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Observation 4 - Writing

This lesson teaches students how to write an opinion piece using an OREO graphic organizer. The lesson will take 30-45 minutes and aligns with writing standards requiring students to support a point of view with reasons. Students will compare reasons to form an opinion, plan their ideas using the OREO organizer, and create a persuasive essay with reasoning and examples. The teacher will model using posters of the organizer and an example, then students will independently fill out the organizer to state their opinion on whether students should have more recess time.

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54 views

Observation 4 - Writing

This lesson teaches students how to write an opinion piece using an OREO graphic organizer. The lesson will take 30-45 minutes and aligns with writing standards requiring students to support a point of view with reasons. Students will compare reasons to form an opinion, plan their ideas using the OREO organizer, and create a persuasive essay with reasoning and examples. The teacher will model using posters of the organizer and an example, then students will independently fill out the organizer to state their opinion on whether students should have more recess time.

Uploaded by

api-391549505
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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Subject/Lesson Title/Group: Estimated Time:

Writing- OREO Opinions 30-45 minutes


Whole Group

Standard(s):
3.W.1a-d Write opinion pieces in topics or texts, supporting a point of view with reasons.

Learning Goal(s): Resources/Materials:

 SWBAT…compare and contrast reasons to  OREO chart


form an opinion.  Opinion Writing chart
 SWBAT… plan and outline their ideas using  OREO graphic organizers
a graphic organizer.  Pencils
 SWBAT… create a persuasive essay using
reasoning and examples. Key vocabulary:
 Opinion
(Include a language goal for ELLs from ELD  Reason
standards if applicable.)  Examples
 SWBAT… dictate their ideas while the
 Conclusion
teacher assists in writing.
 Facts
 Details
 Paragraph
Anticipatory Set: (This is where you engage learners in connecting to content in lesson either in
their prior knowledge or personal connections.)
 Prior to hanging the posters up, I will ask the students to remember what opinion writing is and
what we include in our writing piece. (We have started our opinion-writing unit, but haven’t had
a very formal break down of what exactly needs to be included). I will ask students to recall the
opinion writing pieces that we’ve done so far.

Mini-Lesson: (Your instruction and the” I do, we do” part of the modeling…)

 I will present two posters up on the board. One will be the OREO visual aid, and the other will be
a blown up opinion writing piece. I will connect the two and have students come up to the board
to read the different paragraphs. We will talk about how the students are going to fill out their
graphic organizer, including the 4 important parts of a persuasive essay. Then I will introduce
our prompt.

Worktime: (Set students to work after the” I do, we do” (modeling) time. Worktime is the “you
do” time.
 Students will work individually to fill out the OREO graphic organizer based on their opinion of
“Should students have more recess time?” They must have all four parts filled out adequately to
move on. The following day, students will start to compose their paragraphs.
Closure: (Important lesson component. Students should summarize their learning in some way.)
 Have students summarize the four main parts of an opinion piece, and have students share what
they wrote for each part. Collect student work, to be continued the next day.

Differentiation for Student Needs:


 ELL students will listen as teacher guides class through the graphic organizer, and then will move
to the back desk to work individually with teacher. Student may dictate ideas, while teacher
assists with writing.

Questions: (be sure to plan questions that Integration Areas


include higher order thinking levels – see
Bloom’s taxonomy sheet.)  Writing is integrated with outside
experiences, such as recess time.
 How are you going to defend your  Students are encouraged to do research to
opinion? back up their opinion with scientific
 How does planning or creating an outline reasoning.
help us with our writing?
 What are you going to use to support your
opinion?

Formative Assessment: (Checking for Understanding)

 Teacher will have to check students’ graphic organizers before they can begin writing.
 Teacher will check final writing piece and assess for a grade.
 Scoring will be based on if they followed the OREO graphic organizer, and wrote a 3-
paragraph essay.

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