back at the tree map. I will reread
the sentences that describe Saltasaurus. One reason really stands out to me – Saltasaurus’ back!
My first reason is:
a. Have students either look at their 1st reason on their circle map and transfer to their flee map
- or change and make it better after the modeling.
b. Continue modeling reason #2 (behavior – how it ate – the sharp teeth) – Then have students
add their next reason – it doesn’t have to be “behavior” as it could be 2 descriptions, etc.
c. Add the last reason – The longest neck is an interesting fact about that make Saltasaurus stand
out. Then have students add their last reason.
Tell More by explaining, describing or providing
examples
Use the Ways to “tell more” tree map and model different ways to support the reasons:
My favorite dinosaur is the Saltasaurus from the Cretaceous Period.
Saltasaurus had the
most amazing back.
Saltasaurus used its
sharp teeth for eating. It had one of the
longest necks.
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a. Look back at the first reason… “Saltasaurus had the most amazing back.”
Say: How can I tell more about its back and why it’s amazing?
I will look back at the text and find out more about the plates.
It says: “was covered with circular and oval-shaped bony, armored plates – possibly with spikes!”
Say: That “describes” the plates more. I will write this to support my reason.
- Have students add their own supporting detail to tell more for the 1
st reason.
b. Continue with the 2nd
reason: Evidence about teeth: Explain: They were peg-like and
could rake tough leaves or shrubs and eat them whole.
- Have students add their own supporting detail to tell more for the 2nd
reason.
c. Continue with the 3
rd reason: Evidence about its neck: Explain how it used its long neck:
It could reach up higher than any other dinosaur to get leaves on the tops of trees.
- Have students add their own supporting detail to tell more for the
3rd
reason.
Transitions – Look at the poster for some types of transitions to
each reason. Add yours on your flee map and have students add
theirs:
Closing:
Saltasaurus had the
most incredible back.
Saltasaurus had
amazing teeth. It had one of the
longest necks.
it was covered
with oval circular
armored plates
that it used for
protection.
they were peg-like
and could rake
tough leaves or
shrubs and eat
them whole.
it could reach up
higher than any
other dinosaur to
get leaves on the
tops of trees.
First of all, Also, Another reason is
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SAY: A closing restates your opinion with a PUNCH to emphasize your opinion. I will look at
my closing poster to get some ideas.
- Have students add their own closing.
Oral Rehearse Have students oral rehearse their maps with partners. Help them to revise as needed adding
more adjectives, looking at conventions and spelling.
Take it to Writing: Taking the Information off the Flee Map and onto paper. Have students write their opinion paper. They may illustrate their paper.
a. Go over the rubric with their papers.
b. Students can share their writing.
Conclusion: How can you continue with Opinion writing? Use opinion
discussion about books and authors.
You can see why I love the Saltasaurus from Argentina!!!
Saltasaurus
Saltasaurus was a large, plant-eating dinosaur that lived about 83 to 79 million
years ago, during the late Cretaceous Period.
Description
This large dinosaur had a small head on
an elongated neck. Its neck helped it
reach food that smaller plant-eaters
couldn’t reach. Saltasaurus’ legs were
strong and stocky with five toes on each
foot. It could rear up on its muscular
hind legs to grab leaves from the top of
trees. It also used its sturdy tail for
balance.
The Saltasaurus' back was
covered with circular and oval-
shaped bony, armored plates
used for protection. The plates
had rough surfaces; they were
about 4 ½ inches round. Horns or
spikes may have stuck out from
the plates, but this is not for sure. Saltasaurus was about 40 feet long and
weighed about 10 tons (20,000 pounds).
Large Teeth… Lots of Food
The Saltasaurus was an herbivore. This beast
had a mouth full of long, peg-like teeth. He
raked these teeth through branches of trees and
shrubs to strip them of tough leaves, which he
swallowed whole. The long neck helped it feed
on vegetation that would have been too high up
to reach for smaller herbivores.
Habitat
Salta is the name of an area in
Argentina, and that is the place
where the fossils of the Saltasaurus
were found. There have also been
some discoveries of bones in
Uruguay. Many fossils have been
found together so it probably moved
around in herds for protection.
Enemies
Saltasaurus was not one of the largest dinosaurs. It had a large neck but a small body. This made it easy to be attacked by larger carnivorous dinosaurs. But any animal that tried to leap upon the Saltasaurus back would have stubbed its claws and snapped off teeth when trying to sink them into the rock-hard armor in Saltasaurus' tough hide.
Iguanodon
The Iguanodon was one of the first dinosaurs ever to be discovered.
Iguanodon is one of the most popular and most well-known of all
the dinosaurs. It lived over 150,000,000 years ago during the
Jurassic Period. The Iguanodon was also one of the most
successful dinosaurs because it lived for tens of millions of
years on Earth in Europe and North America.
The “hands” of the Iguanodon
made this reptile different from most
other dinosaurs. Each hand had five “fingers.” Three fingers
in the middle had hoof-like claws, which were useful when
walking. Another finger could be pulled in toward the palm,
and was used to grasp with. A fifth finger was a sharp,
spiked thumb, used for defense.
Iguanodon had a flat, stiff tail
and three-toed hind feet with
hoof-like claws. Its legs were
much larger than its arms. It
could move on all fours, or just
on its hind legs. The front of
Iguanodon's beak-like mouth
was toothless. Growing to a
length of 30 feet and a height of 16 feet, and a weight of 9000 pounds, it was
almost the size of a house!
BEHAVIOR Iguanodons lived in herds as discovered in bone-beds. In these
bone-beds, dozens of Iguanodon fossils were found together,
suggesting that they came together during their lives. The
Iguanadon had many predators, such as the Tyrannosaurus Rex or
Megalosaurus. Its best protection was the sharp thumb spike,
which could pierce the hide of an enemy. The ability to walk on
four, or two legs, also gave it an advantage over other dinosaurs.
Since Iguanodon could run on two legs or walk on four; it was a
relatively fast dinosaur.
DIET AND TEETH
Iguanodon, which means iguana-like teeth,
was a plant eater. It probably nipped
cycads and other prehistoric plants with its
tough, toothed beak. It had no teeth in the
front of its mouth, but had strong teeth (about
2 inches long) in the side of its jaw (cheek
teeth) which it used to grind up tough plants.
Some scientists have also suggested that the
Iguanodon might have had a long tongue, like
a giraffe.
BRAINPOWER
Iguanodon was an ornithopod, whose intelligence
was midway among the dinosaurs. It had the
brain built for what it needed as an herbivore, a
plant eater.