Name: Lindsey Piro

Lesson # 2 of 3 Title of Unit and Lesson: Mars Opinion Writing

Duration of Lesson: 30 minutes Grade Level(s): 4th Subject(s): Language Arts
[Plan 3-5 consecutive literacy lessons. Lesson plans should be detailed enough that a substitute teacher could implement them. Each lesson plan should be no more than
4 pages. Provide citations for all materials you did not create. List citations by lesson number at the end of Planning Commentary.)

Central Focus of Unit: The central focus should support students in developing an essential literacy strategy and the requisite skills
for comprehending or composing text in meaningful contexts. The content focus addresses what you want your students to learn
about the topic (content knowledge). All your lesson plans should address this central focus. Consider: What do you want your 
students to learn? What are the important understandings and core concepts you want students to develop?
Essential Literacy Strategy Focus: Using evidence from text to support opinion

Related Skills (skills that support the use of the strategy): Knowing key details and opinion

Content Focus: Opinion Writing

Standards: List CCSS and/or relevant state-adopted content area standards. Include the number and text of each standard that is
being addressed. If only a portion of a standard is being addressed, then strike though the portions that are not relevant.
CC.SS.ELA-LITERACY.WS.4.1B: Provide reasons that are supported by facts and details.
CC.SS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or
speak about the subject knowledgeably.

Instructional Learning Objectives: Objectives are what  Assessments: How will students demonstrate their learning? List
students will be able to do as a result of this lesson. These  the formal/informal assessments used to monitor student learning
of each objective.
objectives will directly support and align to the Central Focus. 
They should also align with standards, instructional activities, 
and assessments.  Write objectives using clear, measureable 
terminology. 
Students will use details from two texts to support Students will offer their thoughts and responses during
their opinion class discussions

Students will refer to both texts and topics when Students will be writing their paper using graphic
supporting their opinion organizer and texts to support opinion

Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you provide
students with opportunities to practice using the language function in ways that support the essential strategy.
Language Function: Identify at least one language function Additional Language Demands: Identify additional language
essential for students to develop and practice the literacy strategy demands required to achieve the objectives. Address vocabulary
within your central focus. This language function should be or key phrases. Also, address syntax or discourse.
derived from the objectives.
Stating opinion: students will state their opinion in Vocabulary: opinion, Mars, Earth, atmosphere
their paper and support it with details from the texts
Interpret: students will need to interpret what are the Syntax: “This supports my opinion because ____”
main ideas from each text that support their opinion

Resources and Materials: List all resources and materials necessary to complete this lesson. Submit key instructional materials (no
more than 5 additional pages per lesson plan).
Articles – “Our Unusual Earth” and “Our Neighbor Mars”
Graphic organizers that they already filled out
White lined paper
Pencils
Doc cam

Student Prior Knowledge: Describe the knowledge, skills, personal/cultural assets your students already have related to the
instructional learning objectives, language expectations, and activities of this lesson. What do they know? What can they do? What
are they still learning to do? Make clear connections to their skills and knowledge.
Students have read two articles about Earth and Mars and filled out a graphic organizer stating their opinion on
whether or not people will one day live on Mars.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional 
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?
Transition from Previous Activity: How Students will be transitioning from previous language arts activity and
will you transition students from the prior be asked to take out their graphic organizers and two articles.
activity/learning to this lesson? How will
you incorporate or build on students’ prior
knowledge? (Review.)
Hook/Purpose for Learning: What Remind students that they all have stated an opinion on whether people
experiences/backgrounds and/or interests will one day be able to live on Mars. We have filled out our graphic
do students bring that could be used to
excite students to the activity? How will you
organizers with supporting details to our opinion, but now we need to
set learning expectations for your students? write these out in a more polished form.
(Introduce)

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?
Students will be at their seats with their graphic organizers and two articles. I will be at the doc cam with my
graphic organizer filled out. I will review what opinion I stated and how I am choosing to support that opinion.
I will go over how important it is to have a hook when starting to write an opinion paper. In order to get our
reader interested, we have to have a great intro paragraph. As a class, we will go over some examples of how
we could start our paper and state our opinions. I will write down examples as they say them aloud to the
class. Once we have enough examples, I will choose one and start writing my intro paragraph for them to
watch. I am modeling and providing an example as I am doing this. After I complete my intro paragraph, I
will repeat this process with my second paragraph, where I am supporting my first detail. I will provide
examples and students will offer their insights. They will watch as I model under the doc cam.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
ELLs: Students are placed at their assigned seat next to someone that helps them. They are referring to their
graphic organizer and watching as I model sentence starters and write my intro.
IEPs: Students are placed at their assigned seat next to someone that helps them. They are near the front so
they can see and hear better. I am modeling and saying aloud as I go through my examples so they are
benefiting from this.

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
Students have now watched and discussed as I modeled my first two paragraphs. I will ask students to begin
working on their intro paragraph and I will walk around as they do so. I will leave up sentence starters that
they came up with under the doc cam. I will stop and read aloud any examples from students that have
something good they are coming up with.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
ELLs: Students are referring to their graphic organizers and I left up the sentence starters for them to refer to. I
will be walking around assisting them
IEP: Students will be referring to their graphic organizers and referring to the sentence starters I have provided.
I will be walking around helping.

Independent Practice: How will you provide students opportunities to master what you taught them?
Students are working independently on their intro paragraph and second paragraph. They are referring to their
graphic organizers and texts. They are able to look at the examples we came up with as a class when it comes
to sentence starters or transition words.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
ELLs: Students are referring to their graphic organizers and I left up the sentence starters for them to refer to. I
will be walking around assisting them
IEP: Students will be referring to their graphic organizers and referring to the sentence starters I have provided.
I will be walking around helping.

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
Wrap up once students have written their first two paragraphs. Remind students how important it is to stay on
prompt and don’t steer off topic.