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Duck Rabbit Micro Lesson Plan

1. This lesson plan teaches 1st grade students about stating opinions and providing reasons to support their opinions. Students will read the book Duck! Rabbit! and then state whether they think the animal depicted is a duck or rabbit, placing sticky notes on a poster to indicate their opinion. 2. As a class, students will discuss reasons from the story to support their duck or rabbit opinions, which the teacher will record. Students will then independently complete a worksheet stating their duck or rabbit opinion and two supporting reasons from the class discussion. 3. The goal is for students to understand that an opinion is how one thinks or feels, it can be agreed or disagreed with, and should be supported with evidence or reasons.

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2K views

Duck Rabbit Micro Lesson Plan

1. This lesson plan teaches 1st grade students about stating opinions and providing reasons to support their opinions. Students will read the book Duck! Rabbit! and then state whether they think the animal depicted is a duck or rabbit, placing sticky notes on a poster to indicate their opinion. 2. As a class, students will discuss reasons from the story to support their duck or rabbit opinions, which the teacher will record. Students will then independently complete a worksheet stating their duck or rabbit opinion and two supporting reasons from the class discussion. 3. The goal is for students to understand that an opinion is how one thinks or feels, it can be agreed or disagreed with, and should be supported with evidence or reasons.

Uploaded by

api-302663426
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Duck or Rabbit Lesson Plan

Teacher: Desiree Leal


Grade Level: 1st grade
Subject: English Language Arts: Writing
Standard: CCSS.ELA-LITERACY.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.
Objective: After reading Duck! Rabbit! , written by Amy K. Rosenthal and Tom Lichtenheld
Students will be able to state an opinion and provide two reasons that support their opinion.
Assessment/Standards of Performance: Given the Duck or Rabbit worksheet I will know if
students have mastered the objective if they have stated their opinion and have provided two
reasons that support their opinion.
Anticipatory Set:
1. Have you and your friend ever disagreed on what animal makes the best pet?
(Question) Show me by raising your hands. (Allow students to rise their hands, have one student
share favorite type of animal for a pet then choose a different student who likes a different type
of animal for a pet)
2. Those are both good animals for pets but in my opinion the best animal for a pet is a
_______ because _________.
3.Explain you and the students that have stated an opinion regarding the best animal for a
pet. Also explain that the opinion you gave was supported with evidence.
4. Remember last lesson we talked about facts well today we are going to be going over
what an opinion is.
5. What our objective is saying is that you will be able to provide evidence or reasons that
supports what you think or how you feel.
6. Explain to student that it is important to respect what other think and feel when they do
not agree with them.
Instructional Input (I do)
Input:
1. Start the lesson by defining what an opinion is using the What is an Opinion? slide.
An opinion is the way you think or feel about something. Pick one student to read the
definition of what an opinion is, then have the whole class read it.

2. Also, read students the You can agree or disagree slide. You can agree or disagree
with someone elses. An opinion is what YOU think, it cant really be wrongespecially
if you have reasons or evidence for your opinion.. After reading the slide to the whole
class ask, Can an opinion be wrong?(Question) Thumbs up for yes or thumbs down
for no. Next give example, Walking home alone is dangerous, because ________. (ask
student to give you a reason. What do we use to support our opinions? (Question), pick
one student to answer.
3. Next, teacher will introduce the book Duck! Rabbit! By Amy k. Rosenthal and Tom
Lichtenheld. Teacher will emphasize the importance of watching and listening. This will
be done by having the students face forward, sit on their bottoms with their legs crossed,
and have students point to their eyes and ears.
4. Throughout, the story ask question such as; How many of you think it is a rabbit?
(Question) How many of you think it is a duck? (Question), Have you changed your
minds? (Question)
5. When done reading tell students to take 10 seconds to silently choose what they think the
animal in the story is. I am going to give you 10 seconds to silently think about the two
animals in the story and make an opinion? Do you think it is a duck or a rabbit?
(Question)
6. After the ten seconds are up tell student not to shout out their answers but to hold their
answers in their thinking bubble.
7. Next, have students write their name on the sticky note on their desk. Model to students
how to write their name on the sticky notes.
8. After students have written their name on the sticky note have them get out of their seats
and walk to either the side of the room that says rabbit or duck with their sticky note in
hand. Remind students that the side they pick is an opinion an a opinion is not wrong it is
what they think. Remember the side you pick is not right or wrong it is your opinion. Do
not choose a side because your friend does, choose what you think.
9. Once students have picked a side have each group go up to the board and place their
sticky notes on the Duck or Rabbit? poster. After all students have put their sticky notes
up have then sit back in their seats.
Modeling: After students have given their opinion regarding the animal they think makes
the best pet, teacher will then provide students with her own opinion regarding which
animal makes the best pet. Those are both good animals for pets but in my opinion the
best animal for a pet is a _______ because _________. This will provide students an
example of how to state opinion and support it.

Checking for Understanding: Checking for understanding will take place throughout the
lesson, as teacher explains what an opinion is, while reading the book, when filling out the
Points of View/Evidence poster, and when working on the worksheet. Students will show if
they understand by answering question, showing thumbs up or thumbs down, by raising their
hand and by having certain students share their work to the class. .
Guided Practice (We Do)
1. As a class, we will fill out the Point of View/ Evidence poster. Now that you have
picked a side, I want you guys to give me reasons why you think the animal in the
story is a duck or a rabbit. Try to remember things from the story that explained why
it was a duck or a rabbit For example, I see a rabbit because it has two ears or I see a
duck because it has a bill/beak.
2. As students give their points of view, teacher will write down their responses on the
poster
Closure
1. Have one students from each side read their papers.
2. Next, close the lesson by asking students the following questions? (have students
think pair share, then pick students to share their answer)
a. What is an opinion? (Question)
b. What do we need to support our opinions? (Question)
3. Restate the objective: Today you learned what an opinion is and used evidence to
support your opinion.
Independent Practice (You do)
1. Students will be given the Duck or Rabbit opinion writing worksheet and fill it out. They
will write what they think the animal in the story is by writing duck or rabbit and write
two reasons to support their opinion. The evidence they provide to support their opinion
will come from the Point of View/ Evidence poster.
2. Explain to students how to fill out worksheet by reading it together.
Material
Duck! Rabbit! Book
What is an opinion and Agree or Disagree slides
Duck or Rabbit poster
Sticky Notes
Points of View/ Evidence poster
Duck or Rabbit opinion writing worksheet.
Duration 10-12 minutes

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