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Math Balloons

This lesson plan template outlines a lesson on writing opinions for 4th grade students. The lesson involves defining facts and opinions, distinguishing between the two concepts, and having students outline an opinion paper supporting their stance on whether elementary students should have cellphones. The plan includes standards, objectives, materials, instructional procedures, assessments, accommodations, and reflections on strengths and areas for improvement.

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Heatherann Faith Skelly
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56 views

Math Balloons

This lesson plan template outlines a lesson on writing opinions for 4th grade students. The lesson involves defining facts and opinions, distinguishing between the two concepts, and having students outline an opinion paper supporting their stance on whether elementary students should have cellphones. The plan includes standards, objectives, materials, instructional procedures, assessments, accommodations, and reflections on strengths and areas for improvement.

Uploaded by

Heatherann Faith Skelly
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Elementary Lesson Plan Template


UNLV Student
Lesson Plan Title
Date
Grade Level:

Heatherann Skelly
Everyone has an
Opinion
1/21/2016
4th

PSMT Name:
Lesson Plan Topic:

Mrs. Olson
Writing Opinions

Estimated Time:
School Site:

30-45 minutes
Treem

1. State Standard:
CCSS.ELA-Literacy.W.4.1.A- Introduce a topic or text clearly, state an opinion, and

create an organizational structure in which related ideas are grouped to support the
writers purpose
2. Teaching Model(s):
Cooperative learning
3. Objective(s):
SWBAT explain the purpose of an opinion piece is to change the readers
point of view
SWBAT write an opinion
SWBAT group related ideas to best support the opinion and purpose of
their writing and provide examples
4. Materials and
Resources:
Hangman introduction
Worksheet
whiteboards
5. Instructional Procedures:
A. Motivation/Engagement:
o TW draw hangman on board and tell the class that today we will
be learning about something that everyone has. The hangman word
is opinion. TW select students in the class to pick a letter until the
word is complete or a student verbally guesses the word.
B. Activities:
1. TW explain the difference between fact and opinion
i. Fact: a statement that can be proven true or false
1. Examples: The sun will rise again tomorrow. There are
more girls than boys in this classroom. Mrs. Olsens
class has X amount of bears.
ii. Opinion: a statement that cannot be proven true or false, and
are based on emotions
1. Examples: I think pizza is the best food ever. I think we
should have recess all day long. Mrs. Olsen is the best
teacher in the world.
2. TW ask students to distinguish between facts and opinions. SW get
one white board for each group, and work as a group to answer the
following statements being Fact or Opinion.
i. All people must breath to live

Elementary Lesson Plan 1: 1/18/16

C.

D.

E.

F.

G.
H.

ii. All people love basketball


iii. Abraham Lincoln was a United States president
iv. Fire needs oxygen to burn
v. Most people have two arms and legs
3. TW pass out Opinion Transitions to all students and read sheet
i. Example prompt:
1. Pizza is delicious.
2. First, it is the perfect combination of ingredients.
3. For example toasted crust, melted cheese, and sauce.
4. As you can see, pizza is delicious.
4. TW present prompt Should all elementary students have
cellphones
5. SW work individually and will ask to outline what they would write
for their opinion paper by using the opinion transitions guide. SW
must write in full sentences, but may be presented in a list, not a
full essay. Students must include their sentence starter, their
reasons with starting with their transitions, the examples with
transitions, and a conclusion.
Accommodation, modifications, and differentiations for diverse
learners
a. I will provide extra time for students who need more time completing
the opinion transitions exercise
Closure:
a. TW review the difference between fact and opinion, and to include
reasons and examples with their opinions. TW explain how important
defending your opinion is. Many people form opinions based off of
other peoples beliefs. It is important to learn how to defend your own
opinion. (Lemov Technique 21: Take a Stand: encourage students to
have opinions and to take stands on those opinions).
Extension and Contingency Plans:
a. If time permits, for those that are interested, have some of the
students share what their opinions are on the prompt.
Assessment and Evaluation of Learning:
A. Formative: I will assess whether or not the students understand the
difference between fact and opinion based on whether or not they are
collectively answering during the WG/Group exercise.
B. Summative: I will assess the students based off their understanding of
completing the opinion transition paper.
Homework assignment:
A. SW complete About You responses, if not finished during class.
Reflection:
a. Strengths:

I believe this was a very successful lesson. It was in no way perfect, but everything went
accordingly to plan. I do understand that lessons are only successful if students are
learning, which may mean that the lesson plan will not go according to plan, but my
students were engaged and did learn the content that was presented to them. My mentor
teacher had given me feedback and listed what I did well, and what I need to work on. I

Elementary Lesson Plan 1: 1/18/16

have listed what she had given me below, which gave me an outsider perspective at what
worked and which areas I lacked. Overall, the students displayed that they understood the
difference between fact and opinion, and were able to support their opinions with reasons
and examples.
Did:

I used an awesome way to open the lesson in a way where the students
were super excited
I defined vocabulary and provided examples
I used real world examples, in which the students were able to relate to
During my formative I did not waste time, and did quick checks, when the
students raised the white boards
I constantly provided the students positive feedback
I allowed the class to work in whole group, small group, and independent
work
I described the expectations
I checked in with students during the independent work
I had the class share their responses and opinion
I created an outline for what I wanted them to do on the whiteboard. (I did it
after I explained it and had them. I should have laid out what I wanted them
to do as I was explaining it)
b. Weaknesses

After the lesson, I had sat down with my mentor teacher, and we had discussed areas that I
needed to work on. She had showed me the list that she had given me, and we had
discussed all of them.
Didnt/Suggestions:

I failed to state the objective


During the group work activity, I should have moved around to each groups
I should set a time frame during activities, such as group work so that they
know how much time they have to collaborate.
After group collaboration, have the students come up with one idea to share,
which could also be another source for a formative assessment
Provide all instructions before the students move. I remember giving direction
for one thing, but not direction for what to do after
Students who are not writing or stuck give them help with the first sentence
and transitions to use.

c. Insights: The next time I teach this lesson I will change a few things. I
will first off, state the objective. I will move around more so that I can
assess every student equally. I will take my time and provide all
instructions before having the students move on to an activity. I will

Elementary Lesson Plan 1: 1/18/16

assist students who are struggling more, by giving them a starter


sentence.

Elementary Lesson Plan 1: 1/18/16

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